Traditional pedagogies and innovative pedagogies: problematizations about teaching, curriculum and knowledge

Abstract

This article is a theoretical essay based on two completed studies that investigated the Institutional Scholarship Program for Teaching Initiation (Pibid). In this article, traditional pedagogies and innovative pedagogies forged in the processes of initiation to teaching by a group of teachers from public schools in the south of the country and by a group of students from the Pedagogy course in the same region are identified and analyzed. Based on these analyses, we start with a problematization of the multiple meanings attributed to the term pedagogy, understanding that this profusion of meanings operates in the constitution of subject positions – teacher and student – and in the ways in which we understand the curriculum, teaching and school knowledge.