Uma lógica curricular interdisciplinar para a formação de professores - a estampa de um design

Abstract

This work aimed to extract the principles and presuppositions of the researcher's educational practice for the construction of a interdisciplinary curricular logic of teachers' education, basing on the question: how to extract the principles and presuppositions of the own educational practice and, starting from these, to build a curriculum design that prepares future teachers, the interdisciplinarity theory indicates to us? This question, during the research process, was metamorphosing itself in consonance with the concepts that would be interpreted: teacher-education, curriculum, design, interdisciplinarity, educational practice, and course. The road of the research was based on the epistemologic basis of the theory of the interdisciplinarity that has as presupposition a practice of exercised and contemplated action, in which the own genesis of the ethics and of the aesthetics constitutes the education of the existence. The hermeneutic circle made possible to know, to understand and to interpret the raised unfoldings of those practices. The understanding of the curriculum making and its historical, social, cultural, political and economical movement that educates the future teachers was the selected field for the interpretation. This way, I went approximating the threads of the different knowings, of the knowledge of the experience, of the educational action, of the pedagogic action, close of my being, of my history, with the threads of the macro-history that educated/educate the history of the Brazilian teacher's education. As a researcher of the interdisciplinary Theory I made use, for the constitution of the plot, of the Fazenda´s referential, the actions of my educational practice, especially the one that developed during the future teacher training process, of the Pedagogy program, of the Centro Universitário de Jaraguá do Sul (UNERJ/SC). In this way, it was possible to reveal an interdisciplinary curricular logic for the teachers' education. This logic is based on a teaching and learning conception that framed itself in a time and geographical context which considers the singularities of the subjects in formation, recovering the professional development based on the sense of the existence. The inquiry is one of the epistemologic principles of this education process beyond the action field, intervention, reflection, proposition, (re) evaluation, and theorizing by which the being is evidenced as noun and verb. Existing requests active participation, invention, discernment, decision, freedom. To be free is to exist, is to show oneself; is to manifest oneself; is simply to be. A question has the power to reveal the original root of the personal and professional education process, because the act of education and the act of getting oneself educated get themselves woven starting from the interdisciplinary matrix: the self-knowledge. To develop projects of teachers' education of this nature demands a spiraled and permanent movement that takes as the starting point the referring world and life of the student in which the closed end would be a reconnection with this same reference but enriched, analyzed, understood, and interpreted in a way that can be viable to construct curricular projects based on one´s own teaching doings, knowings, being.