REFLECTIONS ABOUT THE INITIAL TRAINING AND PROFESSIONAL PRACTICE OF THE GRADUATES OF COURSE PEDAGOGY

Abstract

This paper aims to present results of research conducted with graduates of the Pedagogy course, with training in early childhood education and early years of elementary school and its role in school management. Highlights that the training required to act in school management was a long time given to the course of Pedagogy. This training was the restructuring of the curriculum of the course, from the opinion of CFE 252/69, which printed the license administration, supervision, orientation and inspection giving the school the title of graduate education specialist. This model was subjected to considerable criticism by polarizing the training of teachers and pedagogue and fragment the pedagogical work. Such criticisms have contributed to the course Pedagogy to take over the training of teachers for early childhood education and early years of elementary school. Locally the graduates of this training in school management act, this suggests that discuss the implications of training, focused on the teaching of early childhood education and early years of elementary school, to act in school management. To this end, the discussion focuses on building a common national base for training of teachers and how they drive the configuration of the of the Pedagogy course. So, evidence that the unfolding of this process alters the landscape of the work of the pedagogue in school, especially in schools of the state of Paraná, whose job as a teacher pedagogue is occupied by public tender by the licensee in Pedagogy.