Brazilian Education Policies: Consequences of a National Curriculum
This qualitative and theoretical study aims to discuss the possible consequences of a National Common Curriculum Basis in basic-level education in Brazil in the context of curriculum policies. Official documents and state discourse were analyzed using a dialectical methodology. Gramscian theory serv...
Guardado en:
Autores principales: | , , |
---|---|
格式: | info:eu-repo/semantics/article |
语言: | spa |
出版: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2019
|
主题: | |
在线阅读: | https://redie.uabc.mx/index.php/redie/article/view/1784 |
标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
总结: | This qualitative and theoretical study aims to discuss the possible consequences of a National Common Curriculum Basis in basic-level education in Brazil in the context of curriculum policies. Official documents and state discourse were analyzed using a dialectical methodology. Gramscian theory serves as the basis for the theoretical foundation of this work, which discusses whether the Common National Basis promotes emancipation or constitutes a regulatory instrument. Hegemonic structures were found in the Common Basis, as content selection testifies to one group’s vision of what should be taught – a regulatory exercise. The results indicate that salvaging reflective praxis in place of a culture of management – typical of a business approach to research in education policy – seems fundamental in reclaiming the value and importance of intellectuals organizing emancipatory projects. |
---|