Janete Magalhães Carvalho

Estado da arte da formação de professores no Brasil

This paper tries to synthesize knowledge on teacher education, taking into account the 284 dissertations and doctoral thesis completed from 1990 to 1996; 115 articles published in 10 educational periodicals, from 1990 to 1997; and 70 papers presented in the Annual meeting of Anped, from 1990 to 1998.

O silenciamento de professores da Educação Básica pela estratégia de fazê-los falar

This article aims to question the proposal of a Base Nacional Comum Curricular (BNCC; National Curricular Common Basis) as an anti-happening which chokes the possibility of basic education teachers to problematize, while also affirming the curriculum as a complex space of ethical, poetic and political events that enhances inventive learning. This paper uses the association between bibliographic-documentary research and field research in conversations with teachers from two municipal schools, seeking to verify how teachers problematize official documents in their relationship with the curricula of these schools as happening or anti-happening. The article concludes that the experts silence teachers’ voices, in a process of stimulating the participation of teachers in a way through which, by making the teachers speak, the experts’ discourse is legitimized and, under an apparent participation, the teachers remain without any effective decision-making power. The paper concludes, however, that there is indeed a silenced problematization of the process of social subjection to vertically imposed models.

ENTRECRUZANDO CIÊNCIA E CULTURA NAS PRÁTICAS PEDAGÓGICAS CURRICULARES

Objetiva debater o entrecruzamento das fronteiras entre ciencia e cultura. Problematiza, nesse sentido, os conhecimentos cientificos nos modos pelos quais sao abordados, nos curriculos praticados nos cotidianos escolares, focalizando a ciencia como uma cultura estrangeira. Utiliza os conceitos da desconstrucao e da hospitalidade como formulados por Derrida (1996, 2002, 2003), assim como, os conceitos de traducao, hibridismo e negociacao postulados por Bhabha (2003). Conclui pela necessidade de uma “etica nova”, no exercicio das praticas pedagogicas curriculares, conjugada a tarefa epistemologica de reinvencao do trabalho de negociacao para novas composicoes que hibridizem as fronteiras dos conhecimentos experienciados nos cotidianos escolares. Palavras chave: Pratica pedagogica. Curriculo. Ciencia. Cultura. Cotidiano escolar.