Resumo

MEDEIROS, Cíntia Aparecida Oliveira de  e  FIGUEIREDO, Marize Peixoto da Silva. POLICY, CURRICULUM AND TEACHER TRAINING: around the new professional bases of know-how. Revista Teias [online]. 2023, vol.24, n.74, pp.84-94.  Epub 06-Dez-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.76033.

The article focuses on the discourses of Brazilian teacher education policies that have constituted the new professional bases of teaching know-how as a supposed guarantee of quality education. Guided by theoretical-epistemological contributions of the political theory of discourse (LACLAU, MOUFFE, 2015) and by post-foundational perspectives of curriculum (LOPES, 2015a, 2015b, 2017a, 2017b, 2018a, 2018b; LOPES, MACEDO, 2011), it operates with teacher education policy as discourse, identifying the articulation of demands for the quality of teaching and learning for the achievement of quality education, which projects senses of teacher and teacher education that it intends to destabilize, affirming the radical contingency of these signification processes. In this discursive context, the teaching practice assumes centrality, enabling the discourse of homology of processes, in a training project that pretends to represent in a transparent way the future teaching practice, to control in totality the processes of meaning of teaching, not considering the contingencies that characterize the relations constituted in the spaces of teacher training and school spaces.

Palavras-chave : teacher education; curriculum policies; teaching practice; political discourse theory.

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