Resumen

FELDMANN, Marina Graziela; MASETTO, Marcos Tarciso  y  FREITAS, Silvana Alves. Initial formation of educators: curriculum, pedagogical work and innovation. e-Curriculum [online]. 2016, vol.14, n.3, pp.1130-1150. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i3p1130.

This paper intends to understand the links between formation and curriculum through pedagogical work and innovation. To do so, it presents the results of studies made by Line of Research - ProfessionalDevelopment of Educators from a Graduate Program in Education: Curriculum, of the Pontifical Catholic University of São Paulo. These studies are oriented by constantly questioning: How is the integration between educators’ formation and curriculum and its curricular innovations done? The articulation between curriculum and educators’ formation brings all of its complexity with focus on the challenge of indicating the social-historical relation between the changes in the contemporary society and new educational compromises that emerge from this context. Innovative propositions are searched in the space of investigation about curricular architectures and their conceptions and about their derived pedagogical work, that allows a redesign of the initial and the continued formation of educators in contemporarity.

Palabras clave : Curriculum; Initial and Continued Formation of Educators; Curricular Pedagogical Work; Innovative Curricular Propositions of Formation.

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