Resumo

SANTOS, Geniana; BORGES, Veronica  e  LOPES, Alice Casimiro. Formação de professores e reformas curriculares: entre projeções e normatividade. Linhas Críticas [online]. 2019, vol.25, e26200.  Epub 15-Jul-2019. ISSN 1981-0431.  https://doi.org/10.26512/lc.v25.2019.26200.

In this paper, we aim to destabilize the essentialized meaning for the teacher identity, as well as to question the accountability/culpability of teachers for the results of schooling in the policies for teacher education. We operate with the theory of discourse (TD), of Laclau & Mouffe, and with the discursive perspective of curriculum policies, developed by Lopes & Macedo in Brazil. We argue that projects for the future of teacher education, in a scenario outlined by the educational crisis and the risk to democracy, have been producing horrific and beatifical meanings for the scope of educational policies. The substitution matrices of the order and the recognition, i.e. in the order of the economy, whether it is family, school, justice, precipitate in the radical contingency that the decision is assumed by the subjects less by the rationale that may behave, and more by the radical undecidability constitutive of responsibility – marked by the absence of certainties and the urgency of the decision/authoring.

Palavras-chave : Curriculum policy; Teacher training; Theory of discourse; Responsibility.

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