Professores formadores: discursos que produzem o currículo e a conduta docente.

Abstract

Taking into consideration that the curriculum is a technology of power guided by wishes and a productive space that creates meanings, representations, identities, concepts and enabled, organized practices to form and instrumentalize the faculty manner, the objective of this assignment is to investigate how curriculum and graduation of Physics teachers have been imagined, spoken and produced by five gr aduating teachers of the Graduate Physics course of the Institute of Federal Education, Science and Technology from Rio Grande do Sul Southern Campus Pelotas-Visconde da Graça (IFSul/CaVG).The research was based theoretically and methodologically from the perspective of post-structuralist studies of Foucaultian inspiration.Data collection was obtained from utilizing semi-structured interviews recorded in audio and transcribed. Recognition of information was treated from the perspective of speech analysis performed by Fischer (2012). In this case, the strategy of analytical description was to work with the speech itself and the relation it places into operation and what it produces. Thus, it is observed that: 1) the nature of the course is the result of a deeply dynamic and unstable relation of power that surrounds the Federal Institutes and Graduate Degree in Physics; 2) the curriculum´s proposal is interdisciplinary, based on integration between the contents of Physics, Chemistry and Biology during the first three semesters; 3) the renovation performed followed a traditional perspective and maintenance of a type of course and curriculum; 4) there is a thought which attributes the knowledge of practice as a condition for good teacher formation; 5) the teacher trainers have various conceptions about curriculum and training of Physics teachers. Finally, the research made it possible to conclude that the maintenance of certain curricular standards and the enphasis on practice have been supported by speeches that have become naturalized and are true among teacher trainers.