Diretrizes curriculares nacionais e a formação de professores

Abstract

The subject matter of this study are the curriculum reform proposals established by the Brazilian Education Ministry's policies for the graduation teaching level in mid-1990s -above all the curricular guidelines aimed at the elementary education teachers' training. Since those proposals meant to implement an institutional project of teachers training founded on the flexibility paradigm, the aim of this study has been to understand them and also how graduation professors and coordinators from Universidade Federal de Uberlândia perceive them. Its starting point is a discussion on the state's power of putting the ministry's policies into action and the assumption that university plays a central role in educational changes, since it mediates the pedagogical relationship between knowledge and society. The methodological approach of this work traces back the elaboration and implementation of these guidelines in the country, in the academic management and in teachers' educators' perception. It is based on procedures such as analysis of theory and documents, as well as on interviews with professors and coordinators of licentiate degree courses. Results reveal that flexibility paradigm of teachers' education processes to meet market needs weakens education's professional's identity and takes away the quality and autonomy which mark this level of training. Also, it shows that implementing curriculum guidance for teachers' education with the graduation teaching reform aims to ensure and continue the flexibility tendency already taken as educational policy by Brazilian Education Ministry. Finally, this study made clear that such tendency contributes to lead graduation teaching federal institutions to the lost of their pedagogical autonomy and social role, by changing both their institutional profile and professors' professional identity.