University colleges and teacher training: the discursive production of teachers in the training process

Abstract

The article aims to understand the ways in which teacher training actions integrated into curriculum production processes participate in the alchemy of teachers in the training process. The dynamics of receiving Pedagogy graduates at two university schools are investigated: the Colégio de Aplicação, linked to the Federal University of Rio de Janeiro, and the Colégio Universitário Geraldo Reis, from the Universidade Federal Fluminense. In the dialogue with Thomas Popkewitz, the notion of alchemy is adopted to understand how curricular production manages the subjectivities of school subjects, producing “reasonable” ways of being a teacher and student. The discursive corpus analyzed consists of interviews carried out with four teachers from the schools. The analysis indicates that teacher training actions participate in the alchemy of the curriculum, linking graduate students to the role of teachers in initial training. Since teachers are produced as “innovators” and “experimenters” of pedagogical practices, graduate students are expected to express curiosity and interest. Thus, the idea of ​​“exchange” emerges as a discursive regularity that conditions success (and failure) in teacher training, producing binaries about the graduates linked to the Supervised Internship and the scholarship holders of extension and teaching projects.