Reconceptualizing Educational Transfer: Brazilian Curriculum Field in the Nineties (original) (raw)
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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.
Comparative Education, 2014
Latin America by means of ambitious educational strategic plans such as the Plan for the Development of Education and the National Education Plans – promoted by the Federal Government of Brazil, and the Latin American Educational Goals – promoted by the Organisation of Ibero American States (i.e. the international commonwealth of countries which belonged to the old Hispanic and Portuguese empires). The analysis highlights how a complex web of educational policy transfer and borrowing was fashioned by means of concatenate environmental, cognitive and relational mechanisms.
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
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.
Brazilian education: What now?
Small opinion paper on Brazilian education written by request of the Latin American Research Centre of the University of Calgary.
The Challenges of Education in Brazil
Oxford Studies in Comparative Education, 2004
This collection of papers is the outcome of a series of seminars held at the University of Oxford between January and March 2003, coordinated by Collin Brock and Simon Schwartzman, under the auspices of the Centre for Brazilian Studies and the Centre for Studies in Comparative and International Education, later published by Symposium Books (Oxford Sudies in Comparative Education), 2004. Publications on education in Brazil in English, whether articles or books, are relatively few, and so we hope that this volume will make a significant contribution to the understanding of contemporary issues in all major sectors of the country’s educational provision and performance. The collection is also being published in Portuguese in Brazil, and in the best interests of both sets of readerships it was decided from the outset to invite only Brazilian contributors. To achieve this required considerable financial assistance, in respect of which we are most grateful to Professor Leslie Bethell, Director of the Centre for Brazilian Studies at the University of Oxford and the sponsors of the Centre. We would also like to express our thanks to Margaret Hancox, formerly Administrator of the Centre. The seminars were conducted at the University of Oxford Department of Educational Studies, and, although open to all, constituted an important component of the MSc programme in Comparative and International Education which , together with the doctoral programme, is a major area of development in this field in the United Kingdom. We are therefore also grateful to Professor David Phillips, Director of the Centre for Comparative Studies in Education, for his support of the seminar series, as well as in his capacity of Series Editor of Oxford Studies in Comparative Education , Within which this volume resides. Most of all we are grateful to all our contributors who, without exception, gave considerable time and care to their preparations, and tremendous involvement and enthusiasm to their presentations. All are extremely busy professionals, and most are – or have been – practitioners within the Brazilian system, often at very senior levels. They understand all the problems, the achievements and the nuances from real experience within, and this undoubtedly lends a cutting edge to their contributions. Given language differences and unfamiliar terminology, the editing of the various manuscripts has been a considerable task and would not have been possible without the most able and willing efforts of our Editorial Assistant, Kimberly Ochs, to whom we are most grateful.
The History of Education in Brazil: The Formation of the Field and Theoretical Influences
2016
This article is concerned with the History of Education in Brazil in two key areas: the disciplinary field and the research field. As a discipline, the History of Education has formed a part of the school curriculum since the beginning of the 20 th century. As a research field, it gained impetus in the 60s with the setting up of postgraduate courses and became one of the most consolidated areas of Brazilian education. In the light of this, there is a discussion about academic organisation and an attempt is being made to show how the field is characterised by theoretical renewal and is facing two key challenges: cultural exchanges involving the use of English and a recognition of the value of the History of Education as a discipline in the light of the fact that less space is being devoted to it in teacher-training curricula. *** Este artículo se refiere al ambito de la formación en la Historia del Educacion en Brasil en dos áreas clave: el campo disciplinar y el campo de la investigación. Como disciplina, la Historia de la Educación ha formado parte de los programas escolares desde el comienzo del siglo XX. Como campo de investigación, ganó impulso en la década de 1960 con la creación de cursos de postgrado y se convirtió en una de las áreas más consolidadas de la educación brasileña. A la luz de esto, hay una discusión sobre la organización académica y se está haciendo un intento de mostrar cómo el campo se caracteriza por la renovación teórica y se enfrenta a dos retos fundamentales: los intercambios culturales que implican el uso del Inglés y un reconocimiento del valor de la Historia de la Educación como disciplina, a la luz del hecho de que actualmente menos espacio está dedicado a ella en los programas de formación de maestros.
Voices of the Curriculum to the south of Latin America: The subject, the history and the politics 1
In this article, addressing the curriculum will imply to analyse and discuss the configuration of a subject, who has developed him or herself within a historical-political context, from a dominant culture reproducing itself through the official curriculum. Bearing in mind such framework, the text will commence with the trip of this subject through the Latin American continent, specifically in the history of the Chilean education. The aim is to understand the situated curriculum as a cultural field of power forces reproducing a subject with an "ideal" education, that has been invented by a dominant power since the conquest of America, the ideals of the Modern Nation State, and finally captured by the neoliberalism and commodification of the education.
Panorama of Pedagogy in Brazil: Science, Course and Profession
Educação em Revista, 2022
After completing eighty-three years of existence in Brazil, Pedagogy stands out among the undergraduate courses with the highest number of students in the country. Despite its contribution over all these decades concerning the training of educators and studies related to education in general, its historical trajectory is marked by intense disputes around its training purposes. Based on the understanding that the definition of the profile of graduates of a higher education course must be traced in dialogue with the epistemological nature of the scientific areas that configure it and the demands of the social and educational field, this article sought to analyze aspects of the course's historical trajectory at the interface with the production of pedagogical knowledge in the country. From this perspective, it begins with a conceptual discussion about education as a social phenomenon and Pedagogy as a science that has it as an object of study. This study also analyzed the course's historical trajectory and pedagogical thinking in Brazil and problematizes the (dis)place of Pedagogy in the scenario of Brazilian graduate studies.
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.