This work approaches the relation between theory and practice in the scope of the Diretrizes Curriculares Nacionais (national syllabus guidelines) for the Basic Education Teacher Training, in the early 2000s. It uses as source the syllabus guidelines that instituted the Reform and Educational Projects of four undergraduate courses of the Federal University of Pelotas (Physical Education, Visual Arts, Mathematics and Social Science). From the study of Michel Foucault concerning governmentality and ethics, and from studies on education and contemporary syllabus policies, this paper shows the effects of the new curriculum design in the investigated courses. It also shows that official policy reinforces pragmatism in teacher education and problematizes the practice as the selfteacher technology involved in the formation of a practical-reflective teacher, from a reductionist view of skills and teaching abilities.
Syllabus; Teacher Training; Theory and Practice
