A comunidade disciplinar de ensino de Química na produção de políticas curriculares para formação de professores

Abstract

This research is based on the understanding of curriculum policies as a result of translations of the disciplinary communities political speeches. This investigation analyses the way the discourses of disciplinary communities contribute to the understanding of the production of these policies. In this sense, the specific focus of this paper is to investigate the discourses on formation of teachers in the disciplinary community of Chemistry Teaching, in order to identifying the demands of this community in relation to the policies in this field, and how these meanings are being incorporated in the defense of such demands. The analysis refers to thesis and dissertations carried out from 2001 to 2010, which deal with teacher formation in this discipline. Based on Stephen Ball s theory about the Continuous Policy Cycle and on the concept of demand in the Theory of Discourse, the main argument is that the community gets involved in the political struggles of the curriculum of teachers formation in defense of their own demands. The community does that through contingent and temporary articulations which are formed around the quarrels, struggles and demands of individuals who participate in the policy cycle. These demands are articulated to others in the political game, consisting in the subjects of this conflict. Due to the lack of emphasis in curriculum studies, I support that the dialogue with the theoretical field is relevant when acting on these policies of formation of teachers, especially when we consider the knowledge of the multiple differences among the curricula currently adopted in higher education in Chemistry in Brazil. The analysis of these texts shows that the curriculum discourses of the community highlight the link between theory and practice, i.e., the close relation between specific and pedagogical knowledge in the formation of an autonomous teacher, researcher, and, above all, a reflective teacher that constantly evaluates their teaching practice since it enlarges the meanings supported by the community. The sharp criticism currently held on the formation of teachers is also central, without highlighting successful experiences, even those arising from the performance of their own disciplinary community leaders of Chemistry teaching over the past decades