DOCENCIA NO ENSINO SUPERIOR SELMA GARRIDO PIMENTA PDF

Brajas Abstract The core issue of this paper is the teacher education undergraduate courses called Pedagogy in Brazil set up based on the National Curriculum Guidelines, approved in This word is no longer mentioned in docncis Brazilian legislation associated with the issue, including the National Curriculum Guidelines GCN for the pedagogy course. It can also be seen that the Higher Education Institutions provide disciplines in the areas of mathematics, Portuguese language and instrumental use of Information Ssuperior possibly with the purpose of meeting the gaps in basic schooling experienced by students entering the pedagogy courses. In addition to the findings of studies that demonstrate that the social and financial downgrade and the persistent and precarious working conditions and careers of teachers in Brazil. In our opinion, it seems necessary to discuss this issue in the context of curriculum grids that are fragmented into disciplines. Knowledge associated with professional training of a teacher One may say that this diversity of disciplines does not point to a favorable aspect of the curriculum grids, as instead it leads to dispersion in the basic training of a pedagogue and of a teacher. Results demonstrated the insufficiency or even the inadequacy of the current pedagogy courses for the education of multipurpose teachers, since such education requires different types of knowledge: Out of Print—Limited Availability.

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