A matriz curricular de cursos de licenciatura e sua interface com a modalidade educação do campo: análise crítica para reflexão de uma realidade concreta

Abstract

This article analyzes the curricula of the initial formation of teachers and their interface with the education of the field. The National Curriculum Guidelines for the Education of Teachers of Basic Education at the Higher Level guide that undergraduate and full undergraduate courses contemplate a set of principles, fundamentals and procedures in the curricular organization of the course, thus promoting in its teaching and learning processes. Learning, all stages and modalities of Basic Education. In the light of the above, this paper aims to know if the curricula of undergraduate courses contemplate the field education modality. For that, a qualitative approach was used, based on bibliographical and documentary research. We analyzed the curricular matrices of four undergraduate courses of a public institution and the training proposals of the course plan, as well as the official documents that regulate the curricula. It was verified, through the analysis, that the matrices of the courses analyzed do not contemplate, in their proposals, the modality education of the field as axis of didactic-practical actions, however, it was possible to perceive that the modalities Education of Young and Adults, Education Indigenous and Special / Inclusive Education are foreseen in the training, therefore, there is a need to adapt the initial teacher training proposals, considering that the curricula have the character of guiding the formation and, for this, they must contemplate and guarantee the approach Of all stages and modalities of basic education and, thus, may allow a space of integral construction and formation.