Resumo

COCO, Valdete; DE ANDRADE-VIEIRA, Maria Nilceia; DE FATIMA-GIESEN, Karina  e  COCO, Dilza. Routes of Initial Learning in Pedagogy in the Brazilian Legislation: Challenges for Teaching in Early Childhood Education. Rev. colomb. educ. [online]. 2021, n.83, e301.  Epub 06-Ago-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num83-10811.

In a historical perspective of Pedagogy and in a connection with the right to education, this article analyzes the established premises for the teachers' initial training for teaching in the education of children regarding the context of the transformations that mark the current Brazilian educational public policies. Based on Mikhail Bakhtin's, in the theoretical-methodological frameworks, it stems from a qualitative and bibliographical approach research, developed through a document analysis of the Brazilian educational legislation, with emphasis on Law 13.005/2014, which establishes the National Education Plan. Also, on the Resolution 01/2006, which establishes the National Curricular Guidelines for the course in Pedagogy, and the Resolution 02/2015, which defines the National Curricular Guidelines for the initial formation in higher education and the continuing education of teachers. Considering the relevance in the production of public policies, the documents bring together elaborated conceptions in different socio-historical contexts, and they highlight several (sometimes divergent) perspectives and interpretations directed to the educational processes of the teachers and the educational work with the children. The analyzes indicate problematizations regarding curricular organization, the dynamics of actions and interfaces with the field of work. This shows that legal systems are effective amidst in terms of disputes and tensions. Nonetheless, they point the higher education as an achievement and emphasize the relevance of knowing the goals and strategies of the National Education Plan to defend the right of young children to a socially acknowledged quality education.

Palavras-chave : teacher education; educational legislation; educational history; teaching; early childhood education.

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