Abstract
The curriculum of the bachelor’s degree in science and technology (BC&T) of the Federal University of ABC (UFABC) presents a flexible proposal of higher education. However, the flexibility proposed by the pedagogical project changes, when the project is executed, by a set of limiting factors whose establishment re-approximate the proposal to a traditional curriculum. The main objective of this article is to understand, based on the identification of time control statements, the types of agency in which the course is circumscribed. For that, an archaeological survey of the discourses was carried out from semi-structured interviews about the execution of the original project and from official documents, including the revisions of the original pedagogical project, searching for ruptures that set the original idea away from its execution. Time devices are used to establish new rhythms of control, such as: the hours of the curricular units described by hours of pedagogical work or experimental in the university and the hours needed for good performance; the increase in the number of annual periods - three academic four-month periods -, adjusting the curriculum to the demands of internationalization; the suggestion of a curriculum matrix, a temporal distribution of the curricular units that compose the hardcore of the course, a single Cartesian design to the detriment of more open and fluid proposals of organization of possible academic trajectories; and the establishment of the ideal four-month period, academically benefiting students who cause less distortions to the proposal of rigid execution of the curriculum.
Curriculum; Time control; Higher education; Discipline; Curricular flexibility
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