Resumo

FREITAS, Lilliane Miranda. Theoretical crossroads: diversions necessary in initial teacher education. Ens. Pesqui. Educ. Ciênc. [online]. 2011, vol.13, n.1, pp.29-42. ISSN 1983-2117.  https://doi.org/10.1590/1983-2117201113129.

This text is a narrative research, in which I discuss the curriculum from the post-critical perspective. It addresses three themes on which I question the discursive productions that subjectivate me in my educational background and initial teaching formation. The first axis discusses the concepts of diversity and difference, as necessary for understanding the formation of identity. In the second instance, I analyze the establishment of teachingness through the film narratives and how they work to produce brands in subjectivity. And finally, I analyze the history of the school curriculum in the training of academic disciplines, particularly Biology, and how the historicity of the curriculum is important to understand the constructed nature of social practices and subjectivities.

Palavras-chave : Curriculum; Identity; Teacher Training.

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