Abstract
This article presents a study of the discourses in curriculum policies for teacher formation in Brazil, focusing on discursive articulations on teacher professionalization in these policies. The theoretical strategy is inspired by Laclau and Derrida, incorporated into the field of educational policies. The discourses investigated were as follows: competencies, reflective teacher and teaching knowledge, and teacher as an agent for change. It is argued that the discursive practices for teacher professionalization tend to resonate meanings about the idea of social control. Such meanings have important implications on curriculum policies, since they cause a reiteration of practices that are widely criticized in the field of teacher formation, such as an instrumental approach and granting secondary importance to teacher knowledge. It is also argued that working with categories that rely on constitutive ambivalence may form a fertile strategy for setting the meanings in motion and expanding disputes over meaning and signification.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
We use formation as synonymous with teacher training, but also incorporating all the processes that try to build a professional identity of the teacher. As sometimes this expression refers to a limited concept of training, one that is more instrumental, we often choose to use teacher education.
- 2.
Via the search field portal of Coordination for the Improvement of Higher Education Personnel (CAPES). The Capes Journal Portal is a virtual library that brings together and makes available to teaching and research institutions in Brazil the best of international scientific production.
References
Ball, S., Bowe, R., & Gold, A. (1992). Reforming education and changing school: Case studies in policy sociology. London & New York: Routledge.
Ball, S., Maguire, M., Braun, A., & Hoskins, K. (2011). Policy actors: Doing policy work in schools. Discourse: Studies in the cultural politics of education, 32(4), 624–639.
Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy; Policy enactments in secondary schools. Londres: Routlegde. E-book.
Bartholomew, C. (1998). Babel and Derrida: Post-modernism, language and biblical interpretation. Tyndale Bulletin, 49(2), 305–328.
de Freitas, L. C. (2011). Responsabilização, meritocracia e privatização. Seminário de Educação Brasileira, 3, 1–35.
Derrida, J. (1978). Writing and difference. Chicago: University of Chicago Press.
Derrida, J. (1982). Margins of philosophy (A. Bass, Trans.). Chicago: University of Chicago Press.
Derrida, J. (2006). Specters of Marx. London & New York: Routledge.
Derrida, J. (2007). Tours de Babel. In J. Derrida (Ed.), Psyche: Inventions of the other (Vol. I) (pp. 191–225). Stanford, CA: Stanford University Press.
Garcia, M. M. (2001). O sujeito emancipado nas pedagogias críticas. Educação E Sociedade, 26, 31–50.
Jones, L., & Moore, R. (1993). Education, competence, and the control of expertise. British Journal of the Sociology of Education, 14(4), 385–397.
Labaree, D. F. (1992). Power, knowledge, and the rationalization of teaching. Harvard Educational Review, 62(2), 123–154.
Laclau, E. (1990). New reflections on the revolution of our time. London, England: Verso.
Laclau, E. (1996). Emancipation(s). London, England: Verso.
Lopes, A. C., & Borges, V. (2015). Formação docente, um projeto impossível. Cadernos de Pesquisa, 45(157), 486–507.
Muller, J. (1998). The well-tempered learner: Self-regulation, pedagogical models and teacher education policy. Comparative Education, 34(2), 177–193.
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (1996). Understanding curriculum. New York: Peter Lang.
Perryman, J., Ball, S., Braun, A., & Maguire, M. (2017). Translating policy: Governmentality and the reflective teacher. Journal of Education Policy, 32(6), 745–756.
Popkewitz, T. S. (2013). Policy, knowledge and power: Some issues for the study of educational reform. In P. Cookson & B. Schneider (Eds.), Transforming schools (pp. 413–456). New York: Routledge.
Ropé, F. (2011). Saberes e competências. In A. van Zanten (Ed.), Dicionário de Educação. Petrópolis, Brazil: Vozes.
Ropé, F., & Tanguy, L. (Eds.). (1997). Saberes e competências: o uso de tais noções na escola e na empresa. Campinas, Brazil: Papirus.
Taubman, P. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York: Routledge.
Investigated Texts
Alarcão, I. (1996). Formação reflexiva. Porto, Portugal: Ed. Porto.
ANFOPE. (2002). Documento final do XI Encontro Nacional. Florianópolis, Brazil.
Brzezinski, I. (2008). Políticas contemporâneas de F. P. para os anos iniciais do Ens. Fund. Educação e Sociedade, 29(105), 1139–1166.
Freitas, H. C. L. (2002). Formação de professores no Brasil. Educ. Soc., 23(80), 136–167.
Freire, P. (1997). Professora sim, tia não. São Paulo, Brazil: Olho D’água.
Freire, P. (2005). Pedagogia da autonomia. Rio de Janeiro, Brazil: Paz e Terra.
Giroux, H. (1997). Os professores como intelectuais. Porto Alegre, Brazil: Artes Médicas.
Lüdke, M. (2001). O professor, seu saber e sua pesquisa. Educação E Sociedade, Ano XXII, 74, 77–96.
Libâneo, J. C. (1998). Adeus professor, adeus professora. São Paulo, Brazil: Cortez.
Libâneo, J. C. (2007). A pedagogia em questão. Olhar de Professor, 10(1), 11–33.
Libâneo, J. C., & Pimenta, S. G. (1999). Formação de profissionais da educação: visão crítica e perspectiva de mudança. Educação & Sociedade, 20(68), 239–277.
Nóvoa, A. (Ed.). (1991). Profissão professor. Porto, Brazil: Porto Editora.
Nóvoa, A. (1992). Vidas de Professores (2nd ed.). Porto, Brazil: Porto Editora.
Nóvoa, A. (Ed.). (1995). Os professores e a sua formação (2nd ed.). Lisbon, Portugal: Dom Quixote.
Oliveira, D. A. (2010). Os trabalhadores da educação e a construção política da profissão docente no Brasil. Educar Em Revista, 1, 17–35.
Scheibe, L. (2002). Formação de profissionais da educação pós-LDB. In I. Veiga & A. L. Amaral (Eds.), Formação de professores. Papirus: Campinas, Brazil.
Schön, D. (2000). Educando o profissional reflexivo. Porto Alegre, Brazil: Artes Médicas.
Shiroma, E., & Evangelista, O. (2003). Mística da profissionalização docente. Revista Portuguesa de Educação, 16(88), 7–24.
Shiroma, E., & Evangelista, O. (2007). Professor: Protagonista e obstáculo da reforma. Educação E Pesquisa, 33(3), 531–541.
Tardif, M. (2002). Saberes docentes e formação profissional. Petrópolis, Brazil: Vozes.
Weber, S. (2003). Profissionalização docente e políticas públicas no Brasil. Educ. E Soc., 24(85), 1155–1177.
Zeichner, K. (1993). A formação reflexiva de professores. Lisbon, Portugal: Educa.
Zeichner, K. (2008). Uma análise crítica sobre a “reflexão” como conceito estruturante na formação docente. Educ. Soc., Campinas, 29(103), 535–554.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Borges, V., Lopes, A.C. (2021). Curriculum for Teacher Formation: Antagonism and Discursive Interpellations. In: Green, B., Roberts, P., Brennan, M. (eds) Curriculum Challenges and Opportunities in a Changing World. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-61667-0_17
Download citation
DOI: https://doi.org/10.1007/978-3-030-61667-0_17
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-61666-3
Online ISBN: 978-3-030-61667-0
eBook Packages: EducationEducation (R0)