THE TRAJECTORY OF AN EXPERIENCE OF CURRICULAR ORGANIZATION FOR LICENCIATURA COURSES

• Autor(a) principal: Nardi, Elton Luiz
• Data de Publicação: 2011
• Outros Autores: Silva, Giovana Maria Di Domênico, Schneider, Marilda Pasqual, Durli, Zenilde
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/13973
• topic: licenciaturas; teacher’formation; integrated curriculum.; licenciaturas; formação de professores; currículo integrado.

This work is a result of an investigation realized together with the construction of a proposal for a curricular reorganization of the licenciatura courses, in a communitarian university of Santa Catarina State. It approaches questions related to the most significant stages of the defined process and to the constructed proposal, established in the idea of a constitution of an integrated curricular organization. The study starts showing that the construction process was based on the courses’ adequacy to the national curricular lines, both general and specifics. It was also based on the necessity of an answer to the new social and employment orders, on the economic and financial allowance to the realization of courses and the formation of a basic education’s professional with a solid theoretical formation and capacity of dealing with the pedagogical practices. It follows presenting characteristic aspects of the courses of licenciatura’s reality in the University, as well as the process that resulted in the reorganization of the politic-pedagogical projects, from a common base. This common base is constituted by the knowledge that composes an essential nucleus of formation of the education’s professional, and the curricular organization for nucleus and groups, in order to promote the unity between the courses. It concludes recognizing that the process of inquiry and construction of the curricular reorganization’s proposal was marked by some challenges, having been preserved the intention to assure aspects considered necessary to the professional’s formation, favoring the constitution of an educator’s identity to the egresses of these courses of graduation.