Reform of teachers’ formation courses:relationships between curricular policy and the pedagogical practice

Abstract

Based on the Bernstein’s (1996) concept of recontextualization, we have examined curricular texts about the formation of teachers from the basic education produced in two fields: the official and the pedagogical. In this study, the Guides lines emitted for the National Council of Education in 2002 had represented the official field these reform. In the other hand is the proposal for licenciature’s courses of a superior education institution from the State of Santa Catarina (Brazil) that represents the pedagogical practice field. Because we consider the practice as the producer of sense from the curricular politics, we argue favorably to the inquiry of this field in the studies of the educational’s reform of the teacher formation.