Teorias e abordagens curriculares: concepções de professores formadores

Abstract

The teaching conception about the most different notions in a formative process influences how the teaching-learning systematic will take place. With the focus on these subjects, this work proposes an association between theories and curricular approaches, aiming to identify conceptions about curriculum in a sample from the faculty of a sixteen (16) teacher education course in language in a state university in Paraná. The data were systematized based on questionnaires and from the Discourse Analysis. We identified three categories concerning these conceptions, which in turn were characterized by three distinct associations between curriculum theories and curricular approaches: traditional theory with an academic approach, traditional theory with a technological approach, and critical theory with an approach humanist. The results point out that teachers' conceptions of curriculum are rooted in traditional theories of education. A conclusion of this study we point out the necessary discussion about the curriculum, so that teachers can understand the dimension of their profession, to point out to what extent the conceptions have propitiated the reproduction or made possible the empowerment, so that the subject can find the forces to be free.