Abstract

RIBEIRO, William de Goes; CRAVEIRO, Clarissa Bastos  and  FREITAS, Adriano Vargas. Curricular theorization and teacher training: a bet on research groups. Rev. Elet. Educ. [online]. 2019, vol.13, n.2, pp.588-599.  Epub Jan 01, 2020. ISSN 1982-7199.  https://doi.org/10.14244/198271992864.

The aim of this text is to highlight the relevance of curricular theorization when thinking about teacher training processes and the meanings in dispute, considering studies carried out in our research groups. The work highlights a collective bet in the processes of escape, in the face of regulatory policies that, despite differences, increasingly center the issue of the curriculum from a culture of testing, which has subsumed education to teaching (learning). It argues for the curriculum as a meaning, a perspective that supports different formative processes, which seek to value “the school floor” in an active dynamic in which politics is constituted. In this sense, it disagrees that the quality of education necessarily passes through curricular centralization, nor that it is a matter of guarantee. Curricular policies - which in their complexity have been analyzed by us - in a scenario of educational reforms, hybridize disputes that seek to silence teacher action and colonize practices, as well as suggest changes brought about by the different governments, which have been the focus of the discussions in the groups. The argument suggests that the meanings are not the same, the contexts and the interpretations are different, which then challenges us to analyze politics in a non-statecentric way. In this sense, escape is always possible, even if conditions do not favor it.

Keywords : Curriculum; Teacher training; Culture and education.

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