A produção curricular em uma universidade multicampi: traduções, mesmidade e diferença

Abstract

Teacher education has assumed centrality in educational policies since the 1990s, as a prerequisite for the quality of/in education.The production of curricular guidelines met/meets the demands for centralization of curricular decisions produced in multiple scenarios articulated to/in the context of the globalization of educational policies. This research analyzes the curriculum reformulation movement experienced in the last decade by the Universidade do Estado do Rio Grande do Norte (UERN), multi campus institution, which is present in strategic regions of the State. It focuses on a specific space-time of curricular production – the Pedagogy course from the Faculdade de Educação – taken as a productive locus of policies, translated, negotiated in and through difference. Guided by a perspective that assumes the university as a space for the production of curricular policies, it conceives them as cultural production, resulting from processes that involve negotiations, translations and disputes over meanings. From the dialogue with Laclau, Bhabha, Lopes, Macedo and Frangella, it presents the argument that the process of curricular reformulation is constituted as negotiation, articulation/dispute of a discourse that intends to be hegemonic, produced in the tension between the central campus, campuses and centers of higher education, in the midst of an institutionally triggered process of establishing an institutional identity and which takes curricular production as a strategy for this. Signaling the intersections between curriculum, politics and culture, it seeks to understand the demands and articulations that made/make possible the assumption of a necessary homogenization of curricular policies in the institution, problematizing the (im)possibility of establishing an identity either for the institution or for the pedagogue. The question that mobilized the research consisted of exploring the articulation processes and the demands that sedimented the idea of a curricular unification as a guarantee of a project, either of quality improvement, institution consolidation or the establishment of an identity. It emphasizes a discursive formation that links curriculum reform to the improvement of the quality of initiation teaching and, consequently, of teaching in general, and these to teacher training. Curriculum reorganization as a centralization mechanism of a regulating State is reappropriated and translated as a demand from the IES itself, being used as a device for centralization and academic management, through the reordering of practices, nurturing a close link with external evaluation. From the understanding of politics as processes of subjectivation that are not linear, the curricular text is understood as a hybrid production, permeated by ambiguities that constitute it as a political discourse, whose meaning is always postponed.