TIME AND SPACE OF THE TEACHING SUBJECT IN PEDAGOGY COURSES

Abstract

The object of the study refers to the time and space of the Didactics subject in the  Degree in Pedagogy courses in Brazil. The problem investigated takes as its main question: Does the time and space of the Didactics subject in Pedagogy courses favor teacher education?The  main goal  is to understand the time and space of the didactics subject in the initial formation of teachers in the Pedagogy course.The assumption understands that the Didactics subject, of a pedagogical nature, committed to the concrete issues of teaching, constitutes a central axis for initial teacher education courses.The choice of a degree in Pedagogy is intentional as this course is aimed at training teachers for the early years of elementary school and early childhood education. Methodologically, the study takes a cartographic approach (ROSÁRIO, 2008), from the mapping of the Pedagogy course in Brazilian Federal Universities.To carry out the study, the curricular matrices of 61 courses were read and the Pedagogical Political Projects (PPPs) were read. The theoretical contributions are based on Candau (1984), Gatti (2019), Marins (2015), Martins (2009,2012), Romanowski (2010,2016) and Veiga (1994, 2012).The data collected allow us to consider that the subject of Didactics is present in all Pedagogy courses in Brazilian Federal Universities. The research recognized that there are three axes of didactic subject in the course proposals: General Didactics, Specific Didactics and Didactics for the teaching modalities.