Entre sentidos e significados da tradução das Diretrizes Curriculares Nacionais de Pedagogia (DCNS) em MT

Abstract

Abstract:In this article, we have discussed the translation of the National Curriculum Guidelines for Pedagogy of 2006, developed in three undergraduate courses of Pedagogy, in Higher Education Institutions in the state of Mato Grosso, Brasil. The objective was understand the translation process produced in these courses, the means and meanings given when developing their own curriculum projects, considering the National Curriculum Guidelines for Pedagogy. In theoretical-methodological terms, we developed an analysis that uses the notion of the translation of discourse theory, the contributions of Hall (2003), the appropriation of this notion for the field of curriculum and the understanding of curriculum as a cultural politic. It is a qualitative research articulated to the consideration of the Politics Cycle (BOWE; , that with takes as data the pedagogical projects of the curses. This research concludes that the translation of the National Curriculum Guidelines for Pedagogy in the courses of Bachelor Degree courses in Pedagogy in MT was characterized as a process of negotiation, marked by dissensions and provisional agreements, because the courses establish a dialogue between its original identity and the identity proposed for the pedagogy in the National Curriculum Guidelines for Pedagogy. This process of translation indicates that the dissensions and the instability of this means affirm the hybrid character of the Pedagogical projects of the Bachelor Degree courses in Pedagogy. Translation builds the professional identity in an agonistic movement, in that it is never completed, because its characteristic is the undecidability, that ever impossibility of accessing the "real" meaning of the National Curriculum Guidelines for Pedagogy.