摘要：This article aims to analyze the curriculum lived contribution of initial training in pedagogy course for teaching students / teachers and to discuss the issue, we take as a theoretical lens, among others, Ball (2006) and Bourdoncle (1991). And as data collection procedure semi-structured interviews, using Discourse Analysis (Orlandi, 2010), considering the analysis of the statements of the speech as a symbolic production. The results showed that the lived curriculum allows the approximation of the theoretical discussions with the demands of the field by establishing dialogue between theory and practice and the teacher professionalization process.
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