Abstract
The article is based upon research on the history of teacher education programs at UFRGS, as well as on references dealing with teacher education curricula, in order to discuss tensions on university pedagogy between the dominant instrumental-technical rationality of such curricula and the reflective-practical rationality proposed in the current Brazilian legal standards. In the text I argue that the struggle between both rationalities is neither new, nor due to be over at anytime soon. I also analyze that the reform movements at the beginning of the XXI century have been providing to serve as concrete examples of new possibilities in the field of teacher education by allowing for initiatives that might result in movements of transition between those rationalities. Key words: university pedagogy – curriculum – teacher education – teacher education programs.
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