Relações de poder e controle no currículo do Curso de Direito da FURG

Abstract

This thesis aims at understanding the process of recontextualization of the National Curriculum Guidelines for the Law Courses in the curriculum of Law Course at Universidade Federal do Rio Grande (FURG), having as main focus the relations of power and control. The investigation, based on the sociological theory of Basil Bernstein, examines the context of Brazilian legal education and the National Curriculum Guidelines for the Law Courses. Thus, problematizing the organization and the educational structure of knowledge of/in the Law Course at FURG by the analysis of sociological messages from curricular texts and documents, the analysis of the teacher pedagogical practice and also the specific orientations of codification of students. Centered on the triad curriculum, pedagogy and assessment, the Bernsteinian perspective potentiates the inquiry of what are the possibilities, limits and messages of a curriculum. The hypothesis proposed in this thesis points at an Official Curriculum whose formation axes – humanist, professionalizing, practical and vocational – do not articulate themselves, a context probably originated from a compartmentalized curriculum with strong hierarchy on the relations among subjects, in discourses and spaces well established and, yet, a specialized teacher pedagogical practice. This way, the relations of power are founded in correlations between the categories and the principles of control, in the interactions of these mechanisms within the categories. It’s observed, then, an investigative power for the curriculum from the substrate of relations of power and control and, specially, in its categories expressed in the concepts of classifications and framing. In summary, although the curriculum texts and document shave a certain message, this will not always be reproduced in the different analyzed contexts. In the same way, for the teachers pedagogical practices and for the activities plans, although both may try to reproduce what is expressed in the Pedagogical Political Project, this reproduction will never be total. This means that the curriculum of the Law Course at FURG can become a potential space for changing, according as it is verified the alteration in meaning and in the level of the proposals presented in the National Curriculum Guidelines, especially when the recontextualized messages by the Pedagogical Political Projects 2006 and 2012 are analyzed. For this investigation, it was used a methodology of qualitative approach on Bernsteinian inspiration, which was articulated to studies of the field of images and photography, perceiving them as relevant support to understand the curricular recontextualization and the orientations of codification of students for the concepts of justice and social justice. For this purpose, documental analyze, observation of teachers pedagogical practices and, particularly with students, interview with images were carried out. It is believed that these studies may contribute for the reading of the systems of educational organization in which the Law Course of FURG is inserted. It is defended, by Basil Bernstein, that this conflicts arenas existing in the relations of power and control can potentiate a change in the curriculum of the Law Course at FURG.