摘要：In this article we focused on producing curriculum policies for training teachers for the initial
years of Primary Education in Brazil, in the period 1996 through 2006, analyzing requirements
specified in texts produced at Anped – Associação Nacional de Pós-Graduação e Pesquisa em
Educação (National Association of Graduate and Research in Education), at Anfope – Associação
Nacional pela Formação dos Profissionais da Educação (National Association for Training
Education Professionals) and at Endipe – Encontro Nacional de Didática e Prática de Ensino
(National Meeting of Didactics and Teaching Practice). We compared those texts with the
National Curricular Standards and the Curricular Standards for Pedagogy which regulate teacher
training for the initial years of Primary Education. Our analysis considered Stephen Ball’s
approach to the policies cycle and Ernesto Laclau’s theory of discourse. Through that analysis, we
argue that practice is an empty signifier capable of guaranteeing the articulation of different
demands of teacher training in distinct contexts of the policy.
关键词：curriculum policies; training teachers; discourse theory; policies cycle approach;
practice.
