Abstract

KELLER-FRANCO, Elize. Collective speeches about curricular innovation in initial teacher training. Educ. Puc. [online]. 2017, vol.22, n.3, pp.457-473. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220300009.

This study aimed to capture from students participating in an alternative curriculum proposal in undergraduate courses the way their formative process is being constructed, and identify the differential points of the proposal in progress. It considers that the people involved in a process show its real movement of change. Qualitative data was collected in discussion groups and analyzed with the Collective Subject Discourse. It suggests that the proposal aims to set up a critical professional with purposeful stance towards the challenges of Brazilian education and that it does so by means of emancipatory educational strategies that allow students’ autonomy and protagonism. The curriculum breaks with the disciplinary structure, heading to an integrated approach. Students have a critical view of the project, pointing out problems and conflicts linked with the proposal in progress, as well as the changes in motion.

Keywords : Initial teacher training; Curricular innovation; Undergraduate.

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