Constituição de identidades docentes de professores de um curso jurídico: a recontextualização curricular

Abstract

recontextualization curriculum in the constitution of identities of teachers teaching a course in law. In order to achieve this purpose the qualitative research approach consisted of an exploratory study conducted at the Federal University of Rondônia (UNIR), on the campus of Porto Velho, with teachers of the Law Course, owned by the Department of Legal Sciences. Two teachers participated in the survey with the legal regime of exclusive dedication. The methods included data collection through semi-structured interviews and observations of teaching practice both. Data analysis took as a reference on the theory of recontextualization Bernsteinian curriculum, and critical theory curriculum de Silva (2007). Focused attention on issues consistent with the relocation of the official discourse of the National Curriculum guidelines for undergraduate courses in law by examining the Political Pedagogical Project and the recontextualization of those guidelines and design practices in teaching the subjects. It could be understood that even without professional teacher training specific to work in higher education, identify themselves to teaching, are in this realization of their professional and consider healthy coexistence among teachers. On the other hand, the activities of daily academic curriculum related to the category recontextualization factors seem to contribute to the process of identity formation of teachers.