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

Authors

DOI:

https://doi.org/10.14507/epaa.31.7617

Keywords:

curriculum policies, pedagogy course, state of the matter, teacher education

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.

Downloads

Download data is not yet available.

Author Biographies

Wagner Nobrega Torres, Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF)

Doutorando no Programa de Pós-Graduação em Políticas Sociais da Universidade Estadual do Norte Fluminense Darcy Ribeiro (PPGPS/ UENF), Mestre em Educação pela Universidade do Estado do Rio de Janeiro (UERJ) (2011). Bacharel e Licenciado em História pela Universidade Federal do Rio de Janeiro (UFRJ) (2006). É Técnico de Nível Superior em História do Laboratório de Estudos do Espaço Antrópico (LEEA/UENF) e Professor Docente I Efetivo da Secretaria de Educação do Estado do Rio de Janeiro (SEEDUC, RJ), lecionando as disciplinas História, Filosofia e Sociologia, desde 2007. 

Silvia Alicia Martinez, Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF)

Professora Associada da Universidade Estadual do Norte Fluminense Darcy Ribeiro. Graduada em Ciências da Educação (Mar del Plata,1986), Mestre e Doutora em Educação pela Pontifícia Universidade Católica do Rio de Janeiro (1993; 2000). Fez Estágio de Pós-doutoramento na Universidade de Lisboa. Tem experiência na área de Educação, com ênfase em Política e História da Educação, atuando principalmente nos seguintes temas: formação de professores, profissão docente, cultura material escolar, juventude e memória. Atua na linha Educação, Cultura, Política e Cidadania do Programa de Pós-Graduação em Políticas Sociais (Mestrado e Doutorado Acadêmico).

Additional Files

Published

2023-02-07

How to Cite

Torres, W. N., & Martinez, S. A. (2023). What do studies say about curriculum policies in pedagogy courses? An analysis from the Capes thesis catalog and dissertations (2010 - 2020). Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7617

Issue

Section

Articles

Most read articles by the same author(s)