The myth of curriculum impact in Brazilian education (original) (raw)
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About curriculum history: themes, concepts and references of Brazilian researches
Revista Brasileira de Educação, 2020
The aim of this article is to analyze the historiographical production about curriculum in Brazil based on the incidence of themes, concepts, and references. The methodology involved strategies of bibliometric research and meta-research. The work was organized into three stages: systematic literature review, analysis of titles and abstracts of theses and dissertations, and analysis of bibliographical references and keywords of scientific articles. The analysis of the study objects of theses and dissertations has shown that academic production can be divided into four thematic axes that concern both the school context and the academic context: courses, disciplines, policies and practical theories. The networks formed from bibliographical references and keywords indicated in the articles revealed that the epistemological basis of this academic production is intrinsically related to two main research areas: history of education and curriculum studies.
Curriculum Studies in Brasil: A Study of the Teaching Practice
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This study analyzes how undergraduate university teachers are thinking in the classroom about the theoretical and practical contents related to the subject called "Curriculum Studies." The study focuses on the aspects of the theory-practice relationship, the idea of curriculum, and the theoretical references used by the undergraduate teachers. The research used multiple case studies, examining six different classrooms using ethnographic techniques--basically classroom observation and interviews. Two courses at a federal university, two at a state university, and two at a private institutions in the Rio de Janeiro (Brazil) area were classrooms of study. Two observers were in each classroom for a period of four hours every week. From the data collected, courses tended to be divided into two parts, the theoretical one and the practical one. Concepts of curriculum are presented at the beginning of the course, but the problem arises with a variety of definitions of terms from v...
Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy
Revista de Ensino de Ciências e Matemática, 2022
The present work is the result of a master's research, guided by the following question: what are the perceptions that teachers of Mathematics of Basic Education have about BNCC, about PISA and about what is mathematical literacy proposed in PISA and BNCC? The article has a mixed nature and the data were collected through questionnaires, applied to Mathematics teachers who work in the Public Network of the State of Paraná. Data analysis took place through Content Analysis and Cluster Analysis. We obtained four clusters that allowed us to verify that the teachers knew the BNCC, but many did not read the Mathematics chapter. Regarding PISA, many teachers were not aware of this assessment. We found that teachers do not know if there are relationships between PISA and BNCC, as well as most teachers confused math literacy with math literacy.
Acta Scientiae, 2022
Background: The historical analysis of a given curricular production makes it possible to understand how, at a given time, the production of new knowledge occurs, made official in some documents, thus providing references for teaching and teacher education. Objectives: The study intends to answer the following question: How to understand the negative criticisms disseminated by the press to this curricular production, in terms of the elaboration of a new teaching expertise? Design: This study is a research from a historical perspective. This is a documentary research that has as its source material from newspapers from the 1980s. Setting and Participants: The research presents aspects of a curriculum production from the 1980s. Sows the impacts emitted by the newspapers of the time on a curricular production. Data collection and analysis: As an empiric of the research, the articles published in São Paulo newspapers are considered at the time of the elaboration of the proposals. Such a question is justified, therefore, because it makes it possible to explain the process of producing new knowledge for teaching based on the actions of experts. Results: Going through the actions of the experts shows us that it is fundamental to understand the tensions between the fields present behind the scenes of elaboration. From the tensions, knowledge will be theoretically constructed. Conclusions The answer obtained shows the decisive role of the press and the struggles waged for the consolidation of this official curricular document. The curricular documents of a given time govern and provide references for the teaching and training of teachers of that time.
