Um olhar sobre as políticas curriculares para formação de professores no Brasil e em Portugal na transição do século XX para o XXI
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Data
2013
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Edições Universitárias Lusófonas
Resumo
As políticas curriculares para formação de professores têm vindo a constituir
um foco de interesse acadêmico, tanto em Portugal como no Brasil, mas muitas
vezes têm ficado confinadas à caracterização e análise dos modelos que as configuram. Considerando pertinente ampliar estes estudos, neste artigo, objetivamos
discutir as políticas de currículos para formação de professores, em
Portugal e no Brasil, na sua relação com as questões curriculares emergentes
da Educação Básica/Educação Fundamental, neste limiar do novo século. Para tanto, tomamos como base a perspectiva cíclica (Ball, 2006) e a recontextualização
das políticas curriculares, que passam a ser analisadas pelos vários contextos
da sociedade ou pelos diversos grupos. Ressaltamos que, no âmbito das
políticas de currículo, os processos de reformulação curricular das realidades
brasileira e portuguesa não ocorrem numa disposição linear, não se limitam a
um enunciado estático, mas a um enunciado como movimento que seleciona, organiza e faz a distribuição do conhecimento. Há, portanto, vários contextos e
formas de produção de políticas curriculares e de formas discursivas, no Brasil e em Portugal, as quais apresentam concepções e posturas diferentes em relação às reformas educacionais.
The curricular policies for teacher’s trainings have been creating a focus of academic interest both in Portugal and Brazil. Howerver, many times they have been confined to the characterization and model analysis that define them. As it is considered pertinent to broaden these studies, the curricular policies for teacher’s trainings, in Portugal and in Brazil, in their relation to the emergent curricular issues of Elementary Education/Secondary Education, in this century transition is discussed in this article. To that end, we take a cyclic perspective basis (Ball, 2006) and a recontextualizing of curricular policies which will be analyzed by the many society’s contexts or by different groups. This way this research is insert in a national and internationaldebate of curricular policies for teacher’s trainings programs. To discuss this topic we used the theoretical contribution of authors such as Pacheco (2003), Ball (2001), Dias e López (2006), among others. We have done a desk analysis of the Brazilian and Portuguese realities, where we could draft a theoretical-methodological path of current speeches’ discussion in those realities. From this perspective, the curriculum legitimates the knowledge, indicating what is valid and perceived in society as such. So, each group fights for its place in the curriculum and how it is going to be referenced. It is in the curricular policies that we find the structure where the decisions are made, as a space for competition and a collision of interests in many contexts, having a complex, dynamic, conflictual and hybrid tension. We would like to stress that, in the educational field, for the last two decades of the end of last century, the word change gained strength and space in many scenarios of different societies, with the enhancement of new educational policies, to mobilize new curriculum organization systems’ logic. And the similarities among the issues of curriculum policies, both on global and local scenarios, are that the reforms around these policies are presented from different perspectives, which come to answer the different economic, social, politic and cultural interests perspectives. These differences perspectives are produced by many contexts and realities, since the global space is, in its essence, a producer of heterogeneity. Therefore, there are different contexts and ways for the production of curricular policies, in Brazil and Portugal, both of which present different concepts and attitudes regarding the educational reform.
The curricular policies for teacher’s trainings have been creating a focus of academic interest both in Portugal and Brazil. Howerver, many times they have been confined to the characterization and model analysis that define them. As it is considered pertinent to broaden these studies, the curricular policies for teacher’s trainings, in Portugal and in Brazil, in their relation to the emergent curricular issues of Elementary Education/Secondary Education, in this century transition is discussed in this article. To that end, we take a cyclic perspective basis (Ball, 2006) and a recontextualizing of curricular policies which will be analyzed by the many society’s contexts or by different groups. This way this research is insert in a national and internationaldebate of curricular policies for teacher’s trainings programs. To discuss this topic we used the theoretical contribution of authors such as Pacheco (2003), Ball (2001), Dias e López (2006), among others. We have done a desk analysis of the Brazilian and Portuguese realities, where we could draft a theoretical-methodological path of current speeches’ discussion in those realities. From this perspective, the curriculum legitimates the knowledge, indicating what is valid and perceived in society as such. So, each group fights for its place in the curriculum and how it is going to be referenced. It is in the curricular policies that we find the structure where the decisions are made, as a space for competition and a collision of interests in many contexts, having a complex, dynamic, conflictual and hybrid tension. We would like to stress that, in the educational field, for the last two decades of the end of last century, the word change gained strength and space in many scenarios of different societies, with the enhancement of new educational policies, to mobilize new curriculum organization systems’ logic. And the similarities among the issues of curriculum policies, both on global and local scenarios, are that the reforms around these policies are presented from different perspectives, which come to answer the different economic, social, politic and cultural interests perspectives. These differences perspectives are produced by many contexts and realities, since the global space is, in its essence, a producer of heterogeneity. Therefore, there are different contexts and ways for the production of curricular policies, in Brazil and Portugal, both of which present different concepts and attitudes regarding the educational reform.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, CURRÍCULOS ESCOLARES, EDUCATION, TEACHERS EDUCATION, SCHOOL CURRICULA