Cartographies of Teacher Education: Didactics, Curriculum, and Pedagogical Work between Ruptures and Transitions

Didática, Currículo e Trabalho Pedagógico entre Rupturas e Travessias

Abstract

This article proposes a critical reflection on the articulation among didactics, curriculum, and pedagogical work, drawing on the analysis of three theoretical approaches that place productive tensions on and expand the field of teaching practice, namely Historical Critical Pedagogy, the thought of Paulo Freire, and Cultural Studies. The methodological path is structured in three moments: the conceptual definition of foundational categories; the comparison among theoretical perspectives regarding their philosophical grounds, educational conceptions, and formative aims; and, finally, the analysis of the problem situation represented by the inverted world map, recently published by the IBGE, understood as a cultural artifact capable of mediating plural and critical pedagogical readings. The study shows that teaching practice requires more than technical command, it demands a grounded and communicative praxis committed to social transformation and to the denaturalization of hegemonic discourses