Pedagogy as the Science of Education in teaching license degrees of IFFar: understandings in view of DTA

ABSTRACT In the expansion context of the right to Professional and Technological Education, the Federal Institutes (IFs) challenge themselves to offer teacher training for Basic Education. In this article, Pedagogy as the Science of Education is problematized, aiming to recognize the marks of teaching performance of educators and Pedagogy in teaching license degrees at a Federal Institute of Education. In a methodological perspective supported by the premises of Textual Discourse Analysis, categories arise, and the following are identified: (i) the presence of Pedagogy and Licensed Educators in Initial Teacher Training; (ii) the process of continuing education in view of Pedagogy as the Science of Education; (iii) the recognition of a group of educators as knowledge subjects; and (iv) Pedagogy spacetime in the teaching license degrees of the Federal Institute that was the empirical locus of the study. It is understood that in the different activities of professional performance, the Licensed Educators hold epistemological references of the area, being willing to contribute to the teaching license degrees world-life in a Federal Institute.