Diretrizes curriculares nacionais para a formação inicial de professores e a formação do gestor escolar: um estudo em universidades federais mineiras

Abstract

This dissertation aims to understand the possible impacts of Resolution CNE/CP No. 2/2019 on the training of school administrators in Pedagogy courses, through the analysis of the curriculum frameworks of some federal universities in Minas Gerais, which restructured their curricula in response to the offer of 400 hours in management. The purpose is to examine the choices made by institutions regarding the training of professionals to work in the field of educational management. The relevance of this study is justified by the need to deepen understanding of the implications of Resolution CNE/CP No. 2/2019 and its effects on the training of educational managers, who, under the current resolution, undergo different training processes compared to other fields of Pedagogy. Methodologically, the study is characterized as a documentary, exploratory, and qualitative analysis of the Pedagogy curriculum frameworks, with these frameworks being analyzed through Content Analysis as a data treatment strategy. In the final considerations, there is evidence of a rupture with the historical achievements in teacher training, highlighting the gap between initial and ongoing training. This gap results from both the different training paths of managers and the requirements to work in the field, which directly impacts professional recognition and appreciation. Furthermore, as an educational product resulting from this research, a Conversation Circle is proposed with freshmen in Distance Pedagogy courses, aiming to discuss the advances or setbacks of Resolution CNE/CP No. 2/2019 in the training of school administrators. This initiative seeks to provide a space for reflection and dialogue that allows us to think about the transformations that have occurred in the training of pedagogues.