Formação docente e integração curricular: proposta do Curso de Pedagogia da Faculdade de Educação/UEMG

Abstract

The purpose of this investigation was to analyze the curriculum construction process developed by members of a teacher s formation academic course, between 1996/2002, at the Education College of Minas Gerais State University in Brazil. This curriculum, that had its centralization in an integrated organization, was constructed in a democratic and flexible process, allowing the participation of all academic members to the studies and decision -making. This investigation had some basic assumptions. The curriculum was considered a social and historical construction (Ivor Goodson) and the curriculum policies and practices production a complex negotiation process, which passes through different recontextualization and hybridization (Basil Bernstein, Stephen Ball, Garcí a Canclini) with a diversity of meanings, constructed by different teacher s discipline areas The process reconstitution intended to investigate the main ideas and conceptions and the social -historical conditions which made possible the emergency of this curriculum proposal as well as the institutional experience and culture in appropriating new propositions by different teacher s discipline areas. The analysis made possible the examination of the process direction conceptions, taking into account the ideas that were circulating, the discussions and conflicts, the conceptions considered legitimate at that time, and their corresponding valid social forces. It was also important the examination of the conceptions and influences that had come from the educational institution past history . It was possible to perceive the different meanings the curriculum proposal and the integrated organization were seeing and its articulation and hybridization with institution present and past questions and conceptions. The different conceptions and influences became more evident and provoked conflicts and troubles on the execution process; the dynamics used had made visible the different personal, pedagogical and professional interests; it also contributed to explicit the diversity present in the institution and for introducing important changes in the teacher formation course.