THE ROLE OF THE PEDAGOGUE: DIVERGENCES BET WEEN FORMATION AND DAILY PERFORMANCE

Abstract

The Pedagogy Course in Brazil from its beginning in 1939 to the present has been studied and discussed by several authors. The discussed aspects comprise the identity of pedagogues and the quality of their formation within the different milieus of their activities. Current analysis is the result of a research on the performance of pedagogues which took place in a government-run school in Cascavel PR, southern Brazil. Overwork by the coordinator, the sole responsible attending to the teaching demands during evening classes, is highlighted. In fact, the above situation devalues the specificity of the pedagogue´s role since it is given second place in schools. Frequently, pedagogues have a mere emergency role. Pedagogues should not lose their identity, which comprises the study of educational relationships, so that the educational act is transformed into significant learning. Such condition demands the development of policies that valorize their formation through a definition roles and responsibilities in their activities. These policies require a dialogue between the government and the universities. Better working conditions in schools and a valorization policy would underscore the efforts on strictly pedagogical tasks and minimize immediate emergency situation in daily performance.