Educational policies and impacts on educational processes in Pedagogy courses: an analysis
Abstract
In this review article, educational public policies related to the pedagogues’ educative process are taken into consideration, before and after their debut as teachers of childhood education in school. It is also approached the relations with Pedagogy courses in its historicity. The methodological aspects employed to elaborate the text were guided by principles related to systematization, which involved: a) a syncretic research based on bibliographical research; b) analysis of the data produced with an elaboration of categories; c) dialogic synthesis about the study. From this research trajectory, it has emerged two argumentative sequences that complement each other and, together, express the central argument: the
first addresses Pedagogy in the context of Brazilian educational policies; the second argues that the pedagogues are workers whose characteristic of work comes from Pedagogy, in turn understood as a science of education, which must be the central element in the course.
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