Processo de reestruturação da matriz curricular do curso de licenciatura em Pedagogia

This article discusses the restructuring process of the Pedagogy undergraduate curriculum at Alto Vale do Rio do Peixe University (Uniarp). The study aims to reflect on the rationale, faculty engagement, and collaborative practices underlying the redesign of the program. Methodologically, it adopts a theoretical-reflective approach, drawing on specialized literature and the authors’ professional experiences. The results point to an innovative curriculum aligned with the 2024 National Curriculum Guidelines (Brazil), structured in integrated phases that overcome knowledge fragmentation. Supervised practice, extension activities, and contemporary themes were incorporated. The findings emphasize the faculty’s shift from executors to co-authors of the curriculum, fostering a more integrated and responsive teacher education.