Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1753
E. Girotto, Felipe Passo, I. Jorge, Victor Cardoso
In this article, we present and discuss the dynamics of high school enrollments in the state of São Paulo between 2007 and 2018 in order to understand the intentions of the management logic adopted by the São Paulo State Department of Education (SEE-SP) in period and its implications for the organization of enrollments at this stage of basic education. Therefore, we present a set of data on high school enrollments in the state network, seeking to link them to the laws, programs and projects adopted by SEE-SP in the same period. Among the results of the research, it is possible to verify that in the period there was a decrease in enrollments in high school in the state of São Paulo, mainly in the evening, and that such dynamics of enrollments does not originate only in demographic pro-cesses, but in the adoption of a logic of management of educational policy in the state of São Paulo based on the principles of New Public Management, with a focus on management by and for results. Finally, it is evident that the option for this logic of educational policy in the state of São Paulo distances the state from guaranteeing universal access to high school, expanding school inequalities in the state. Abstract:
{"title":"Análise da Dinâmica das Matrículas no Ensino Médio na Rede Estadual de Educação de São Paulo (2007-2018)","authors":"E. Girotto, Felipe Passo, I. Jorge, Victor Cardoso","doi":"10.35786/1645-1384.v22.1753","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1753","url":null,"abstract":"In this article, we present and discuss the dynamics of high school enrollments in the state of São Paulo between 2007 and 2018 in order to understand the intentions of the management logic adopted by the São Paulo State Department of Education (SEE-SP) in period and its implications for the organization of enrollments at this stage of basic education. Therefore, we present a set of data on high school enrollments in the state network, seeking to link them to the laws, programs and projects adopted by SEE-SP in the same period. Among the results of the research, it is possible to verify that in the period there was a decrease in enrollments in high school in the state of São Paulo, mainly in the evening, and that such dynamics of enrollments does not originate only in demographic pro-cesses, but in the adoption of a logic of management of educational policy in the state of São Paulo based on the principles of New Public Management, with a focus on management by and for results. Finally, it is evident that the option for this logic of educational policy in the state of São Paulo distances the state from guaranteeing universal access to high school, expanding school inequalities in the state. Abstract:","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74083000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1800
M. Soares, Gilberto Januario, F. Santos
professores
教授
{"title":"Professores de Matemática e Materiais Curriculares: os sentidos apreendidos na relação na perspectiva de affordance e agência","authors":"M. Soares, Gilberto Januario, F. Santos","doi":"10.35786/1645-1384.v22.1800","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1800","url":null,"abstract":"professores","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72476726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1914
J. Carvalho, S. Roseiro, C. Gonçalves
Este artigo objetiva discutir as concepções de tempo na obra filosófica de Gilles Deleuze, para potencializar uma aprendizagem para além do hábito e da memória, ou seja, baseada na perspectiva de um tempo não somente cronológico, mas no “sem-fundo” da multiplicidade temporal produtora de presente e futuro. Utiliza, como abordagem metodológica, redes de conversações com professores, disparadas por curtas-metragens, buscando forçar o deslocamento de pensamentos, pela criação de superfícies vibráteis que iluminem o passado, o presente e o futuro. Intenciona, assim, suscitar uma criação de sentidos em direção a devires de outros possíveis mundos, buscando a abertura do pensamento ordinário para o extraordinário, visando a docências não dogmáticas e aprendizagens menos anamnésicas no currículo escolar.
{"title":"Os Múltiplos Tempos do Aprender no Currículo Escolar","authors":"J. Carvalho, S. Roseiro, C. Gonçalves","doi":"10.35786/1645-1384.v22.1914","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1914","url":null,"abstract":"Este artigo objetiva discutir as concepções de tempo na obra filosófica de Gilles Deleuze, para potencializar uma aprendizagem para além do hábito e da memória, ou seja, baseada na perspectiva de um tempo não somente cronológico, mas no “sem-fundo” da multiplicidade temporal produtora de presente e futuro. Utiliza, como abordagem metodológica, redes de conversações com professores, disparadas por curtas-metragens, buscando forçar o deslocamento de pensamentos, pela criação de superfícies vibráteis que iluminem o passado, o presente e o futuro. Intenciona, assim, suscitar uma criação de sentidos em direção a devires de outros possíveis mundos, buscando a abertura do pensamento ordinário para o extraordinário, visando a docências não dogmáticas e aprendizagens menos anamnésicas no currículo escolar.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83110663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1841
E. Pablo, G. García
This is a transnational comparative study of how history is approached in primary school curricula in Italy, Spain, and Portugal. This is the first comparison to date of the curricula of these three neighbouring countries. Despite what one might expect given that these countries share the same linguistic and cultural roots and have evolved similarly in terms of educational reforms, primary school history lessons have been approached in very different ways. This paper aims to set the context for and characterise history taught in the three countries and compares and contrasts similarities and especially thematic differences among them. It also analyses some countries’ predilection for a specific historical period, why each country chooses to cover certain topics and not others and draws attention to the fact that they have not kept up with the most recent historiographical trends. This comparative analysis, based on legislation and a review of the bibliographic literature analysing curricula, sheds light on why some school curricula are more successful than others when it comes to teaching history in primary school.
