TITLE

Um olhar sobre as políticas curriculares para a formação de professores no Brasil e em Portugal na transição do século XX para o XXI

AUTHOR(S)
Almeida, Lucinalva; Leite, Carlinda; Santiago, Eliete
PUB. DATE
January 2013
SOURCE
Revista Lusofona de Educacao;2013, Issue 23, p119
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The curricular policies for teacher's trainings have been creating a focus of academic interest both in Portugal and Brazil. Howerver, many times they have been confined to the characterization and model analysis that define them. As it is considered pertinent to broaden these studies, the curricular policies for teacher's trainings, in Portugal and in Brazil, in their relation to the emergent curricular issues of Elementary Education/Secondary Education, in this century transition is discussed in this article. To that end, we take a cyclic perspective basis (Ball, 2006) and a recontextualizing of curricular policies which will be analyzed by the many society's contexts or by different groups. This way this research is insert in a national and internationaldebate of curricular policies for teacher's trainings programs. To discuss this topic we used the theoretical contribution of authors such as Pacheco (2003), Ball (2001), Dias e López (2006), among others. We have done a desk analysis of the Brazilian and Portuguese realities, where we could draft a theoretical-methodological path of current speeches' discussion in those realities. From this perspective, the curriculum legitimates the knowledge, indicating what is valid and perceived in society as such. So, each group fights for its place in the curriculum and how it is going to be referenced. It is in the curricular policies that we find the structure where the decisions are made, as a space for competition and a collision of interests in many contexts, having a complex, dynamic, conflictual and hybrid tension. We would like to stress that, in the educational field, for the last two decades of the end of last century, the word change gained strength and space in many scenarios of different societies, with the enhancement of new educational policies, to mobilize new curriculum organization systems' logic. And the similarities among the issues of curriculum policies, both on global and local scenarios, are that the reforms around these policies are presented from different perspectives, which come to answer the different economic, social, politic and cultural interests perspectives. These differences perspectives are produced by many contexts and realities, since the global space is, in its essence, a producer of heterogeneity. Therefore, there are different contexts and ways for the production of curricular policies, in Brazil and Portugal, both of which present different concepts and attitudes regarding the educational reform.
ACCESSION #
89063760

 

Related Articles

  • Developing curriculum evaluation research in higher education: Process, politics and practicalities. Leathwood, Carole; Phillips, David // Higher Education (00181560);Oct2000, Vol. 40 Issue 3, p313 

    Demands for greater accountability, global competition, and concern about standards have all contributed to the increasing interest in evaluation in universities in the UK. At the same time, both pedagogic research and teacher development in higher education are gaining prominence. This paper...

  • COMPANY TIES. KOKKO, TEEMU // BizEd;Jul/Aug2013, Vol. 12 Issue 4, p46 

    The article analyzes the role of curricular redesign in strengthening a business school's corporate relationships in the industry. It informs that the impact of the curricular redesigning and redevelopment have been studied at the HAAGA-HELIA University of Applied Sciences in Helsinki, Finland....

  • National Curriculum just one month away.  // 14-19 Learning & Skills Bulletin;7/12/2013, Issue 97, p1 

    The article discusses the final consultation launched by the Great Britain Department for Education (DfE) for reviewing the curriculum programs. It mentions that the national curriculum invites comments for the framework documents that deal with key stages (KS) 1-4. It also discusses the concern...

  • Three Strategies to Promote Faculty Buy-In for Online Education. Udermann, Brian // Distance Education Report;8/1/2014, Vol. 18 Issue 15, p1 

    The article focuses on three strategies for the promotion and enhancement of faculty buy-in at educational institutions. It is stated that the idea of faculty buy-in hiring would get help from a faculty member's overseeing of online education. It is mentioned that the undergraduate and graduate...

  • TEACHER PREPARATION. Honawar, Vaishali // Education Week;2/7/2007, Vol. 26 Issue 22, p14 

    The article reports on the accountability systems of teaching students at universities and colleges. The Southern Regional Education Board says that while all the states it serves have accountability systems for their schools of education, only a few hold entire institutions responsible for...

  • How and What Teachers Learn: A Shifting Perspective. Shulman, Lee S.; Shulman, Judith H. // Journal of Education;2008/2009, Vol. 189 Issue 1/2, p1 

    We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a "community of learners." In particular, we offer a new frame for conceptualizing teacher learning and development within communities and...

  • LA DOCENCIA DE NUEVAS ASIGNATURAS EN LA TITULACIÓN DE GRADO EN TRABAJO SOCIAL: UNA EXPERIENCIA RESPECTO A EVALUAR SU PLANIFICACIÓN, DESAROLLO E INTRODUCIÓN DE MEJORAS. Chamorro-Barranco, Pedro P. // Portularia: Revista de Trabajo Social;2012, Vol. 12 Issue 1, p205 

    The following paper describes the evaluation process to assess the structure and development of part of a subject that has been taught in the degree of Social Work at the University of Jaén during the academic year 2010/11 -- the first year in which this subject has taken place. For this...

  • Designing the External Degree Program. Mickey, Barbara H. // Journal of Higher Education;Jun1973, Vol. 44 Issue 6, p453 

    The article discusses on developing an external degree program. The author points out that external education programs must be student oriented, flexible, competency based programs which takes into account the student's past experience and provide a means by which he can move closer to his...

  • COMMENTARY. Mann, Peter B. // Journal of Higher Education;Jun1973, Vol. 44 Issue 6, p462 

    The article presents discussion on a paper about developing an external development program based on University of Northern Colorado's operating external degree program. Questions are raised and discussed on admission requirements, credit hour requirements, criteria used to award credits for...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics