O Currículo Referência da Rede Estadual de Educação de Goiás: implicações nas atividades de professores de Ciências

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Universidade Federal de Goiás


In the last five years of the Brasil, the curriculum has acquired special notoriety, both at the state level, with the implementation of the CurrículoReferência da Rede Estadual de Educação de Goiás (CREG) in 2013, as well as the national level, through the beginning of debates on the Base Nacional Curricular Comum, with its first version available in 2014. The establishment of a national curriculum, composed of a common basis and a diversified one, was established by the Lei de Diretrizes e Bases da Educação (LDB nº 9.394/96). However, the impact of the implementation of a single curricula, in public education, is still a scarcely discussed on recent investigations, and, therefore, little understood. Based on this, this research tried to understand what the implications of the Currículo Referência on Science teachers´ activities for students that are enrolled, in public schools, at final years of Elementary School (6thº and 9thº years) are. The study development allowed the identification of many institutional ties, established by Secretaria de Estado da Educação, Cultura e Esporte (Seduce) for the use of CREG: contents evaluated every two months, teacher support system (SIAP), special salaries, bonus programs and external assessments (ADA). To carry out this research a documentary analysis of the current legislation was chosen (Diretrizes Curriculares Nacionais Gerais para o Ensino Fundamental, Diretrizes Curriculares Nacionais para o Ensino Fundamental de Nove Anos e Resolução CEE/CP Nº 05/2011) and semi-structured interviews with twelve Science teachers from the cities of Anápolis, Goiânia and Jataí. The data collected were analyzed through Content Analysis. In the legal documents and on the teachers´ speeches, the concept of curriculum was observed. Besides this, objectification level proposed by Sacristán (2000) were identified: prescribed curriculum; curriculum presented to teachers; curriculum shaped by teachers; curriculum in action; hidden curriculum; evaluated curriculum. From this analysis, it can be concluded that the concept of curriculum from the legal documents does not come close to what is presented by teachers, which is thus limited by the idea of minimum contents; the Currículo Referência is a prescriptive curricular text, structured in the logic of the traditional curriculum theory; the process of implementation of the CREG has promoted the maintenance of the status quo, disarticulation, deprofessionalization and teachers´ depreciation; the main obstacle posed to teachers´ activities is the discrepancy between the sequence of contents presented in the textbook and the sequence of Currículo Referência; the textbook is still the main support teachers have; teachers need theoretical elements to develop a debate about curriculum. The reversal of this situation goes through continuing education, narrowing the studies mainly on theories of the curriculum, for the unveiling of reality.



SILVA, A. P. G. V. O Currículo Referência da Rede Estadual de Educação de Goiás: implicações nas atividades de professores de Ciências. 2018. 164 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2018.