The Epistemological Constitution of/in Teachers Training: Assumptions of the Pedagogical Projects of Presential Degree Courses at the University of Brasília (UnB) – Campus Darcy Ribeiro and Planaltina
Epistemology. Teacher training. Pedagogical Projects for in-person Degree Courses
This research aims to investigate epistemology in teacher training in the in-person Pedagogical Course Projects (PPCs) of the University of Brasília (UnB), on the Darcy Ribeiro and Planaltina campuses. It is guided by the following research problem: What are the epistemological conceptions of teacher training presented in the Pedagogical Projects of the UnB Degree Courses? To achieve this, specific objectives were defined: analyze scientific productions between 2015 and 2022; identify and analyze the epistemological conceptions in face-to-face undergraduate PPCs during this period. The method and methodology used were: Historical-dialectic Materialism, State of Knowledge, documentary and categorical analysis. The work is justified by discussions about epistemology in teacher training, intensified in Brazil from 1990 onwards, with the integration of studies on the epistemology of practice. The main conclusions are: the PPC's indicate little epistemological definition, with the predominance of the epistemology of practice, except in the PPC of Rural Education, which is based on the epistemology of praxis. Epistemic contradictions between teaching and training theories reflect the material conditions of the context. More in-depth studies are necessary to discuss praxis from a critical, autonomous and emancipatory perspective in teacher training. The research was funded by the Coordination for the Improvement of Higher Education Personnel (CAPES)