Licenciatura em Letras Línguas Adicionais Inglês e Espanhol: recontextualização das políticas curriculares de formação de professores

Abstract

This dissertation project aims at understanding how the curricular policy to teacher education - represented here by the reports and normative resolutions elaborated by the National Board of Education - is recontextualized in the context the Political Pedagogical Project of the course Letras: línguas adicionais Inglês/Espanhol e Respectivas Literaturas [Languages: additional languages English and Spanish and corresponding literatures] of Federal University of Pampa – UNIPAMPA. In this sense, by adopting the reconceptualization concept, which was developed by Basil Bernstein, it is intended to analyze how the national teacher education curricular policies are changed in the pedagogical project of this specific course. As general objectives, this study aims at characterizing the social political context that has influen ced the elaboration of the official documents that constitute these policies; understanding its textual materiality and also understanding how the pedagogical device theory developed by Basil Bernstein can be used as a theoretical support for studying curricular policies. In order to reach the goals of this study, it is adopted, as a methodological framework, the qualitative approach. Based on this approach, it was chosen for the development of this research, as a way to collect data, the documental analysis. The documents that will be part of the scope of this study are indicated on the Pedagogical Project of the Additional Languages course as the ones that guide its elaboration. Thus, they correspond to the reports and normative resolutions elaborated by the National Board of Education from 2001 to 2011 that deal with the curricular policy of teacher education, in general, and specifically, to the curricular policies related to courses of Languages. The documents selected to constitute the scope of this study will be analyzed through the use of the research technique known as content analysis and also the methodologic theoretical support related to the slogans of the educational policy. In this study, it were identified the following categories of analysis: competence, theoretical-practical experience and flexibility. The study has shown that when the national policies to teacher education are recontextualized in the pedagogical project of the course Letras Línguas Adicionais of UNIPAMPA they are resignified in a way that the leading concepts of the policy that value the education of subjects that are able to contribute in the process of the capital logic maintenance are reinterpreted and associated to principles that points to a broader education of the subject.