Continued Education of teachers working in undergraduate courses
Continuing education is one of the statements that cross and nominalize the curriculum of the Bachelor of Science and Technology (BC & T) program of the Federal University of ABC (UFABC). This statement is established within curricular assemblages which, in this project, are mobilized through discourses of interdisciplinarity and curriculum flexibility. To understand the functioning of these assemblages, an archaeological survey of the discourses was made from semi-structured interviews and official documents that circumscribe the teaching activities on the course. Molecular escape lines indicate an opening to training singularities in the case of experienced teachers: They assume the educator-function from which derives an experience-based knowledge, as opposed to the normative knowledge sought by the traditional teacher training courses. The longing for the emergence of a common-teacher appears in the utterances of teachers and students, as evidence of the need for the dispossession of the training process and for the emergence of a rhizomatic pedagogy.
Keywords
curriculum; subjectivities; teacher training; experience; educator-function