The sense of teacher education in pedagogy, praxis, and the contributions of the Faculty of Education at UFG

Abstract

This article has historical, political, and epistemological characteristics, starting with teacher education in the early 1980s in Brazil during the authoritarian modernization. In this context, the debate on the sense of education in the Pedagogy course presented, on one side, the hegemonic understanding of the pedagogue’s formation with technical-bureaucratic centrality and the defense of the formation of specializations—school administration, supervision, guidance, and inspection. On the other hand, another rationality emerges, critical and divergent, in frank opposition to authoritarianism, technicism, and the formation of specializations in Pedagogy. It can be recognized by the defense of teaching as the basis of the pedagogue's formation, distinguished by denouncing what dehumanizes the educator and their work, and by the theoretical-practical character of their teaching action. Regarding the contribution of the Faculty of Education/UFG and the philosopher and professor Ildeu Moreira Coêlho, the aspect of human formation has asserted itself as paramount. These discussions have been revived with the aim of challenging the imminent logic of current teacher training policies, which promise to align education in the Pedagogy course with the logic of the political-pedagogical guidelines of the National Common Curricular Base (BNCC/2015).