Knowledge and teaching professional: a study from graduating students view of a course of pedagogy

Abstract

This paper is organized in three stages, first resume, briefly, the historical course of pedagogy, of Normal Schools to Resolution n. 01/2006. In the second discusses the topics of knowledge and professionalization as the theoretical framework Tardif, Shulman, Zeichner, in addition to studies of Marin and Shiroma. Finally, it presents the data collected and analyzed in comparison with the theoretical framework and public policies on teacher education, founding elements for the construction of this text. Aimed to determine to what extent students were graduating in Pedagogy from a private University in the municipality of São Paulo, feel prepared for the profession, having as parameter assignments indicated in Resolution n. 01/2006 of the CNE. Through this analysis it was found that students do not feel fully prepared for the exercise of base functions of the teaching profession and that this fact can be understood by the breadth of the powers specified in the Resolution for the egress of pedagogy and also by an initial increasingly lighter.