Reforma curricular: da leitura das diretrizes e sua transposição ao (não) engajamento coletivo da comunidade acadêmica

Viviane Aparecida Bagio Furtuoso

doi:10.5433/2237-4876.2003v6n2p119

Curricular reform: from the reading of the guidelines and their transposition to the collective (non)envolvement of the academic community

Authors

Viviane Aparecida Bagio Furtuoso Universidade Estadual de Londrina

DOI:

https://doi.org/10.5433/2237-4876.2003v6n2p119

Keywords:

Reform of the undergraduate courses, Teacher education.

Abstract

This paper aims at presenting some ways of interpreting the process of curricular reform of the undergraduate courses, especially the ones with focus on teacher education. In order to achieve this aim, some aspects will be analyzed as follows: 1) the implementation of curricular changes in the light of didactic transposition; 2) political issues involved in the process of changes; 3) contribution from official orientation to teacher education courses, more specifically, to Letras Course, as well as the problems faced when taking it to the political-pedagogic project.

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Author Biography

Viviane Aparecida Bagio Furtuoso, Universidade Estadual de Londrina

Possui Mestrado em Letras pela Universidade Estadual de Londrina (2001). Atualmente é professor titular da Universidade Estadual de Londrina. Tem experiência na área de Lingüística Aplicada, com ênfase em Ensino Aprendizagem de Língua Estrangeira, atuando principalmente nos seguintes temas: formação de professores de inglês e de português para falantes de outras línguas e avaliação da aprendizagem de língua estrangeira. É doutoranda do Programa de Pós-Graduação em Estudos Língüísticos da UNESP - São José do Rio Preto. É membro da Comissão Técnica do Ministério da Educação que coordena academicamente o Exame Celpe-Bras (Certificado de Proficiência em Língua Portuguesa para Estrangeiros).

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Published

2004-12-15

How to Cite

FURTUOSO, Viviane Aparecida Bagio. Curricular reform: from the reading of the guidelines and their transposition to the collective (non)envolvement of the academic community. Signum: Estudos da Linguagem, [S. l.], v. 6, n. 2, p. 119–134, 2004. DOI: 10.5433/2237-4876.2003v6n2p119. Disponível em: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4547. Acesso em: 2 feb. 2026.

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Issue

Vol. 6 No. 2 (2003): Volume Atemático

Section

Article

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