Cláudia Valentina Assumpção Galian

A recontextualização e o nível de exigência conceitual do conhecimento escolar

The empirical study described in this article has focused on the transformations that occur in the pedagogical discourse in relation to the level of conceptual knowledge and it has aimed at extending the understanding of the process of constitution of school knowledge. The study was conducted in a public state school in the municipality of Valinhos, in sao Paulo state, and its research sources were the National curriculum Parameters of Natural sciences, a textbook and the classes of an 8 th grade teacher. I adopted the procedures of document analysis and classroom observation, and the main theoretical-methodological reference was the theory of Basil Bernstein. The mixed research methodology adopted in this research proved to be interesting because it allowed a quantitative approach to demarcate space for reflection on the qualitative aspects involved in the analysis of the process of recontextualization. The results seized the process of recontextualization and revealed that, throughout this process, there was an impoverishment of the level of conceptual demand. This took place – within the limits of this investigation – through losses in relation to intradisciplinarity, to the complexity of scientific competences and the complexity of the scientific content used in the teaching / learning process. After identifying the points at which the trend of losses in the level of conceptual demand of school knowledge was the most evident, I emphasize elements that can bring some contribution to the processes of production and implementation of educational policies, as well as of production of teaching materials and of teacher training.

A seleção do conhecimento em documentos curriculares: ciências naturais e arte

The aim of this article is to identify the relevant knowledge appointed to be developed on natural sciences and art in the elementary school. The research deals with the documental analisys of the National Curriculum Parameters of Natural Sciences and Art and of the two proposals elaborated by two Brazilian states. They were highlighting the information about the following aspects: the justification for the presence of the disciplines in the curriculum and the issues chosed to be taught. In the continuity, it was done the comparation between the ways of dealing with these aspects in these documents. It were used the concepts of recontextualization, and powerful knowledge, to analyze the data. The results suggest that the discussion about the curriculum uses to be more intense when we deal with a socially valorized knowledge – the science – than when we wonder about the formative potencial of arts.El objetivo del articulo es identificar el conocimiento considerado relevante para ser ofrecido en la educacion basica, en las ciencias naturales y arte. El procedimiento elegido fue el analisis documental y las fuentes fueran los Parâmetros Curriculares Nacionais y las propuestas hechas por dos provincias brasilenas. Han sido recogidas informaciones acerca de las justificativas para la inclusion de las disciplinas y de los temas que debian ser trabajados. Fueron comparadas las formas de tratamiento de estos aspectos para identificar los matizes asumidos respecto a las disciplinas. Para el analisis, fueron utilizados los conceptos de recontextualizacion y de conocimiento poderoso. Los resultados sugieren que la discusion acerca del curriculo ha la tendencia a exarcervarse cuando la disciplina es socialmente reconocida como relevante -las ciencias- mas que cuando se trata del potencial formativo del arte.

Os PCN e a elaboração de propostas curriculares no Brasil

RESUMO Este artigo discute aspectos levantados em dois relatórios de pesquisa sobre a produção de propostas curriculares, desenvolvidos em momentos diferentes, um anterior e um posterior à produção dos Parâmetros Curriculares Nacionais. Relacionam-se esses aspectos às críticas aos Parâmetros e ressalta-se o impacto desse documento na produção recente de propostas curriculares. Expressam continuidade, quando se comparam os relatórios: a pouca referência às questões ligadas à diversidade e à pluralidade cultural; a fundamentação teórica de base construtivista; a opção pela avaliação formativa e a centralidade das disciplinas na organização do currículo. Ressaltam-se as transformações nos contextos de produção das propostas analisadas, que estão na base das mudanças identifi cadas no tom dos documentos.Este articulo discute aspectos aparecidos en dos informes de investigacion sobre la produccion de propuestas curriculares, desarrollados en momentos diferentes, uno anterior y otro posterior a la produccion de los Parametros Curriculares Nacionales. Se relacionan esos aspectos con las criticas a los Parametros y se resalta el impacto de ese documento en la produccion reciente de propuestas curriculares. Expresan continuidad, cuando se comparan los informes: la poca referencia a las cuestion es vinculadas a la diversidad y a la pluralidad cultural; la fundamentacion teorica de base constructivista; la opcion por la evaluacion formativa y la centralidad de las disciplinas en la organizacion del curriculo. Se resaltan las transformaciones en los contextos de produccion de las propuestas analizadas, que estan en la base de los cambios identificados en el tono de los documentos.

A prática pedagógica e a criação de um contexto favorável para a aprendizagem de ciências no Ensino Fundamental

The aim of this article was to identify whether pedagogic practice can enhance or limit some conditions of the conceptual demands in the treatment of knowledge. It was the result of observations of science classes in primary school at the public school of Valinhos. The analysis was carried out by comparing with other surveys about advantageous situations to match the development of scientific knowledge to the same theoretical perspective the Bernstein theory and, it was evident that the pedagogic practice was far from what is seen as adequate, especially for not allowing student interventions in the learning schedule and for keeping within scientific content borders, which end up creating advantageous condition for reducing the conceptual demand level in classes.