{"title":"Los Conocimientos Históricos en el Currículo de Educación Primaria: una comparativa entre España, Italia y Portugal","authors":"E. Pablo, G. García","doi":"10.35786/1645-1384.v22.1841","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1841","url":null,"abstract":"This is a transnational comparative study of how history is approached in primary school curricula in Italy, Spain, and Portugal. This is the first comparison to date of the curricula of these three neighbouring countries. Despite what one might expect given that these countries share the same linguistic and cultural roots and have evolved similarly in terms of educational reforms, primary school history lessons have been approached in very different ways. This paper aims to set the context for and characterise history taught in the three countries and compares and contrasts similarities and especially thematic differences among them. It also analyses some countries’ predilection for a specific historical period, why each country chooses to cover certain topics and not others and draws attention to the fact that they have not kept up with the most recent historiographical trends. This comparative analysis, based on legislation and a review of the bibliographic literature analysing curricula, sheds light on why some school curricula are more successful than others when it comes to teaching history in primary school.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88472878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1803
V. Bezerra, S. Brito
hegemonia
{"title":"Ensino Médio em Disputa: correlação de forças na conjuntura do projeto de Lei Nº 6.840/2013 e da Medida Provisória Nº 746/2016","authors":"V. Bezerra, S. Brito","doi":"10.35786/1645-1384.v22.1803","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1803","url":null,"abstract":"hegemonia","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80176044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1872
Ronildo Stieg, Amarílio Ferreira Neto, M. Frossard, W. Santos
{"title":"A Prescrição para o Ensino das Tipologias de Avaliação na Formação de Professores em Educação Física na América Latina","authors":"Ronildo Stieg, Amarílio Ferreira Neto, M. Frossard, W. Santos","doi":"10.35786/1645-1384.v22.1872","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1872","url":null,"abstract":"","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77888142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1992
S. Oliveira
gerenciais. Abstract The article presents Sharon Gewirtz's analysis of the English Third Way educational policies grounded on a social justice framework that she built in dialogue with Nancy Fraser´s and Iris Young´s works. Nine works produced by the English author over a decade, between 1995 and 2006, were systematized into four parts: the first places Sharon Gewirtz in the critical field of public policies analysis; the second exposes the social justice framework based on the two North American authors; the third presents the English Third Way educational policies; the fourth demonstrates how the social justice framework chosen by Gewirtz is capable of sustaining a critical and integrated analysis of the characteristics, subjects and consequences of managerial reforms. Finally, it exposes some critical studies on these reforms in the Brazilian context and advocates the use of the concept of social justice as an ethical parameter for the analysis of Brazilian educational policies.
{"title":"Contribuições de Sharon Gewirtz para uma Análise das Políticas Educacionais baseada na Justiça Social","authors":"S. Oliveira","doi":"10.35786/1645-1384.v22.1992","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1992","url":null,"abstract":"gerenciais. Abstract The article presents Sharon Gewirtz's analysis of the English Third Way educational policies grounded on a social justice framework that she built in dialogue with Nancy Fraser´s and Iris Young´s works. Nine works produced by the English author over a decade, between 1995 and 2006, were systematized into four parts: the first places Sharon Gewirtz in the critical field of public policies analysis; the second exposes the social justice framework based on the two North American authors; the third presents the English Third Way educational policies; the fourth demonstrates how the social justice framework chosen by Gewirtz is capable of sustaining a critical and integrated analysis of the characteristics, subjects and consequences of managerial reforms. Finally, it exposes some critical studies on these reforms in the Brazilian context and advocates the use of the concept of social justice as an ethical parameter for the analysis of Brazilian educational policies.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84267308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1830
Paolo Scotton
The Erasmus Program is one of the most relevant and well-established internationalization programs in the EU. Since its foundation, it has given more than five million students the possibility to experience a period of study, work, or research abroad. Significantly enough, the Erasmus not only aims at promoting cooperation among European higher education institutions but also at constructing European citizenship and providing a significant social contribution. However, despite the rhetorical enthusiasm surrounding it, the Erasmus still shows relevant problems in relation to the development of universities’ third mission. Thus, after presenting some of its main pitfalls, the article proposes a series of practical measures – targeting students, professors, and university organizations – aimed at reimagining the Erasmus program. Accordingly, it presents a re-conceptualization of its scope and aims for assuring its meaningful contribution to society.
