The teaching component in education courses at federal universities in southern brazil

Abstract

In this article, we investigate how the Didactics component of the curriculum is structured in face-to-face Pedagogy courses at federal universities in southern Brazil. The research adopted a qualitative methodology, with documentary analysis of Course Pedagogical Projects and teaching plans for the 2022/2 and 2023/1 periods. Twenty-four curricular components were identified in six universities, analyzing aspects such as nomenclature, syllabi, objectives, content, methodologies, forms of assessment, and bibliographic references. The theoretical and analytical basis lies in the field of Didactics, with contributions mainly from authors such as Libâneo, Pimenta, Veiga, Sacristán and Gómez. The results reveal diversity in the organization and approaches given to Didactics, with a predominance of perspectives that value the relationship between theory and practice, planning, assessment, and contextualized teaching practices. Active methodologies and Freirean principles of dialogue and mediation appear as guiding principles in part of the plans. Assessment is understood as a diagnostic and emancipatory practice, although its implementation is still uneven. It is concluded that there is a need to expand reflections that promote an integrative, multi-referential Didactics committed to the critical and civic training of future teachers.