Resumo

PEREIRA, Talita Vidal. Teaching & quality of education: signifiers in dispute. Sér.-Estud. [online]. 2019, vol.24, n.50, pp.157-175.  Epub 07-Maio-2019. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v24i50.1156.

The current study analyzes the disputes about the signifier ‘teaching’ in defense of a quality of education that finds support in the central role played by scientific knowledge as the axis of teacher’s education. Such disputes took place in the reformulation process applied to the Pedagogy Degree curriculum of a higher education institution located in the Southeast region, throughout 2016. The analysis breaks with the logic that the subjects precede the projects they defend in order to think about policies from the post-structural perspective, analyze how they take on new configurations in the studied context, emphasize the ways the meanings attributed to policies are disputed, negotiated and resignified, as well as problematize the theoretical foundations that support these disputes.

Palavras-chave : teaching; quality of education; teacher education.

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