| Popis: |
This article presents a study of the discourses in curriculum policies for teacher formation in Brazil, focusing on discursive articulations on teacher professionalization in these policies. The theoretical strategy is inspired by Laclau and Derrida, incorporated into the field of educational policies. The discourses investigated were as follows: competencies, reflective teacher and teaching knowledge, and teacher as an agent for change. It is argued that the discursive practices for teacher professionalization tend to resonate meanings about the idea of social control. Such meanings have important implications on curriculum policies, since they cause a reiteration of practices that are widely criticized in the field of teacher formation, such as an instrumental approach and granting secondary importance to teacher knowledge. It is also argued that working with categories that rely on constitutive ambivalence may form a fertile strategy for setting the meanings in motion and expanding disputes over meaning and signification. |
