THE CURRICULAR PEDAGOGICAL PROJECT FOR DEGREE COURSES IN PEDAGOGY: A COMPARATIVE ANALYSIS OF CONTINUOUS OFFER COURSES AND THE NATIONAL TRAINING PLAN FOR BASIC EDUCATION TEACHERS (PARFOR) – UESC/BA

Abstract

This text discusses the results of a study that carried out a comparative analysis of the Pedagogical Projects of the Pedagogy Degree Courses (PPCs) offered continuously and those of the National Basic Education Teacher Training Plan (Parfor) at the State University of Santa Cruz (UESC). The study aimed to identify the congruent and divergent aspects of each PPC. The research is descriptive-comparative and analytical in nature, with a qualitative approach. The methodological technique adopted was document analysis, with the courses' PPCs being the sources of data production, which made it possible to obtain information regarding curricular organization, legal aspects, graduate profile, workload, mode of delivery, nomenclature, theoretical-methodological principles, course completion time, accreditation and number of curricular components. The data and information produced by the two PPCs was analyzed and discussed qualitatively. The study made it possible to systematize important data and information on the PPCs of the Pedagogy courses offered by the UESC and to encourage reflections and debates on the training of pedagogues, indicating the need for an institutional policy that ensures a common curriculum for the courses and considers their specificities in their development.