Resumo

ROSSO, Ademir José et al. Novas Diretrizes Curriculares Nacionais para a formação de professores e algumas novas ficções na leitura da escola. Ensaio: aval. pol. públ. educ. [online]. 2010, vol.18, n.69, pp.821-841. ISSN 0104-4036.

This paper presents an investigation on the profile of the graduated students of teachers training courses of the State University at Ponta Grossa (UEPG). These graduated students had their curricula based on the new statements from the Guidelines National Curriculum for Teachers’ Training for the Basic Education. This text is based on references to the critical theory and Freire’s theory to compose the literacy, understood as acquisition of knowledge to teach and the ability of applying it in school situations, in the context of world's reading. It uses qualitative and quantitative methodological procedures driven to teachers graduated in 2008. The analysis indicates an adaptive and conservative tendency of the respondents about the school context. It isn't possible to affirm that the changes on teachers' training curricula allowed making committed teachers, identified with the Basic Education, not even competent readers and dialoguers according with the school's reality.

Palavras-chave : Curricula Guidelines; Pedagogical Course Project; Teachers’ Training; Teaching Literacy.

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