Palavras-chave
Formação; Professor; Currículo
Autores
Abstract
This work investigates the Curricular Reference of the Municipal Education Network (REME) of Campo Grande (MS), focusing on the initial years of Elementary School, a crucial period for the educational base and racial relations. The documentary research, linked to the project “Curriculum, school and teacher training: perspectives on educational policies in Mato Grosso do Sul”, aims to analyze how the Framework configures the treatment of the racial issue and which teaching identities are produced by this curriculum policy discourse. The methodology uses Discourse Theory from Dias, (2008) and Frangella and Oliveira, (2017), emphasizing the critical analysis of curricular documents as regulation and dispute mechanisms that produce discourses and, consequently, professional identities. The emphasis is on the need for anti-racist teacher training, which moves the teacher from a merely technical vision to a subject of transformation who recognizes the curriculum as a field of power.
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DIAS, Rosanne Evangelista. Produção de políticas curriculares para a formação de professores. In: LOPES, Alice Casimiro et al. (orgs.). Políticas Educativas e Dinâmicas Curriculares no Brasil e em Portugal. Rio de Janeiro: DP&A, 2008.
FRANGELLA, Rita de C. P.; OLIVEIRA, Meyre-Ester B. de. Currículo e Formação de professores: sobre fronteiras e atravessamentos. Curitiba: CRV, 2017.(p. 11-42)