Antonio Flavio Barbosa Moreira

Propostas curriculares alternativas: limites e avanços

This article focuses on curriculum reforms that took place in some states and municipalities in Brazil in the 1980s and the 1990s. These reforms can be characterized by their intent to fashioning a more critical and democratic school. In other words, they were in opposition to the hegemonic official discourse. The article attempts to characterize such curriculum reforms and stress their achievements. It argues that alternatives are possible, even desirable, and that they deserve to be publicized and studied.

Repercussões de tendências internacionais sobre a formação de nossos professores

The article analyzes aspects from teacher education proposals carried out in different countries or presented by the World Bank. It pays special attention to the French, English and Spanish experiences in teacher education and their repercussion on current Brazilian proposals.

O campo do currículo no Brasil: construção no contexto da ANPED

O campo do curriculo esta se caracterizando, em diferentes paises, por uma significativa diversificacao de temas e de influencias teoricas. Apoiando-se no conceito de campo de Bourdieu, o texto aborda o campo no Brasil, tal como vem sendo construido no Grupo de Trabalho - GT - de Curriculo da ANPEd. Examina o funcionamento do grupo, procurando situa-lo no contexto mais amplo da associacao e das politicas de pos-graduacao. Focaliza, a seguir, os trabalhos apresentados nos encontros ocorridos no periodo de 1996 a 2000. Critica o grande numero de textos selecionados, o que tem contribuido para a secundarizacao da discussao de problemas educacionais que carecem de atencao. Propoe perguntas e sugere estrategias que possam enriquecer o processo de construcao do conhecimento desenvolvido no GT.

A HISTÓRIA DA DISCIPLINA ESCOLAR CIÊNCIAS NAS DISSERTAÇÕES E TESES BRASILEIRAS NO PERÍODO 1981-1995

O artigo aborda a historia da disciplina escolar ciencias na producao academica brasileira entre 1981 e 1995. Analisa nove dissertacoes e teses que focalizam o ensino fundamental e que possuem um vies historico. Com base em Goodson, argumenta que o entendimento do processo de construcao social de uma determinada disciplina exige a consideracao de fatores internos e externos. Destaca, ao mesmo tempo, a importância de se analisarem, entre os diversos fatores internos, as teses e dissertacoes defendidas nos programas de pos-graduacao. Afirma que ainda ha muito a ser investigado sobre a area em pauta, uma vez que boa parte dos trabalhos realizados sao muito descritivos. Ou seja, os estudos historicos nao tem sido privilegiados nas pesquisas em ensino de ciencias. Os trabalhos analisados, apesar de nao desconsiderarem a existencia de conflitos, acabam por minimizar suas influencias no quadro geral de constituicao das disciplinas escolares em ciencias.

Currículo e gestão: propondo uma parceria

Many schools are not succeeding in teaching the students what can be necessary in an uncertain future. To be able to offer knowledge, abilities and values that can be needed to live in our contemporary world, school has to be rethought and renewed. The success of the Finish experience in education can be helpful to stimulate us to dream with quality at school, to make all the efforts to construct it, to treat critically external advice, to respect and value the teacher and to develop an atmosphere free of competition and control at schools and classrooms. To create this quality, the curriculum is a central element. It is necessary to discuss it, taking into account culture and school knowledge. In this process, cooperation at schools is indispensable, and it should involve dialogues between school and education secretary and among the different professionals that work at school.

Recent proposals to reform teacher education in Brazil

Abstract Teacher education has been a subject of major interest for teachers, researchers, political representatives and educational authorities for decades. Universities and other research institutions have a large number of researchers who study issues related to teacher training at the various levels of schooling. Teachers themselves, either individually or through professional associations, have always been attentive to modifications in teacher training courses and interested in improving their careers through continued education efforts. This article addresses teacher education. Specifically, it discusses teacher education in Brazil and the recent proposals to reform existing programs by the current Brazilian government. First, we argue that recent reforms in teacher education function as resources for economic growth, a view clearly committed to production and productivity. Though the discourse of educational planning also includes the so-called qualitative goals, fundamentally they are quantitative. Second, we argue that a tension between mechanisms to flexibilize the educational process and instruments to control and evaluate its products underlines the government proposals.

Currículo y gestión: propuesta de acción conjunta

Many schools are not succeeding in teaching the students what can be necessary in an uncertain future. To be able to offer knowledge, abilities and values that can be needed to live in our contemporary world, school has to be rethought and renewed. The success of the Finish experience in education can be helpful to stimulate us to dream with quality at school, to make all the efforts to construct it, to treat critically external advice, to respect and value the teacher and to develop an atmosphere free of competition and control at schools and classrooms. To create this quality, the curriculum is a central element. It is necessary to discuss it, taking into account culture and school knowledge. In this process, cooperation at schools is indispensable, and it should involve dialogues between school and education secretary and among the different professionals that work at school.

Curriculum and management: proposing a partnership

Many schools are not succeeding in teaching the students what can be necessary in an uncertain future. To be able to offer knowledge, abilities and values that can be needed to live in our contemporary world, school has to be rethought and renewed. The success of the Finish experience in education can be helpful to stimulate us to dream with quality at school, to make all the efforts to construct it, to treat critically external advice, to respect and value the teacher and to develop an atmosphere free of competition and control at schools and classrooms. To create this quality, the curriculum is a central element. It is necessary to discuss it, taking into account culture and school knowledge. In this process, cooperation at schools is indispensable, and it should involve dialogues between school and education secretary and among the different professionals that work at school.