A adequação da matriz curricular do curso de Pedagogia da Universidade Estadual de Goiás em 2020 : poder do estado, autonomia institucional e disputas de concepções

Abstract

This research is part of the Work, State and Educational Policies Research Line of the Graduate Program in Education at the State University of Goiás (UEG), University Unit of Inhumas, and aims to understand the restructuring movement of the curricular matrix of the Pedagogy course of the UEG, in the context of Resolution CNE/CP nº 2/2019/ Common National Base for Initial Training of Basic Education Teachers (BNC-Formação (BRASIL, 2019)) and the reform of the organizational and pedagogical structure initiated in 2019 by the agents appointed by Governor Ronaldo Caiado with a focus on the performance of the Structuring Teaching Nucleus (NDE) of the Pedagogy course. For that, a literature review was carried out with a search in theses, dissertations, journals indexed by CAPES such as Qualis A1 and A2; by the Teacher Training Working Group – GT 8 of the National Association of Graduate Studies and Research in Education (ANPEd) and by the magazine maintained by the National Association for the Training of Education Professionals (ANFOPE) on BNC-Training. The investigation sought empirical elements in the form of interviews with NDE representatives, co-responsible for the process of adapting the matrix, and for the management of the Institute of Education and Licentiates (IAEL) of UEG, through a script with semi-open questions that were processed by the software IRaMuTeQ. Based on the literature review and empirical analysis, the following categories were delineated: State; autonomy; resistance; pedagogical strategies and disputes having theoretical support in Bourdieu (1989; 2014; 2004). The data show that agents in the political field induced and indicated actions for the UEG, through policies, via the federal government with the Common Curricular Action Base for Basic Education and Resolution CNE/CP No. 2/2019/BNC-Formação, via the government state with the reform of the organizational and pedagogical structure of the UEG, that is, the State holds power over the UEG. Another point for reflection is that this power, to a certain extent, weakens the autonomy of the UEG. The state government outlines marks of a authoritarian policy, aligning its governmental project with the federal sphere, coined in the ideology of neoliberal policies. In this logic, the strengthening of the relationship between the UEG and the State Department of Education of Goiás (SEDUC) is understood as a strategy to align the University with the proposals of the BNCC of basic education, in view of Resolution CNE/CP nº 2/ 2019/ BNC-Training. This strategy even included linking the UEG's own budget with the SEDUC budget for basic education in Goiás. The Pedagogy course, via the course’s NDE, carried out a movement of resistance, in view of the task of aligning the curricular matrix with Resolution CNE/CP nº 2/2015 (BRASIL, 2015), in a move contrary to Resolution CNE/CP nº 2/2019/BNC-Formação to guarantee the completion of the Vestibular/Selective Process 2021/1. The clashes were fought through pedagogical disputes, that is, by the interests of the agents/representatives of the NDE in relation to the conceptions about teaching with the performance of teachers in school spaces and of expanded teaching with the performance of teachers in non-school spaces. The research concludes that the process of restructuring the curricular matrix of the Pedagogy course in 2020 configured the adequacy of the curricular matrix.