A Reflexão Fenomenológico-Construtivista (RFC) como abordagem teórico-metodológica para a reflexão sobre currículo educacional e vivências em escolas públicas no contexto da educação goiana

Abstract

This thesis proposes phenomenological-constructivist reflection (RFC) as a theoretical and methodological foundation derived from the integration of Schutz’s social phenomenology and Piagetian constructivism. Using this approach, we reconstructed the meanings of educational curricula and the experiences of students and teachers at a part-time school, and of a chemistry teacher at a full-time school, in the context of education in Goiás. The curriculum is conceived as a structure with a genesis, composed of scientific knowledge, experiences, teaching, learning, and assessment, with learning as the central element. The analysis revealed a gap between experiences of subjects and prescriptive curricular documents, which are rigid and fail to meet contextual demands and students’ developmental levels. Students and teachers call for greater autonomy in educational processes but face barriers imposed by curricular rigidity. The chemistry teacher’s experiences illustrate the challenges created by the current model. The analyses confirm RFC as an original and promising framework that secures interpretive autonomy—via the reconstructive logic of experiences—and methodological rigor, offering replicable procedures for educational research and for rethinking curricula and teaching practices, valuing experiences of subjects and supporting more contextualized and flexible teaching.