Las políticas curriculares para la formación de profesores han constituido un foco de interés académico, tanto en Portugal como en Brasil, sin embargo, muchas veces, las mismas han quedado confinadas a la caracterización y al análisis de los modelos que las configuran. Considerando pertinente ampliar esos estudios, en este artículo tenemos como objetivo discutir las políticas de currículo para la formación de profesores en Portugal y en Brasil, en relación con los asuntos curriculares emergentes de la Educación Básica, en el umbral de este nuevo siglo. Para ello, tomamos como base la perspectiva cíclica (Ball, 2006) y la recontextualización de las políticas curriculares, la cual empieza a ser analizada bajo varios contextos o por diversos grupos de la sociedad. Resaltamos que, en el ámbito de las políticas curriculares, los procesos de reformulación curricular de la realidad brasileña y portuguesa no ocurren de una manera lineal, es decir, no se limitan a un enunciado estático sino a un enunciado dinámico que selecciona, organiza y hace la distribución de conocimientos. Por lo tanto, en Brasil y en Portugal, hay varios contextos y maneras de producción de políticas curriculares y formas discursivas, las cuales representan concepciones y posturas distintas con relación a las reformas educacionales.
As políticas curriculares para formação de professores têm vindo a constituir um foco de interesse acadêmico, tanto em Portugal como no Brasil, mas muitas vezes têm ficado confinadas à caracterização e análise dos modelos que as configuram. Considerando pertinente ampliar estes estudos, neste artigo, objetivamos discutir as políticas de currículos para formação de professores, em Portugal e no Brasil, na sua relação com as questões curriculares emergentes da Educação Básica/Educação Fundamental, neste limiar do novo século. Para tanto, tomamos como base a perspectiva cíclica (Ball, 2006) e a recontextualização das políticas curriculares, que passam a ser analisadas pelos vários contextos da sociedade ou pelos diversos grupos. Ressaltamos que, no âmbito das políticas de currículo, os processos de reformulação curricular das realidades brasileira e portuguesa não ocorrem numa disposição linear, não se limitam a um enunciado estático, mas a um enunciado como movimento que seleciona, organiza e faz a distribuição do conhecimento. Há, portanto, vários contextos e formas de produção de políticas curriculares e de formas discursivas, no Brasil e em Portugal, as quais apresentam concepções e posturas diferentes em relação às reformas educacionais.
Les politiques curriculaires pour la formation des enseignants sont venus à constituer un centre d’intérêt académique, à la fois au Portugal et au Brésil, mais elles sont restées limitée souvent à la caractérisation et l’analyse de modèles que les constituent. Considérant comme pertinent agrandir ces études, dans cet article, nous discutons les politiques curriculaires pour la formation des enseignants au Portugal et au Brésil, par rapport à des questions curriculaires émergents de l’éducation de base / l’éducation fondamental, au seuil du nouveau siècle. Pour ce, nous prenons comme base la perspective cyclique (Ball, 2006) et la recontextualisation des politiques curriculaire, qui est analysé par les différents contextes de la société ou par des groupes différents. Nous soulignons que, même au sein de les politiques de curriculum, les processus de reformulation curriculaire de les réalités brésilienne et portugaise ne se produisent pas dans une disposition linéaire, ne se limite pas à un énoncé statique, mais à un énoncé comme mouvement qui sélectionne, organise et fait la distribution des connaissances. Il ya donc différents contextes et formes de production de politiques curriculaires et des formes discursives, au Brésil et au Portugal, qui ont des conceptions et des attitudes différentes relatives aux réformes de l’éducation.
The curricular policies for teacher’s trainings have been creating a focus of academic interest both in Portugal and Brazil. Howerver, many times they have been confined to the characterization and model analysis that define them. As it is considered pertinent to broaden these studies, the curricular policies for teacher’s trainings, in Portugal and in Brazil, in their relation to the emergent curricular issues of Elementary Education/Secondary Education, in this century transition is discussed in this article. To that end, we take a cyclic perspective basis (Ball, 2006) and a recontextualizing of curricular policies which will be analyzed by the many society’s contexts or by different groups. This way this research is insert in a national and internationaldebate of curricular policies for teacher’s trainings programs. To discuss this topic we used the theoretical contribution of authors such as Pacheco (2003), Ball (2001), Dias e López (2006), among others. We have done a desk analysis of the Brazilian and Portuguese realities, where we could draft a theoretical-methodological path of current speeches’ discussion in those realities. From this perspective, the curriculum legitimates the knowledge, indicating what is valid and perceived in society as such. So, each group fights for its place in the curriculum and how it is going to be referenced. It is in the curricular policies that we find the structure where the decisions are made, as a space for competition and a collision of interests in many contexts, having a complex, dynamic, conflictual and hybrid tension. We would like to stress that, in the educational field, for the last two decades of the end of last century, the word change gained strength and space in many scenarios of different societies, with the enhancement of new educational policies, to mobilize new curriculum organization systems’ logic. And the similarities among the issues of curriculum policies, both on global and local scenarios, are that the reforms around these policies are presented from different perspectives, which come to answer the different economic, social, politic and cultural interests perspectives. These differences perspectives are produced by many contexts and realities, since the global space is, in its essence, a producer of heterogeneity. Therefore, there are different contexts and ways for the production of curricular policies, in Brazil and Portugal, both of which present different concepts and attitudes regarding the educational reform.
