Reorientação curricular do curso de Pedagogia do IFSP – Jacareí à luz de referenciais freireanos

• Ano de defesa: 2025
• Autor(a) principal: Pereira, Danieli Nunes
• Orientador(a): Saul, Ana Maria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Reorientação curricular; Políticas de formação; Ensino Superior; Curso de Pedagogia; Paulo Freire
• Palavras-chave em Inglês: Curriculum reorientation; Teacher training policies; Higher Education; Pedagogy degree; Paulo Freire
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45341

This study explores the process of revising curriculum proposals in Pedagogy degree programs, focusing on the re-elaboration of the curriculum of a Pedagogy course at a federal institution located in the municipality of Jacareí, São Paulo. The investigation aims to conduct a critical analysis of the curriculum reform process considering the National Curriculum Guidelines for the Initial Training of Basic Education Teachers, established by Resolution CNE/CP No. 2/2019. The objectives of the research are: (1) to analyze the curriculum reform process based on Freirean pedagogy; and (2) to propose new guidelines for the curricular reorientation of the course under investigation. The study is based on the conception of curriculum as a social, cultural, and democratic construct, understood as a field of tensions, disputes, and negotiations, in which different educational perspectives impact the social context. The research question guiding the study is: what are the formative limits and possibilities of the Pedagogy course’s curriculum proposal, and how is it articulated with educational policies aimed at teacher training? The research adopts a qualitative approach, employing participant observation, document analysis, and interviews with faculty members from the institution. The theoretical framework is grounded in the contributions of Paulo Freire (1981, 1987, 2008, 2019), Ana Maria Saul (2013), Michael Apple (1997) and António Nóvoa (2017). It is expected that, through the data analysis, the study will contribute to the development of a Freirean curriculum proposal focused on critical and emancipatory initial teacher training in the Pedagogy course