<strong>CURRICULAR PARADIGM FOR TEACHERS FORMATION: PRINCIPLE OF PROVISORIETY</strong>

Abstract

The present article reflects about the conception of curricular paradigms as innovation factor in Superior Education courses, specially focusing courses of teachers’ formation. This article aims to identify in what consists a curricular paradigm, to present which elements or structures compose that, still presenting alternative curricular paradigm for a Superior Education course related to teachers’ formation. The methodological procedures adopted were a study of researches related to Curriculum, understanding and conceptualized curricular paradigm, also identify which elements compose that. Afterwards, the authors established presencial and virtual discussions with the help of a virtual ambient, constructing a dialectic relation between the elaborated theory and common characteristics of a teacher’s formation course, and as a result, a proposal of a alternative curricular paradigm to such courses. Finally, the authors presented the limitations identified during the process, still presenting the creation of a research group which studies this theme.