CED 50 years and the Training of Educators

intertwined paths

Abstract

This article is a reflective memorial on the personal and professional trajectories of teachers in the Teacher Training Research Line, articulated with curricular studies, in commemoration of the 50th anniversary of the Graduate Program in Education: Curriculum. The first part describes how the Line was created and consolidated through the narratives of those who inhabited and inhabit the times, spaces, and relationships within the Program, assuming that memory constitutes a possible theoretical/methodological and existential basis for remembering and living experiences. The second part addresses the path taken through the definition of three sublines with their epistemic interpretations and related academic-scientific production. In the final considerations, the dimensions that marked and mark the Line are outlined: the permanence of the search for the process of training educators as humanization projects, in the search for life-curricula as a place of material and symbolic belonging in the sense of revealing its political and cultural meaning where societal projects in dispute coexist and in the pleasure for knowledge covered by the inclusive and emancipatory plural meaning.