Alquimia do conhecimento: a construção do conhecimento curricular em Portugal (1970-2009)
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2015
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O nosso problema de investigação assenta no pressuposto de que a construção do conhecimento curricular em Portugal entre 1970 e 2009 é enformada por processos com diferentes referentes ideológicos, eventualmente teóricos e práticos, e apresenta uma forte influência dos contextos económico, político, cultural e social de cada ciclo político, nomeadamente no que concerne às dimensões de equidade e igualdade no conhecimento curricular, bem como à sua pertinência e relevância, com repercussões ao nível da cultura curricular construída. Neste contexto, desenvolvemos uma investigação que nos conduziu à identificação das principais tendências curriculares desenhadas nas diferentes reformas educativas, através da análise dos quatro ciclos políticos em que encontramos os marcos legislativos curriculares centrais, procurando, sobretudo, responder a três questões: Que conhecimento curricular tem sido construído e o que faz parte desse conhecimento? Quem participou nessa construção e como construiu esse conhecimento? Que processos têm sido usados na construção do conhecimento curricular? Assim, a ênfase do estudo recai sobre três tipos de conhecimento: o conhecimento da política, o conhecimento curricular e o conhecimento profissional. A nossa hipótese de partida prende-se com a reconfiguração do conhecimento curricular, acelerando o esgotamento da gramática da escola e, consequentemente, do currículo, nas suas formas escolares assumidas, uma vez que parecem verificar-se contradições entre as lógicas e racionalidades sociais, visíveis nas exigências da avaliação das agências internacionais, e as lógicas e racionalidades de organização do currículo. Esta hipótese de trabalho foi desdobrada em três hipóteses que considerámos em termos operacionais, a saber: i) as políticas curriculares não são nacionais, antes decorrem de agendas transnacionais; ii) as mudanças em políticas curriculares devem ser estudadas de acordo com ciclos longos de mudança, nos quais as forças de mudança desempenham papéis diferenciados; iii) a prática das orientações curriculares fixadas apresenta uma estreita relação com as histórias de vida dos seus atores, não sendo possível dissociar a história de vida de cada um da medida de política curricular em desenvolvimento. Recorremos à proposta de Ball (1994) para analisar três contextos em cada ciclo de políticas e adotámos o conceito de cosmopolitismo metodológico (Beck, 2005, Dale & Robertson, 2008) que nos permitiu uma abordagem em que o nível de análise não se situou no Estado, mas em novos espaços e noutros níveis. Assumimos que as políticas curriculares nacionais são espaços de refração (Goodson, 2010) de políticas educativas regionais e globais. O método de triangulação que construímos foi completado com o modelo de análise biográfica, através do qual foram desenvolvidas histórias de vida dos professores, com base no relato subjetivo da sua vida profissional e pessoal, ao qual foi justaposto a genealogia de contextos, que incluiu o estudo de três escolas onde os professores trabalharam. Identificámos diferentes processos de mudança, bem como os seus efeitos no trabalho e vida dos professores. Por outro lado, concluímos acerca da necessidade do alinhamento entre forças de mudança externas e internas para que se operem transformações no currículo. O imperativo do abandono do paradigma da uniformidade é igualmente fundamental, uma vez que o currículo tem sofrido alterações no seu design e na sua forma, embora o seu conteúdo e a sua organização se mantenham inalterados, não promovendo respostas eficientes às demandas sociais, económicas e políticas.
