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Authors
Advisor(s)
Abstract(s)
Sob inspiração da temática “distância em educação”, este artigo situa-se na
reflexão analítica sobre alguns dos eixos de distância que marcam o campo central da
ação da educação em contexto escolar – o currículo – contribuindo de forma
significativa para o insucesso da escola no desempenho cabal do seu mandato de
promotora e garante das aprendizagens curriculares. Esses eixos de análise são os
seguintes: 1.A distância da normatividade à decisão – ou os défices do poder
profissional; 2. A distância da discursividade à apropriação – ou os nomes e as coisas; 3.
A distância da intenção à ação - ou a crença na bondade dos princípios; 4. As
complexidades da teoria curricular – ou fatores de distanciamento entre o quadro de
análise e o seu objeto.
Inspired by the thematic “distances in education”, this article intends to offfer a reflective analysis focused on some of the main “distance spaces”, or gaps, that affect the central core of school education – the curriculum - , contributing significantly to the failure of schools in fully attaining their mandate as responsible and guarantee of the curriculum, expressed in expected learning processes and outcomes. The “distance spaces” that will be discussed are the following: 1. Distance from norms to decision –or the deficits of professional power of teachers; 2. Distance from discourse to appropriation – or the names and the things; 3.Distance from intention to action - or the belief in the power of principles; 4. Complexities of curriculum theory - or factors of distance between frames of analysis and their object.
Inspired by the thematic “distances in education”, this article intends to offfer a reflective analysis focused on some of the main “distance spaces”, or gaps, that affect the central core of school education – the curriculum - , contributing significantly to the failure of schools in fully attaining their mandate as responsible and guarantee of the curriculum, expressed in expected learning processes and outcomes. The “distance spaces” that will be discussed are the following: 1. Distance from norms to decision –or the deficits of professional power of teachers; 2. Distance from discourse to appropriation – or the names and the things; 3.Distance from intention to action - or the belief in the power of principles; 4. Complexities of curriculum theory - or factors of distance between frames of analysis and their object.
Description
Keywords
Currículo Desenvolvimento curricular Decisão curricular Profissionalidade docente Curriculum Curriculum development Curriculum decisision-making Teacers professionalism
Pedagogical Context
Citation
Roldão, M.C. (2015). Distâncias na educação e no currículo – professores, discurso e escola. EducA, International Catholic Journal of Education, Abril 2015 (1), 11p.
Publisher
Fundação Manuel Leão