O currículo e os sentidos da experiência na formação de professores de línguas

Abstract

Neoliberal rationality leads society to constant competition between subjects and institutions. Everything becomes a company and a commodity, including education. Teachers’ education isdirectly affected by the market and by the quantitative education system, aimed at the subject of learning and in the development of skills, which reduces teachers, in many cases, to mere school bureaucrats, far from a wide and humane teacher education. From this perspective, the present work consists in analyzing the meanings of experience proposed by the current curriculum of a Licentiate Degree in Languages – Portuguese and Spanish. For this end, a theoretical delimitation of the meanings of the experience (LARROSA, 2002; 2014) and of the curriculum perspectives is made (SILVA, 1999; SACRISTÁN, 2013; ARROYO, 2011; OLIVEIRA; LIBÂNEO; TOSCHI, 2012). As for the methodology, this is configured as research with a mixed approach (qualitative and quantitative), of a basic nature, with exploratory and descriptive objectives, and bibliographical and documentary in relation to the procedures, in addition to carrying out a content analysis (BARDIN, 1977). The results of the analysis indicate that, in the two Pedagogical Projects of the Course (PPC), the training of language teachers goes through the processes of shortening their training, moving away from theory and promoting competitiveness and accumulation of “verifiable experiences”. The focus is on the expansion of curricular components as a way of storing information and directing the labor market, limiting teachers to technical subjects, in a sense of practical-utilitarian experience, in a pragmatic instrumental model, in order to obtain skills and competences for a "know how to do" in the daily school life, without training for the praxis, which contains the dimensions of knowing and transforming, in the inseparability of theory and practice in teaching activity.