Abstract
Over the past two decades, in Brazil, we have seen a paradoxical situation with regard to educational policies aimed at high school. While there was a soaring increase in the number of enrollments for this stage of schooling, there was also a decline in the institutionality of the school and an intensification of a certain grammar of the pedagogical crisis. Driven by constant educational reforms, a strong political investment in High School is observed focusing both on teacher’s training and on the production of school curricula adjusted to the new demands of 21st century society. Therefore, this text analytically considers the relationships established between the school curriculum and the recent policies and practices for teacher’s training for High School implemented in the Brazilian context. Based on curricular studies and traditions of contemporary social theory, especially on recent writings by Gilles Lipovestsky, three scenes of initial teacher’s training that took place in courses in southern Brazil, developed by public and private Higher Education Institutions, will be examined. Such experiences seem to show a decline in academic legitimacy in the recent training models in favor of a centrality of practices, a gamification of procedures and the fading of curricular knowledge and its public function.
Teacher’s training; Curriculum; High school; Brazil