Currículo e formação omnilateral da formação docente em nível Médio do Rio de Janeiro

Abstract

This article has the purpose of presenting an analysis of the curricular proposal of teacher training at the high school level in Rio de Janeiro, seeking a dialogue between the minimum curriculum and integral training aimed at emancipation and citizenship. Such a proposition requires thinking beyond the superficiality of curricular documents to be used modally, for a conscious and transforming appropriation of effective practices in political commitment to social emancipation that considers the subject in its entirety. For the understanding of integral teacher training and curriculum, this proposal will dialogue according to theorists such as Freire, Sussekind, Ferraço, Antunes, Demo, among other authors. The work has as theoretical-epistemic and methodological reference, in addition to the minimum curriculum of the State Department of Education of Rio de Janeiro, regarding the processes of (de)construction and possibility of the minimum curriculum as a guiding basis for an integral and emancipatory. Seen from a perspective that promotes the construction of the omnilateral man in its aspects: intellectual, physical and technological, seeking to overcome the dichotomy between intellectual and physical training and between theory and practice.