CURRICULUM AND TEACHER TRAINING: POWER DISPUTES AND SOCIAL IMPACTS IN EDUCATION

Abstract

The curriculum and teacher training are fields marked by political, historical and ideological disputes, reflecting diverse power relations and interests. The curriculum is not neutral, being a space where certain types of knowledge are legitimized while others are marginalized, directly influencing pedagogical practice and the construction of knowledge. Teacher training, in turn, is impacted by educational policies that oscillate between technical models and critical approaches, affecting teachers' autonomy and performance. However, the precariousness of the profession, the lack of investment in continuing education and curricular standardization make it difficult to implement innovative and inclusive practices. Thus, rethinking the curriculum and teacher training becomes essential to ensure a democratic, equitable education committed to social transformation. This text aims to critically reflect on the relationship between curriculum, teacher training and the power dynamics that permeate education. From a historical and social perspective, the aim is to understand how educational policies influence teacher training and how these professionals can act as agents of change in a scenario of curricular disputes. To this end, the curriculum will be analyzed as a field of power dispute, the influence of society on teacher training and the challenges for building a more inclusive and democratic education.