{"title":"Resgatando a Responsabilidade Social das Universidades por meio da Reinvenção do Programa Erasmus","authors":"Paolo Scotton","doi":"10.35786/1645-1384.v22.1830","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1830","url":null,"abstract":"The Erasmus Program is one of the most relevant and well-established internationalization programs in the EU. Since its foundation, it has given more than five million students the possibility to experience a period of study, work, or research abroad. Significantly enough, the Erasmus not only aims at promoting cooperation among European higher education institutions but also at constructing European citizenship and providing a significant social contribution. However, despite the rhetorical enthusiasm surrounding it, the Erasmus still shows relevant problems in relation to the development of universities’ third mission. Thus, after presenting some of its main pitfalls, the article proposes a series of practical measures – targeting students, professors, and university organizations – aimed at reimagining the Erasmus program. Accordingly, it presents a re-conceptualization of its scope and aims for assuring its meaningful contribution to society.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73242626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1875
Theresa Adrião, Camilla Croso, T. Marin
.
．
{"title":"Como os Filantrocapitalistas Influenciam as Decisões sobre a Educação Pública no Brasil: os “Pactos” dos estados de São Paulo, Pará e Pernambuco","authors":"Theresa Adrião, Camilla Croso, T. Marin","doi":"10.35786/1645-1384.v22.1875","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1875","url":null,"abstract":".","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87089840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35786/1645-1384.v22.1882
Jane-mery Lima, C. Silva
The article informs an excerpt of a master’s research entitled “Curriculum of the integrated technical courses of the IFRN: the relation with the pedagogical practices of the physical education teachers”, which aimed to understand how the curriculum of the Integrated Technical Courses of the Federal Institute of Education, Science and Technology of Rio Grande do Norte is translated into the pedagogical practices of Physical Education teachers. The empirical study, which is a qualitative nature and descriptive in character, has sought to evaluate the study program of the Integrated Technical Courses of IFRN to mark how the pedagogical practice of Physical Education teachers is executed based on the program. The survey assumed the form of a case study, using data collection technique carried out with eight Physical Education teachers from IFRN. A qualitative data analysis was used to analyze and interpret the collected data. The results permitted to conclude that Physical Education teachers at IFRN follow the proposed curricular guidelines and the institution has resources that promote the execution of the guidelines. However, there are some factors that hinder their compliance, such as the lack of practical experience of some teachers and the non-valuation of the subject of Physical Education.
{"title":"O Currículo do IFRN e a Educação Física: um olhar na perspectiva do conhecimento sobre as práticas pedagógicas","authors":"Jane-mery Lima, C. Silva","doi":"10.35786/1645-1384.v22.1882","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1882","url":null,"abstract":"The article informs an excerpt of a master’s research entitled “Curriculum of the integrated technical courses of the IFRN: the relation with the pedagogical practices of the physical education teachers”, which aimed to understand how the curriculum of the Integrated Technical Courses of the Federal Institute of Education, Science and Technology of Rio Grande do Norte is translated into the pedagogical practices of Physical Education teachers. The empirical study, which is a qualitative nature and descriptive in character, has sought to evaluate the study program of the Integrated Technical Courses of IFRN to mark how the pedagogical practice of Physical Education teachers is executed based on the program. The survey assumed the form of a case study, using data collection technique carried out with eight Physical Education teachers from IFRN. A qualitative data analysis was used to analyze and interpret the collected data. The results permitted to conclude that Physical Education teachers at IFRN follow the proposed curricular guidelines and the institution has resources that promote the execution of the guidelines. However, there are some factors that hinder their compliance, such as the lack of practical experience of some teachers and the non-valuation of the subject of Physical Education.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90187815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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