Análise da qualidade dos currículos dos programas especiais de formação pedagógica dos institutos federais

Abstract

This doctoral dissertation examines the quality of curricula in the Special Pedagogical Training Programs (PEFP) of Federal Institutes (FI). It is linked to the research line "Education, Educational Practices, and Teacher Education" within the Graduate Pro gram in Education at the Federal University of Grande Dourados. This study is guid ed by the following questions: What is the current landscape of PEFP offerings in FI? What role do FI play in training graduates who are not licensed teachers? What are the perceptions of PEFP coordinators and graduates regarding the training process they coordinate and undergo, respectively? The general objective of this investigation was to analyze the quality of the PEFP curricula in FI. The research follows a historical and critical approach and employs a methodological framework that includes a systematic literature review, document analysis, and field data collection. The re search data were gathered through analyses of: (a) Resolutions from the National Education Council (CNE/CP No. 02/1997; CNE/CEB No. 06/2012; CNE/CP No. 02/2015; CNE/CP No. 02/2019; CNE/CP No. 01/2021; CNE/CP No. 01/2022; and CNE/CP No. 04/2024); (b) the PPCs of the PEFP in FI; and (c) questionnaires administered to PEFP coordinators and graduates who agreed to participate in the research. The study is theoretically and methodologically grounded in Historical and Dialectical Materialism. The collected data were analyzed based on the Núcleos de Significação approach proposed by Aguiar and Ozella (2013). The findings confirm the thesis that the curricula of PEFP in Brazilian FI are marked by contradictions between theory and practice, between the ideal and material reality. At the same time, these curricula are designed with a critical-emancipatory perspective, as they go beyond the concrete dimension of training and assume a transformation of reality, in which the learner-teacher develops emancipatory skills throughout the training process. In this regard, it is necessary to propose a deeper intervention in the reformulation of PPCs (e.g., expanding course offerings and total course hours), as well as to suggest indicators for new regulatory proposals that consider the significance and appreciation of teacher education in various contexts. Ultimately, these actions point to a potential improvement in the quality of Brazilian education, given that current Educational Policies for Teacher Education are losing their true purpose. When curricula focus solely on "competencies," teacher training is reduced to mere professional training, failing to fulfill its social role by sidelining an educational approach centered on building a just and democratic society. This has a direct impact on the quality of teacher education and the students who will be taught by these professionals.