The training process of the elementary school teacher in the curricular projects of Pedagogy Major at public universities in Pernambuco

Abstract

This article discusses the initial training of the elementary school teacher in the Pedagogy Major requirement at the federal and state universities of Pernambuco. It seeks to understand how such training has been recommended in the curriculum, identifying the curricular components that starts the discussion about literacy, the formative moments in which they are suggested, and the space reserved for this discussion. Hence, we discuss the initial literacy training in Pedagogy undergraduate major, relying on Piccoli (2015), Costa Castro and Gomes (2018) and Soares (2010). As a methodological procedure, we used the documentary analysis (LUDKE; ANDRÉ, 2017) developed from seven Pedagogical Curricular Projects (PPC) of the Pedagogy Degree Major of four public institutions in the state of Pernambuco: Federal University of Pernambuco (UFPE) – Education Center (CE) and Academic Center of Agreste (CAA); Federal Rural University of Pernambuco (UFRPE); Federal University of Agreste of Pernambuco (UFAPE) and University of Pernambuco (UPE) - Petrolina Campus, Garanhuns and Mata Norte. The result, derived from the analysis of these documents, emphasized the importance of the discussions aimed at the training of the elementary school teacher in the curricular projects analyzed, pointing out challenges and possibilities. The themes and contents expressed in the syllabi understand and allow a broad knowledge about literacy and the pedagogical processes involved. However, the challenges in the development of literacy training in Pedagogy Degree Major demand greater reflections regarding the quantitative and the nature (mandatory or elective) that the curricular components take on in the pedagogical projects.