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Publication
Concepções de professores sobre currículo e cultura
Advisor(s)
Abstract(s)
A incorporação dos termos “cultura” e “currículo” no discurso dos docentes não garante que estes concebam toda a amplitude que essas palavras abarcam, tampouco percebam claramente, e com sentido crítico, as relações que medeiam o diálogo entre os dois conceitos. O presente artigo debruça-se sobre um pequeno estudo cujo objetivo foi compreender concepções de currículo veiculadas por professores e sobre as influências mútuas entre currículo e cultura reconhecidas pelos próprios. A metodologia do estudo assentou em entrevistas. Foram entrevistados 42 professores brasileiros dos ensinos Fundamental, Médio e Superior, que lecionam nas redes pública e privada. Após uma breve discussão sobre a noção de currículo e de cultura, à luz da Teoria Curricular, é feita a apresentação e análise do discurso dos professores. Os resultados sugerem que, embora o Brasil tenha avançado bastante nos estudos curriculares, produzindo materiais de reconhecida importância nesse campo de estudo, esse conhecimento não chega de forma efetiva, ampla e democrática aos professores, o que sugere que alguns aspectos da formação de professores devem ser repensados, de modo a favorecer uma profissionalidade mais consciente das questões curriculares.
ABSTRACT: The fact that many teachers use the terms “culture” and “curriculum” in their discourses does not ensure that they assign them the same meanings and have a critical understanding of the relation between the two concepts. This article addresses a small study, which was aimed at understanding how the participant teachers conceive curriculum and culture, as well as the relation between them. The methodology of the study was based on interviews. 42 Brazilian teachers who work at public and private schools of elementary, secondary and higher education were interviewed. After a brief discussion of what curriculum and culture mean, in light of Curriculum Theory, an analysis of those teachers’ discourse is presented. The findings suggest that, although Curriculum Studies have advanced in Brazil, knowledge produced in the context of such advancement – through research, development of curricular materials, and other means – has not reached teachers in effective and democratic ways, which, in turn, suggests that some aspects of teacher education should be reconsidered, in order to enhance awareness of curricular issues.
ABSTRACT: The fact that many teachers use the terms “culture” and “curriculum” in their discourses does not ensure that they assign them the same meanings and have a critical understanding of the relation between the two concepts. This article addresses a small study, which was aimed at understanding how the participant teachers conceive curriculum and culture, as well as the relation between them. The methodology of the study was based on interviews. 42 Brazilian teachers who work at public and private schools of elementary, secondary and higher education were interviewed. After a brief discussion of what curriculum and culture mean, in light of Curriculum Theory, an analysis of those teachers’ discourse is presented. The findings suggest that, although Curriculum Studies have advanced in Brazil, knowledge produced in the context of such advancement – through research, development of curricular materials, and other means – has not reached teachers in effective and democratic ways, which, in turn, suggests that some aspects of teacher education should be reconsidered, in order to enhance awareness of curricular issues.
Description
Keywords
Currículo Cultura Educação Escola Professores Curriculum Culture School Teachers
Citation
Silveira, C. & Sousa, F. (2018). Concepções de professores sobre currículo e cultura. "Revista Transmutare", 3(1), 4-18.
Publisher
Universidade Tecnológica Federal do Paraná