Curricula in dispute:

tensions between critical training and neoliberalism in the undergraduate teaching programs at the Federal University of Santa Catarina – Blumenau Campus

Abstract

The present study analyzed the curricular proposals of the undergraduate teaching degrees (licenciaturas) in Chemistry and Mathematics at the Federal University of Santa Catarina, Blumenau Campus, examining their articulation with public policies for teacher training and professional valorization within a neoliberal context. The research, utilizing a qualitative approach and documentary analysis, investigated the Pedagogical Course Projects and focused on compliance with the National Curricular Guidelines, the presence of critical pedagogical components, the influence of neoliberalism, and strategies for teacher valorization. Data were analyzed considering normative documents such as the National Education Plan and the National Common Curricular Base by employing content analysis and a case study design. The results indicate that both curricula prioritize critical training, featuring subjects focused on inclusion and citizenship, thereby resisting managerial rationales. Nevertheless, they include references to the National Student Performance Examination, which suggests neoliberal influences. Teacher valorization is promoted through reflective practices, although the curricula lack robust strategies for professional insertion and the improvement of material conditions. In sum, these findings highlight the analyzed curricula as spaces of dispute in which emancipatory practices coexist with pressures for efficiency.