Sociology International Journal
This paper brings an opinion on curricular policies in Brazil. We hope it will enrich international debates on education through a discussion of the salient issues preoccupying curriculum scholars in Brazil as the curriculum reform that menaces the democratic parameters of education. Using mainly the theoretical bases established by Hannah Arendt and William F. Pinar, we begin with an analysis of the socio historical context of and policies reshaping basic public education in Brazil. Thus, following Arendt, we look at the present, when public and democratic schools are being threatened by a conservative neoliberal tsunami. 1 We advocate that the unified curriculum is an (Im) possibility in terms of the creation of democratic historicities, subjectivities-and community. Common Core is uniformization-in other words, the erasing of difference that hinders the achieving of democracy and social justice. Sociology International Journal Opinion Open Access The (im) possibilities of the common: an opinion on the erasing of differences in brazilian curriculum reform 5 Copyright: ©2018 Süssekind et al.
Análise Da Evasão No Sistema Educacional Brasileiro
2017
Este trabalho dedica-se a meta-analise do rendimento educacional no Brasil, em especial a evasao de criancas em idade escolar dos sistemas de ensino. A realizacao educacional nao se limita ao acesso a escola ou o tempo geral de escolarizacao. Para efeitos deste trabalho, tanto as situacoes de abandono quanto as de evasao tipica serao aqui chamadas simplesmente de evasao. Para tanto, foram rastreados os principais trabalhos publicados em revistas, teses e dissertacoes, apresentacoes em Congressos, capitulos e livros, atraves de diversos metodos de busca. A primeira fase de buscas resultou em uma primeira amostra de 5790 artigos. Somaram-se outros trabalhos relevantes dentre teses, dissertacoes, textos para discussao, trabalhos apresentados em eventos academicos e outras obras. Diferentes perspectivas metodologicas tenderam a convergir para diagnosticos semelhantes do panorama educacional brasileiro, sua seletividade e baixo rendimento sistemico.
Brazilian Education, National Education Parameters and Quality for Education
International Journal for Innovation Education and Research, 2021
Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.
International Journal of Education, 2016
The text focuses primarily on analyzing the changes undergone in the curriculum of the Institute of Education of Rio de Janeiro (IE) since the Law 5692 of 1971, considering the functioning of IE normal course in the 1970s, which since this Law became Specific Qualification for Teaching (HEM), in the vocational education perspective. For this, as a methodology, we proceed with the analysis of documentary sources: former students' records, curricula and syllabus of the disciplines. We selected curricula from before and after the educational legislation imposed in 1971 to allow the observation of undergone modifications, mainly on changes in curriculum, such as the elimination or reduction of some disciplines. The theoretical background about curriculum gathers mainly Goodson (2001, 2012) and Silva (2009) studies.
Teachers’ role in curriculum design in Portuguese schools
Teachers and Teaching
Teachers’ role in curriculum design is a broad question that inspires political educational reforms among European countries, a trend that even extends to higher education politics. The perspective on teachers’ role in curriculum, both at the level of the policies and of the practices, shapes recent educational reforms in Portugal. These are the concerns underlying our research that intends to substantiate school teachers’ involvement in curriculum development as it is experienced by them, and while comparing their views to the roles they are attributed in the political and academic dominant discourses. To reach teachers’ perceptions, we distributed questionnaires which were completed by 214 teachers in primary and secondary schools. We could conclude that the enactment of a professional identity on the basis of teacher assumption of their role as real curriculum designers is still far from being achieved.
Contributions of Stephen J. Ball to the research on educational and curriculum policies in Brazil
This article aims at showcasing the main contributions of Stephen J. Ball to educational research in Brazil, particularly to the study of educational and curriculum policies. We also highlight some of the limitations in the incorporation of Ball’s ideas in Brazil as well as some of the challenges that these author’s ideas pose to Brazilian researchers. The article points out to the ability of Ball’s work to inspire a critical analysis of educational and curriculum policies and of the outcomes and consequences of these policies to different social classes. Due to the richness and depth of Ball’s work, the article indicates that it would be crucial for Brazilian researchers to explore a wider variety of Ball’s texts, with the goal of understanding how he operates with the concepts and theories and how he develops his analyses. This task would also contribute to a better quality of research in Brazil, particularly for those researchers that already have been using Ball’s work as a reference. Keywords: Stephen J. Ball; educational research; educational policy