Abstract

GUEDES, Neide Cavalcante  and  FRANGELLA, Rita de Cássia Prazeres. Educational Policies for higher education and the dilemmas of undergraduate courses: curricular questions. Rev. Diálogo Educ. [online]. 2017, vol.17, n.54, pp.1147-1162.  Epub Feb 26, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.054.ds04.

The present article aims to discuss how educational policies for higher education deal with the dilemmas faced by undergraduate courses, considering that is the University’s responsibility, as a locus of formation, to guarantee future professionals the integration of teaching, research and extension. We focus on the National curriculum guidelines for initial training and continuing education defined in Resolution No. 2 of July 1, 2015. For the development of the study, we present the theoretical contributions that subsidized our discussions, highlighting Lopes and Macedo (2011) and Frangella (2016) from which we assume the understanding about the curriculum as a dialogical process, whose senses are not and will never be transparent, because they are produced in the midst of negotiation, articulation. We argue that this perspective guides us to undertake analyzes that, in addition to binarism and dichotomies, turn to the articulation, displacement between the different spheres, observing how the inter and intracontextual relations operate.

Keywords : Educational policies; Undergraduate courses; Curricular guidelines.

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