The selection of knowledge in curriculum proposals: natural sciences and art

The aim of this article is to identify the relevant knowledge appointed to be developed on natural sciences and art in the elementary school. The research deals with the documental analisys of the National Curriculum Parameters of Natural Sciences and Art and of the two proposals elaborated by two Brazilian states. They were highlighting the information about the following aspects: the justification for the presence of the disciplines in the curriculum and the issues chosed to be taught. In the continuity, it was done the comparation between the ways of dealing with these aspects in these documents. It were used the concepts of recontextualization, and powerful knowledge, to analyze the data. The results suggest that the discussion about the curriculum uses to be more intense when we deal with a socially valorized knowledge – the science – than when we wonder about the formative potencial of arts.El objetivo del articulo es identificar el conocimiento considerado relevante para ser ofrecido en la educacion basica, en las ciencias naturales y arte. El procedimiento elegido fue el analisis documental y las fuentes fueran los Parâmetros Curriculares Nacionais y las propuestas hechas por dos provincias brasilenas. Han sido recogidas informaciones acerca de las justificativas para la inclusion de las disciplinas y de los temas que debian ser trabajados. Fueron comparadas las formas de tratamiento de estos aspectos para identificar los matizes asumidos respecto a las disciplinas. Para el analisis, fueron utilizados los conceptos de recontextualizacion y de conocimiento poderoso. Los resultados sugieren que la discusion acerca del curriculo ha la tendencia a exarcervarse cuando la disciplina es socialmente reconocida como relevante -las ciencias- mas que cuando se trata del potencial formativo del arte.

LA SELECTION DEL CONOCIMIENTO EN DOCUMENTOS CURRICULARES: CIENCIAS NATURALES Y ARTE

The aim of this article is to identify the relevant knowledge appointed to be developed on natural sciences and art in the elementary school. The research deals with the documental analisys of the National Curriculum Parameters of Natural Sciences and Art and of the two proposals elaborated by two Brazilian states. They were highlighting the information about the following aspects: the justification for the presence of the disciplines in the curriculum and the issues chosed to be taught. In the continuity, it was done the comparation between the ways of dealing with these aspects in these documents. It were used the concepts of recontextualization, and powerful knowledge, to analyze the data. The results suggest that the discussion about the curriculum uses to be more intense when we deal with a socially valorized knowledge – the science – than when we wonder about the formative potencial of arts.El objetivo del articulo es identificar el conocimiento considerado relevante para ser ofrecido en la educacion basica, en las ciencias naturales y arte. El procedimiento elegido fue el analisis documental y las fuentes fueran los Parâmetros Curriculares Nacionais y las propuestas hechas por dos provincias brasilenas. Han sido recogidas informaciones acerca de las justificativas para la inclusion de las disciplinas y de los temas que debian ser trabajados. Fueron comparadas las formas de tratamiento de estos aspectos para identificar los matizes asumidos respecto a las disciplinas. Para el analisis, fueron utilizados los conceptos de recontextualizacion y de conocimiento poderoso. Los resultados sugieren que la discusion acerca del curriculo ha la tendencia a exarcervarse cuando la disciplina es socialmente reconocida como relevante -las ciencias- mas que cuando se trata del potencial formativo del arte.

Norbert Elias e o conhecimento: contribuições para o debate sobre currículo

From the analysis developed by Norbert Elias, this article discusses in a general way the process of the production of knowledge, highlighting the role of the school in the development of modern societies – especially referring to school curriculum. It begins by identifying the evolutionist perspective of the author – clearly tied to Darwin’s concepts. Next, it points out his methodological choices and his point of view about the process of construction of knowledge by human beings. Finally, it discusses the social role of school according to the theoretical reference focused on in this paper.

Norbert Elias and knowledge: contribution to the debate on curriculum

From the analysis developed by Norbert Elias, this article discusses in a general way the process of the production of knowledge, highlighting the role of the school in the development of modern societies – especially referring to school curriculum. It begins by identifying the evolutionist perspective of the author – clearly tied to Darwin’s concepts. Next, it points out his methodological choices and his point of view about the process of construction of knowledge by human beings. Finally, it discusses the social role of school according to the theoretical reference focused on in this paper.

Norbert Elias y el conocimiento: aportes para el debate sobre el currículo

From the analysis developed by Norbert Elias, this article discusses in a general way the process of the production of knowledge, highlighting the role of the school in the development of modern societies – especially referring to school curriculum. It begins by identifying the evolutionist perspective of the author – clearly tied to Darwin’s concepts. Next, it points out his methodological choices and his point of view about the process of construction of knowledge by human beings. Finally, it discusses the social role of school according to the theoretical reference focused on in this paper.

Currículos de formação de professores de língua portuguesa: instituições autônomas e o poder de sua história

Baseia-se em uma pesquisa interinstitucional que focaliza o âmbito mais amplo em que sao formuladas e implementadas as politicas de formacao de professores no Estado de Sao Paulo. Tem por objetivo contribuir para a elucidacao das forcas presentes em movimentos de reforma curricular nos cursos de licenciatura, cotejando dados e aspectos socioculturais e institucionais circundantes. A analise incide sobre projetos pedagogicos de dois cursos de Letras de duas universidades publicas paulistas. Essas instituicoes desenvolveram, nos ultimos anos, projetos ou acoes de formacao de professores para a escola basica, e e nesse contexto que se inserem os projetos pedagogicos analisados, que sao tomados como exemplos de caminhos diferenciados que as universidades tracam, influenciadas pela historia de cada instituicao. O procedimento de pesquisa adotado foi a analise documental e o conceito de curriculo em processo orientou as reflexoes desenvolvidas. Reafirma-se, como em outros estudos, que a necessaria integracao entre saberes pedagogicos e saberes provenientes da area de referencia continua sendo tarefa dificil, que as circunstâncias na criacao dos cursos e a formacao superposta deixou suas marcas nas instituicoes e que as tentativas para supera-la constituem exemplos esparsos e nao modelos generalizados, o que ressalta a relevância da continuidade das pesquisas sobre o curriculo dos cursos de licenciatura.