Dissertação - Mariana dos Reis Santos - Faculdade de Educação ...

ABSTRACT
The present work has investigated the process of formulating of the National
Curricular Guidelines of Pedagogy at the National Council of Education (CNE),
focusing on the preceding years to the ratification of the Resolution CNE/CP n°
01/2006. The dissertation aimed (1) different conceptions of the social function of the
pedagogy course during the troubled process of the reffered Guidelines and, (2) the
role of the National Council of Education on the ratification of the document. These
two axis were analysed on an empiric basis of sources from the he beginning of 2005
(Resolution nº 5/2005) up to the ratification of its’ final text, on April 10 th , 2006
(Resolution CNE/CP nº 01/2006) and documents related to the debate about the
formation of the pedagogue that took place on the meetings of the National
Formation Association of Education Professionals (ANFOPE) since its’ beginning.
The work has examinated the hypothesis of teachers as an axis of pedagogue´s
formation, conceived by ANFOPE, became hegemonic on the debate about the
pedagogue´s formation in Brazil, allowing the business sectors to take this principle
over, reframing it. The political speech adopted by the majority of the representatives
of the CNE supported a more flexible and fragmented graduation curricular basis
along with reforms on the teachers´ formation on the nineties. The interaction of the
State´s representatives and private interest of education businessman over the
process of ratification of the guidelines is analysed based on Gramsci´s categories of
state and civil society. We verify that the ambiguous text of the National Curricular
Guidelines of Pedagogy, ratified by CNE, responds to the aspirations of the
bourgeoisie in the process of commodification of education and naturalized the
speed up formation of pedagogue otherways.
Key words: National Curricular Guidelines of Pedagogy, National Council of
Education, formation.