POLICIES FOR EDUCATION AND TRAINING POLICY: OPPORTUNITIES AND CHALLENGES FOR THE COURSE PEDAGOGY

Abstract

The educational policy for teacher education in Brazil is normalized by curriculum guidelines and has been influenced by educational proposals of international organizations. Concerned with the education for citizenship our studies were turn to the political education of educators, specifically in pedagogy courses. Our goal is to discuss the formation of the educator through a documentary analysis of the Pedagogy National Curriculum Guidelines (DCN's), seeking to articulate the possibility of a political education in college. We began this article discussing the social responsibility the university to educate the professional politically and critically, based in Sobrinho (2005) and Santos (2005). The direction of politics and action and political constitution of the subject was articulated from the thoughts of Arendt (1998, 2008) and Novaes (2007). This theoretical framework allows us to present the results of the analysis of DCN's. The study indicates some contradictions that permeate higher education. One of the aspects concerns the fragility of pedagogical political education another refers to the university, even established by rules norms, is also produced as an instituting collective subject.