Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás
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Data
2013-02-15
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Universidade Federal de Goiás
Resumo
The curriculum has occupied a prominent place in the landscape of contemporary
educational reforms. In this work we focus on the production of a referential official
curriculum of chemistry to secondary education in the State of Goiás. Throughout our
investigation we relayed on studies that: a) had the objective to discuss aspects
related to the purpose of teaching chemistry in secondary education, with emphasis
on authors from Science/Chemistry education community; b) conduct discussions on
curricular concepts, highlighting authors of the curriculum field; c) develop curriculum
using research to theoretical and methodological approach of the continuous cicle of
policies. The prospect of a continuous cicle policy is designed from the intertwining of
texts / discourses that circulate among three basic contexts: the context of influence;
context of defining texts, and practice context. In the policy cicles the texts /
discourses are understood as product from social interactions, understood as
relations of power , and are associated with different sets of meanings that articulate
and fit into a greater or lesser degree , by recontextualizing processes in different
contexts through which they circulate. The construction of the data was performed
from the recording and transcript from the meeting of defining texts context, our
analytical focus. We identified and examined three discourses privileged in the
process of negotiating meanings of the proposal 1) discourse about the purposes of
teaching chemistry, 2) discourse on the concepts of curriculum and 3) discourse
about the criteria for selection and organization of content. We also highlight aspects
of the movement of recontextualization internal context of defining texts, comparing
the configuration of the first discursive formulations, developed in design meetings,
those present in the final version given to curricular referential We conclude that :i)
there is the attempt to articulate different purposes for teaching chemistry , with
emphasis on the purpose of education for critical citizenship; ii) there is a defense of
a broad conception of curriculum affiliated with the critical perspective , discourse that
implies defense of a construction of a hybrid proposal between orientation and
prescription , with a predominance of the first and critical of the way driving
educational reform in the State; iii) the selection criteria adopted are of the "basic
content" and "minimum contents" . The contents are organized by a conceptual bias,
and articulated a design approach that takes learning to necessarily partial and can
be performed at various levels of complexity. We also conclude that when
considering the historicity and contingency associated curricular productions we
giving it the status of “eternal challenge ".
Descrição
Citação
RIBEIRO JÚNIOR, Ramon Marcelino. Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás. 2013. 206 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2013.