Cultura e currículo como fio de leitura da reformulação curricular do curso de pedagogia diurno da UFSM

Abstract

These writings represent the conjuncture of the masters research in Education (PPGE/UFSM), with the groups Gestar/CNPq and Rizoma/CNPq. In the face of discourses focused on multiple identities, the constant struggles of social and cultural movements for human rights for all, and the power inscribed in all facets of the educational process, an analytic approach is produced establishing relations between culture and initial formation of the educator, as culture is conceived as a field of struggle around the social and cultural significance of identities. Pondering the power relations in the production of identities and differences, we start from the following problem: How are produced the relations between the cultural discourses and the initial formation of pedagogues produced in the face of the curricular reformulation process of the diurnal Pedagogy Course of the Federal University of Santa Maria? To this end, the general objective was to analyze how relations between culture discourses and the initial formation of pedagogues are produced from the curricular reformulation process of the UFSM's diurnal Pedagogy Course. And by specific objectives: (i) to understand the historical, political, social, cultural and educational movements that permeate the formation of pedagogues in Brazil; (ii) recognize in educational policies the main curricular guidelines and norms linked to culture in teacher education; (iii) to problematize issues related to the link between culture and education in the educational pathways of educators; (iv) recognize in the process of curricular reformulation of the UFSM diurnal pedagogy course how culture was articulated with the formative pathways of future pedagogues. Thus, this writing speaks in the field of theorization of curriculum production, leaning towards the methodological path inspired by discursive practice from Orlandi (2015). Faced with emerging contexts, commissions and organizations that dispute the meanings of education, culture, curriculum, wisdoms and knowledge, challenges and possibilities present themselves for the curricular organization / production of the Degree in Pedagogy, and, consequently, for the educational processes in Basic and Higher Education. In this scenario, teacher education was recognized as a privileged space to foster questions about “reality”, “true-false”, “valid knowledge”, since these meaning constructions are imbricated in the production of meanings for the identity process of the educator and the student. With that, it is expected that the formation of pedagogues be based on ethical, political, social and cultural commitment, through processes of meanings cultures and democratization territories where the difference is recognized, and fixed, stable values inherited from the Eurocentric western culture can be put on hold.