estudos curriculares: das teorias aos projectos de escola curricular studies: from the theories to the school project

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ID: 202300
2007
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Abstract
Desde a sua génese até à actualidade, o campo de Estudos Curriculares tem sido marcado pela divergência de argumentos, situados tanto no plano dos discursos académicos quanto no terreno das práticas escolares. Se a desordem conceptual, sobretudo entre tradicionalistas e reconceptualistas, tem originado uma pluralidade de escritos, redigidos em diferentes contextos (social, económico, cultural, político e ideológico), as práticas curriculares têm seguido um percurso quase único, ditado por normas e regras nem sempre fáceis de alterar. Com este texto pretendemos retomar a discussão sobre as teorias do currículo, confrontando, de um lado, a teoria de instrução e a teoria crítica, num debate que ainda se trava entre neotylerianos e neoreconceptualistas, ou entre tradicionalistas e reconceptualistas, e, de outro, a dissonância entre discursos e práticas de construção do currículo ao nível da realidade portuguesa. Sobre este último aspecto, argumentaremos que os projectos de escola estão mais próximos da teoria de instrução do que da teoria crítica, na medida em que resultados de investigação permitem concluir que são projectos essencialmente administrativos e burocráticos, obedecendo a uma lógica de normatividade, construtora de uma identidade de legitimação.
From their appearance to the actuality, Curricular Study field has been marked by the divergence of arguments, placed so much in the plan of the academic speeches, as in the field of the school practices. If the conceptual disorder, above all between traditionalists and reconceptualists, is originating a plurality of writings, written in different contexts (social, economical, cultural, political and ideological), the curricular practices has been following an almost only course, dictated by norms and rules not always easy to alter. We intended to retake the discussion on the theories of the curriculum, confronting, on one side, the instruction theory and the critical theory in a debate that it is still locked between neotylerians and neoreconceptualists, or between traditionalists and reconceptualists, and, for other, the dissonance between speeches and construction practices of the curriculum at the level of the portuguese reality. On this last aspect, we will argue that the school projects are closer of the instruction theory than of the critical theory, in the measure that the results of investigation allow to conclude that these are projects essentially administrative and bureaucratic, obeying to a normative logic, builder of a legitimating identity.
Reference Key
pacheco2007educaoestudos Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;José Augusto Pacheco;Nancy Pereira
Journal antioxidants
Year 2007
DOI
10.1590/S0102-46982007000100011
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-46982007000100011
Keywords
critical theory

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