RESEARCH AND PRACTICE IN THE PEDAGOGY COURSE: CURRICULAR REFORMULATION AND CONSTANT PEDAGOGICAL PRACTICES

Abstract

This article discusses curricular reformulation in the Pedagogy program. Gadotti (2024) emphasizes the need to transform educator training programs into laboratories for analyzing local, national, and international society. The overall objective of this article is to investigate the pedagogical knowledge of seventh-year Pedagogy students at the Professor Aldo Muylaert Institute of Education/ISEPAM, using a questionnaire to explore the elements of the research project. The methodology is bibliographic, qualitative, descriptive, quantitative, and exploratory, considering the theoretical sources used, the collection of numerical data, and the exploration of the phenomenon of "curricular reformulation in higher education," bringing it closer to the scientific community. This study is aimed at seventh-year students and those completing their final project (TCC) at the Professor Aldo Muylaert Institute of Education/ISEPAM. After collecting data using a questionnaire, it was identified that the curriculum needed to be reformulated to adapt it to the needs of academic research, as 83.3% of students did not master the elements of the academic project. It is crucial for a professional program that students graduate prepared to extend and apply the knowledge they have acquired.