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.