TEACHER EDUCATION FOR EARLY CHILDHOOD EDUCATION IN PEDAGOGY CURRICULA

ABSTRACT: This article presents data from a research that aimed to analyze curricula from Pedagogy courses in Federal Public Universities in Brazil, considering the promulgation of the National Curricular Guidelines for Pedagogy courses in 2005. The curricular configurations’ analysis contemplated thirty-three Universities of the forty-seven that offer bachelor degrees in Pedagogy. In order to analyze the curricula configuration in Pedagogy specifically in teaching for early childhood education, it was necessary to give visibility to the place that children and childhood occupy in the examined curricula. The analysis of these contents also sought to identify the existence of interdisciplinary dialogues to deal with childhood and its consequences for the conceptual consolidation and orientation of pedagogical actions with children in early childhood education.

摘要：本文呈现了一项研究的相关数据，该研究以2005年《教育学专业国家课程指导纲要》（National Curricular Guidelines for Pedagogy courses）正式颁布为研究背景，旨在分析巴西联邦公立大学教育学专业的课程设置。本次课程设置分析共纳入47所开设教育学学士学位专业的巴西联邦公立大学中的33所。为专门探究教育学专业中面向幼儿教育的课程设置，需明确儿童与童年议题在本次研究的课程文本中所处的地位。本次对相关内容的分析还旨在识别处理童年议题的跨学科对话的存在情况，及其对幼儿教育领域儿童相关教学行动的概念凝练与行动导向所产生的影响。