Practice as a curriculum component: what does it mean in practice?

Abstract

The text presents reflections based on the relationship between theory and practice, translated into the experience of building a curriculum for teacher training. We seek to respond to the problem: what does practice mean as the curricular component presented in the national curriculum guidelines for the training of teachers from basic education, made explicit in the form of a legal-juridical norm? We adopted a documentary research and bibliographical studies, having the policy cycle as the theoretical and methodological referential. One can observe that the regulation of higher education, translated in the evaluative processes with an aim for authorization purposes and recognition of courses, has contributed to the implementation of the reform in the teacher training which, among other things, established the practice as a required curriculum component. This process gave rise to distinct conceptions in the construction of curricula, causing the educational managers to have doubts. The practice, as set out in the regulatory framework, indicates its dilution, along the course, among the disciplines of prospective character, establishing a dialectical relationship between theory and practice. It is concluded that the answer sought by educational managers will be found in the interaction between training institutions and institutions of basic education in order to build a brand for each institution, prescribed in each educational project.