“Rooms without walls” – escaping from curricular prescription in a training experience between rivers and forests in the Amazon

Abstract

This paper discusses, based on research into teacher training in one of the municipalities of the state of Amazonas, developed within the context of the Teacher Training Program for Basic Education/Parfor, coordinated by the State University of Amazonas/UEA. The research is based on a post-structural and post-colonial theoretical-methodological perspective, observing the perspective of culture and difference discussed by Homi Bhabha and other authors, as well as that of curriculum as cultural enunciation discussed by Macedo, Frangella and others. It highlights the issues that emerged from the experiences lived in supervised internships, in which students who were already teachers brought the daily life of teaching as an issue blurring the boundaries between initial/continuing training and teaching work, escaping the idea of ​​recognizing oneself in what had already been given. It takes such issues as normative contortions in the curricular policy of teacher training, which implies operating in translation, always contingent on the flow of this policy, in the defense that, due to the meanings and senses produced by the subjects in this training, there is no absolute norm that is not disturbed and interrupted by the experiences constructed in the training process. Thus, it argues about the understanding of training as translation, which more than stabilizing action patterns, occurs as the emergence of contingent meanings.