Formation in pedagogy in Latin América: apointmens about Argentina, Brasil, Colombia and Mexico

Abstract

This paper reports a research whose objective was to analyze the disciplinary condition and the formation in Pedagogy in Argentina, Brazil, Colombia and Mexico, from the examination of the process of institutionalization of pedagogical studies at higher education and the formative configurations of underdegree courses of Pedagogy (Colombia, Brazil and Mexico) and Education Sciences (Argentina). These are underdegree courses with similar curricular purposes because aim a educators training in the broader context of pedagogical work, without focusing exclusively on teaching. Data regarding training settings consisted of study plans for seven courses from 2 Mexican universities, 2 Colombian universities and 3 Argentine universities. In terms of the Brazilian context, the Pedagogy course was problematized in view of the contradictions of its current national curricular guidelines, approved in 2006. Based on this data panorama, it was possible to establish the comparative-reflective criticism that there is a more academic effort evident to situate Pedagogy as a disciplinary field in Argentina, Colombia and Mexico, especially as a basis to justify the existence of courses aimed at training education professionals beyond teaching, including specific curricular components that encompass the identity bases of Pedagogy. The Brazilian context, in turn, is marked by the obscuring of the epistemological discussion that places Pedagogy in the sphere of science.