Abstract

KELLER-FRANCO, Elize. MODELS OF TEACHER EDUCATION IN INNOVATIVE CURRICULAR PROJECTS: REFLECTIONS FROM A FORMATIVE EXPERIENCE. e-Curriculum [online]. 2018, vol.16, n.3, pp.694-720. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i3p694-720.

At the present moment, when the changes in the programs that educate teachers become urgent, the present paper brings to reflection the discussion about the educational models that guide the curricular proposals in the Teaching Degree Courses from the analysis of a curricular experience with characteristics of innovation developed at the Universidade Federal do Paraná-Setor Litoral. This is a qualitative research with documentary analysis as support. Santos (2007), García (1999), Ávila (2008), Diniz-Pereira (2007a) and Tardif (2011), among others, supported the construction of the conceptual framework based on the educational models proposed in their studies, such as the instrumental- technicalist orientations, epistemology of practice and sociopolitical. It is concluded that the experience analyzed is directed towards a critical educational model that favors the change in a set of aspects that are vital for a revision in courses that prepare professionals for teaching such as: unity between theory and practice in the construction of knowledge; integration between university and Basic Education schools in a mutually reinforcing sense; articulation of knowledge in a perspective of epistemological rupture that takes into account the life experiences of each student and the constitution of new learning spaces beyond the walls of the university, among others.

Keywords : Educational models; Teaching course degrees; Initial teacher education..

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