What do studies say about curriculum policies in pedagogy courses? An analysis from the Capes thesis catalog and dissertations (2010 - 2020)

Abstract

This article aims to analyze the academic-scientific production about the question of curriculum policies in pedagogy courses, responsible for the largest number of enrollments among undergraduate courses in the country. To this end, from the Capes thesis catalog and dissertations, three keywords were articulated that we chose as the main ones in this analysis, namely, “policies” AND “curricular” AND “pedagogy course”, having the period as a time frame between 2010 and 2020. A total of 115 works were selected and analyzed, 76 of which were dissertations and 39 were thesis. In addition to the quantitative mapping of production, we identified and understood qualitatively how research has theoretically and methodologically approached and problematized the relationship between curriculum policies and pedagogy courses. Therefore, we explain the main thematic approaches appreciated in the studies, pointing out and discussing their analytical conceptions around eight thematic axes. Finally, we emphasize that, although the vertical approach to curricular policies is significant in studies, there are works concerned with analyzing the dynamics and tensions, in power relations, between the multiple contexts imbricated in the production and resignification of policies. Yet we identified the tendencies present in these works that constitute curricular meanings and demands, susceptible of being projected and tensioned in negotiations and disputes for the meaning of the curriculum policies for the pedagogy course and, by extension, for teacher education.