Oliveira, Maria Eliza Nogueira [UNESP]2022-04-282022-04-282013-05-01Curriculo sem Fronteiras, v. 13, n. 2, p. 320-339, 2013.1645-1384http://hdl.handle.net/11449/220017This article is intended for investigating the process of reorganization of the Pedagogy course offered by a state public university, since 2006, when the new National Curricular Guides were instituted. The subject matter brings up as one of its purposes to identify the main difficulties and the possible answers given in order to cause the changes to happen, taking in consideration both the external and the internal interests of the institution. Because it is a public university, at first there was a mistaken presumption of the primacy of an administration founded upon democratic principles. However, the results of the analysis proved the opposite: the process was led to a rational/bureaucratic pattern of administration, the goals of which intended to adjust the institution to the external precepts and to conciliate the Pedagogy course to the national guides, without causing any harm to the departmental interests. Based on a sociological perspective of school organizations, it may be affirmed that the implementation of legal principles does not follow a usual order. On the contrary, dissents from majority in conformity with the particular context of each entity understood as a result of its historical course of being which determines the distinct possibilities of incorporation of the reformative proposals controlled by the State.320-339porCurricular restructuring processCurriculumEducationPublic policiesArtigo2-s2.0-84892449974