Curricular reform: from the reading of the guidelines and their transposition to the collective (non)envolvement of the academic community
DOI:
https://doi.org/10.5433/2237-4876.2003v6n2p119Keywords:
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.