Globalização e identidades educativas : Rupturas e incertezas
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Data
2006
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Editora
Edições Universitárias Lusófonas
Resumo
Com este artigo pretende-se debater escolar e
curricularmente a globalização e a identidade como
dois espaços posicionais que configuram as políticas
educacionais, concretamente ao nível da organização
escolar. Defendemos que a globalização contribui de
modo efectivo, contrariamente ao que a construção
das identidades escolares pressupõe, não só para o reforço
da homogeneização escolar, incluindo as práticas
curriculares, como também para o reforço da noção de
currículo como facto. Os resultados que se apresentam
dizem respeito às práticas de elaboração de projectos
educativos (político-pedagógicos) configurando a existência
de projectos que são trabalhados escolarmente
pelos professores numa lógica normativa e num ritual
de cumprimento de macrodecisões, mesmo que a sua
justificação seja feita na base da autonomia das escolas
e de identidades curriculares locais.
With this article it is intended to discuss, at a school and curriculum point of view, the globalization and the identity as two position spaces that configure the education politics, concretely at the level of the school organization. We defend that the globalization contributes in an effective way, contrarily to that the construction of the school identities presupposes, not only for the reinforcement of the school homogenization, including the curriculum practices, as also for the reinforcement of the curriculum notion as a fact. The results that are presented concern to the practices of elaboration of educational projects (political-pedagogic) configuring the existence of projects that are worked in the school by the teachers in a normative logic and in a ritual of macrodecisions execution, even if they justification is made in the base of the autonomy of the schools and of local curriculum identities.
With this article it is intended to discuss, at a school and curriculum point of view, the globalization and the identity as two position spaces that configure the education politics, concretely at the level of the school organization. We defend that the globalization contributes in an effective way, contrarily to that the construction of the school identities presupposes, not only for the reinforcement of the school homogenization, including the curriculum practices, as also for the reinforcement of the curriculum notion as a fact. The results that are presented concern to the practices of elaboration of educational projects (political-pedagogic) configuring the existence of projects that are worked in the school by the teachers in a normative logic and in a ritual of macrodecisions execution, even if they justification is made in the base of the autonomy of the schools and of local curriculum identities.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, GLOBALIZAÇÃO, POLÍTICA EDUCATIVA, EDUCATION, EDUCATION POLICY, GLOBALISATION