Our research problem is based on the assumption that the construction of curriculum knowledge in Portugal between 1970 and 2009 is shaped by processes with different ideological guidance, eventually theoretical and practical, and has a strong influence of economic, political, cultural and social contexts of each policy cycle, particularly with regard to the dimensions of equity and equality in curriculum knowledge, as well as its relevance, with effects on built curriculum culture. In this context, we developed a research that led us to identify the main curriculum trends drawn in different educational reforms, by examining the four policy cycles in which we find the main curriculum legislative frameworks, seeking to answer to three questions: What curriculum knowledge has been built and what is part of that knowledge? Who participated in this construction and how was this knowledge built? What processes have been used in the construction of curriculum knowledge? Thus, the emphasis of the study rests on three types of knowledge: policy knowledge, curriculum knowledge and professional knowledge. Our starting hypothesis is related to the curriculum knowledge reconfiguration, which accelerates the exhaustion of grammar and consequently the curriculum in its school assumed forms, because it seems that there are contradictions between the social logic and rationalities, visible on the requirements of the evaluation of international agencies, and the logic and rationalities of curriculum organization. This working hypothesis was split into three scenarios operationally considered, namely: i) curriculum policies are not national but result from transnational agendas; ii) changes in curriculum policies should be studied according long cycles of change, in which change forces play different roles; iii) the practice of set curriculum has a close relationship with the life histories of the actors and it is not possible to detached the life history of each one of the curriculum policy measure under development. We used Ball’s proposal (1994) to analyze the three contexts in each policy cycle and take the methodological concept of cosmopolitanism (Beck, 2005, Dale & Robertson, 2008) that enables us an approach in which the level of analysis is not the state, but new spaces at a new level. We assume that national curriculum policies are spaces of refraction (Goodson, 2010) of global and regional educational policies. The triangulation method that we built was completed with the model of biographical analysis, through which teachers’ life histories were developed, based on the subjective report of their professional and personal life with a juxtaposition of the genealogy of contexts that included the study of three shools where teachers worked. We identified different processes of change and its effects on the work and lives of teachers. Moreover, we concluded on the need of alignment between external and internal change forces so that changes in curriculum can be real. The need of leaving the paradigm of uniformity is also crucial, since curriculum has undergone changes in its design and in its form, though its contents and its organization remain unchanged, not promoting effective responses to social, economic and political demands.
Our research problem is based on the assumption that the construction of curriculum knowledge in Portugal between 1970 and 2009 is shaped by processes with different ideological guidance, eventually theoretical and practical, and has a strong influence of economic, political, cultural and social contexts of each policy cycle, particularly with regard to the dimensions of equity and equality in curriculum knowledge, as well as its relevance, with effects on built curriculum culture. In this context, we developed a research that led us to identify the main curriculum trends drawn in different educational reforms, by examining the four policy cycles in which we find the main curriculum legislative frameworks, seeking to answer to three questions: What curriculum knowledge has been built and what is part of that knowledge? Who participated in this construction and how was this knowledge built? What processes have been used in the construction of curriculum knowledge? Thus, the emphasis of the study rests on three types of knowledge: policy knowledge, curriculum knowledge and professional knowledge. Our starting hypothesis is related to the curriculum knowledge reconfiguration, which accelerates the exhaustion of grammar and consequently the curriculum in its school assumed forms, because it seems that there are contradictions between the social logic and rationalities, visible on the requirements of the evaluation of international agencies, and the logic and rationalities of curriculum organization. This working hypothesis was split into three scenarios operationally considered, namely: i) curriculum policies are not national but result from transnational agendas; ii) changes in curriculum policies should be studied according long cycles of change, in which change forces play different roles; iii) the practice of set curriculum has a close relationship with the life histories of the actors and it is not possible to detached the life history of each one of the curriculum policy measure under development. We used Ball’s proposal (1994) to analyze the three contexts in each policy cycle and take the methodological concept of cosmopolitanism (Beck, 2005, Dale & Robertson, 2008) that enables us an approach in which the level of analysis is not the state, but new spaces at a new level. We assume that national curriculum policies are spaces of refraction (Goodson, 2010) of global and regional educational policies. The triangulation method that we built was completed with the model of biographical analysis, through which teachers’ life histories were developed, based on the subjective report of their professional and personal life with a juxtaposition of the genealogy of contexts that included the study of three shools where teachers worked. We identified different processes of change and its effects on the work and lives of teachers. Moreover, we concluded on the need of alignment between external and internal change forces so that changes in curriculum can be real. The need of leaving the paradigm of uniformity is also crucial, since curriculum has undergone changes in its design and in its form, though its contents and its organization remain unchanged, not promoting effective responses to social, economic and political demands.
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Orientação: António Teodoro
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, HISTÓRIA DA EDUCAÇÃO, POLÍTICA EDUCATIVA, CURRÍCULOS ESCOLARES, GESTÃO CURRICULAR, CONHECIMENTO, REFORMAS EDUCATIVAS, PORTUGAL, EDUCATION, HISTORY OF EDUCATION, EDUCATIONAL POLICY, SCHOOL CURRICULA, CURRICULAR MANAGEMENT, KNOWLEDGE, EDUCATION REFORMS, PORTUGAL