As implicações da política curricular na formação acadêmico - profissional sob uma perspectiva inclusivo - inovadora

Abstract

This research, entitled "The implications of curricular policy in academic professional training from an inclusive-innovative perspective", brings up discussions based on texts of politics cross-crossed with PPCs of master's courses. We launched this study with the purpose of researching the convergences and divergences inter and intra-documents with regard to academic-professional training, educational inclusion and pedagogical innovation. Thus, this research presents theoretical and conceptual foundations, for documental analysis and discursive textual analysis, of the findings, based on bibliographic and news survey. This qualitative view supports our discussions, questions and suggestions regarding the educational scenario. The descriptive-exploratory, theoretical-methodological line allowed us to move between curricular policy documents and PPCs of five Master's courses, in the areas of Teaching and Education, from UNIPAMPA. This allowed the construction and communication of our discussions about the current educational challenges, essentially with regard to the three strands marked in our writing and, for now, given the emergence and lack of further analysis, we bring to problematize in this research. Our findings relate texts of legal, normative and institutional documents with a look between the lines, there are in this research some theoretical-conceptual confrontations of reference authors, in the areas of our thematic triad, among which we highlight Saviani (2009), Beyer (1998/2006), Baptista (2006), Carbonell (2002), Tardiff (2002), Lopes e Macedo (2011), Cunha (2018), Diniz-Pereira (1999), Galiazzi (2018), GIL (2010), Nóvo (1999), Pacheco (2016), Sacristán (2013), Singer (2019). We evidence, through the analysis performed in Discursive Textual Analysis, that there are convergences and specific divergences in the texts analyzed, especially with regard to academic-professional training, there is the presence of this proposal in all the texts analyzed, projects and guidelines that think about the initial and continued training of teachers, including through financial promotion and incentive to complementary activities of improvement. In addition, despite the already approved Brazilian Inclusion Law, we found that proposals for educational inclusion appear in the curriculum policy, but still very subtly in the PPCs analyzed. We noticed a look at the issue of inclusion, a proposal that appeared in the laws studied, in which there is a strong vision focused on care, adaptation, labeling and comparison. A path that instead of promoting inclusion with a view to potentialities and teaching with more flexible curricula ends up excluding, pointing out what is different and what is outside the social standards and expected results; barriers that still need to be crossed. There is evidence in our research that pedagogical innovation is already present in the proposals of laws and regulations and in the PPCs studied, is also increasingly observed in innovative projects, which provide for the construction of materials, methods and methodologies, which denotes changes in teaching and learning movements; that is, there is places for more reflective practices that seek to break with the traditional and break the dichotomies that so fragment education. There are already proposals for integral, aesthetic, democratic, inclusive and participatory education, allowing protagonism, autonomy, authorship, that is, collectivity. What we find in our analyses is extremely relevant, because in addition to reinforcing the guarantees both teachers and students, they highlight the need to continue discussions on teacher education essentially with regard to the challenges that an inclusive-innovative education represents.