The implications of curricular organization on teachers’ pedagogical practice

This essay aims to understand the implications of curricular organization in the pedagogical praxis thatfosters the processes of teacher training and performance. It is justified by the need to discuss praxis asa way of breaking with the pernicious elements that neoliberalism has imposed on education. Therefore,this qualitative essay is based on theoretical contributions that discuss the subject at hand. Based onepistemological studies and reflections constructed from the problematization of the theme, it wasinferred that the curriculum projects hegemonic political, economic and social conceptions, causing theprocesses of training and teaching performance to encounter difficulties in being conceived according tothe perspective of praxis pedagogical, which in turn, advocates the articulation between reflection andaction. Thus, we see the need to reflect on the current education system and the curricular proposalsthat govern it and, in this way, corroborate the relevant studies.