Graduação em pedagogia: identidades em conflito

Abstract

Graduate courses in education currently offered in Brazil are the main responsible for teachers training for kindergarten and early elementary school years. However, since its inception in 1939, we see many tensions and disagreements concerning its purposes, which call into question his own identity. In this study, we propose to identify and analyze the processes of identities' constitution of Pedagogy course and its students, especially after the establishment of the new National Curriculum Guidelines in 2006. To this end, we will use as reference for analysis the approach of political cycles proposed by Ball and other authors and also the concept of social identity proposed by Dubar. The sources of information used were the different legal documents guiding the course since its inception in Brazil, reports from course coordinators, teachers and students, and the information about the courses available in websites of colleges and universities located in São Paulo. From the categories proposed in the research, which were "Purposes formative," "Student Profile" and "Conditions for the completion of the course", it was possible the identification and analysis of social identities conferred on training, which are related both to the courses and their students. In this sense, we identified three types of identities, which we called "fluid identity", "overwhelmed identity" and "chimeric identity". These concepts allow us to understand the tensions and disagreements about the courses in question