A hegemonia do “saber-fazer” e a formação de professores: contradições epistemológicas

Abstract

The present study aims to identify the predominant epistemological assumptions that underpin and guide research activities in private Pedagogy degree programs in the local context. The starting point for this inquiry was the following question: to what extent and in what way do for-profit private higher education institutions in the Baixada Santista region express the presence of research as a curricular component in teacher education within their Pedagogical Course Projects (PCPs)? The study employs a qualitative basic research approach with exploratory objectives. Selection criteria for the documents in this study included geographical location, publication between 2015 and 2018, and the presence of in-person teaching. From this selection, three Pedagogical Course Projects were collected for analysis, focusing on the following categories: (i) research conception, (ii) pedagogue formation conception, and (iii) research practice. The results indicate that research is generally conceived as a secondary and non-essential dimension of pedagogical practices in Pedagogy degree programs offered by private educational institutions in the Baixada Santista. It is often treated as a supplementary component of the "research, teaching, and extension" triad, with activities dispersed throughout the curriculum, under the assumption that they are inherently integrated but not occupying a central role.