Políticas curriculares para o curso Normal na rede estadual do Rio de Janeiro: o currículo mínimo e suas implicações para a formação docente

Abstract

The present research seeks to analyze the Minimum Curriculum of the Normal Course adopted by the state network of Rio de Janeiro and the political and epistemological bases present in the process that subsidizes the proposal. To do this, we seek to present the process that is characterized as a curricular centralization for this course, as well as its implementation through the Minimum Curriculum, analyzing the implications of the managerial emphasis on the educational policies in course in this network of education. We understand that the production of curricular policies brings with it the challenge of different training projects and society, however, the subjects who dialogue with the proposed curriculum will print the materiality and the meaning of this document, re-signifying it in the context of its practice. Thus, with the intention of thinking about the implementation process under the eyes of the social actors that embody this document, we have as field the State College Hilka de Araújo Peçanha, an educational institution that for thirty two years has been teaching in the municipality of Itaboraí, region metropolitan area of the state of Rio de Janeiro. We present in this study, how this type of education was constituted in the country up to the present time. To that end, we rely on Tanuri (2000) and Saviani (2009); Evangelista (2015) and Shiroma (2007) and Hypolito (2015) helped us in the discussion about the impacts of managerial logics in the field of teacher education policies, as well as in curricular policies. Lopes and Macedo (2011) enabled us to reflect on curricular theories and curriculum; Freitas (2014, 2012) and Silva (2009) regarding the understanding of the term "quality" in the discourses of educational public policies in progress in the country. We also highlight Ball's policy cycle approach as a theoretical framework for curricular policy analysis, based on the analysis of Mainardes (2006). In this sense, throughout our research, we could see that the Normal Course still remains an important locus of formation, since a large number of teachers working in Early Childhood Education and in the initial years of Elementary School have this initial formation.