Pedagogy and Teaching Practice: from defending praxis to reductionism in training

Abstract

The research reveals the main challenges and concepts attributed to Pedagogy and Teaching Practice in recent years in the context of curriculum guidelines and reformulations. Based on a documentary and bibliographic analysis, the current scenario is marked by tensions surrounding the subject and the struggle to defend pedagogy as a field of knowledge and science of education. Pedagogy, despite being regarded as a locus of professional training, is currently marked by a reductionist and pragmatic conception imposed by new resolutions. The results show the need for coordination between theory and practice and the defense of praxis and planned, intentional action aimed at critical and reflective pedagogical training.