Teachers and students in the City Curriculum

This article results from research on the pedagogical choices of teachers who develop the curriculum for the initial years of the municipal education network of São Paulo in facing the challenges arising from the pandemic and the implementation of the City Curriculum. This document's introductory text is addressed by selecting excerpts that express educational principles assumed for this education network, contributing to the design of teacher and student models, notably their assigned roles and the planned type of interaction to be established between these subjects. A document analysis obtained excerpts related to the Pedagogical Discourse, both as to Instructional Discourse and Regulatory Discourse, which were classified into subcategories: Teacher-Teaching, Student-Learning, and Interactions. According to the results, although teachers claim to have a leading role in the curriculum, their role is restricted to the search for methodologies that are reduced to the learning of established curricular contents. As for students, although their ways of learning should be respected and valued, and despite claims that the curricula are plural, their prior knowledge about the world is not considered part of the educational experience: by specifying what they should learn, the City Curriculum refers only to its own defined curricular contents, disregarding knowledge and cultures specific to contexts and territories in which the educational process develops. In summary, the teacher and student models designed in the analyzed document are restricted to the limits of the established curricular definitions, without their recognition as knowledge producers in pedagogical interactions

Curriculum · Mathematics education · Medical education · Pedagogy · Sociology · Education and Digital Technologies · Education Pedagogy and Practices · Educational Practices and Policies · Medicine · Psychology

• Pedagogy, Symbolic Control, and Identity

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• Modelos De Professor E Aluno Sustentados Em Documentos Oficiais

  Open Access•Cláudia Valentina Assumpção Galian, Émerson De Pietri et al.•Educação em Revista•2021

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• O dualismo perverso da escola pública brasileira

  Open Access•José Carlos Libâneo•Educação e Pesquisa•2011

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• Eliminação adiada

  Open Access•Luiz Carlos De Freitas•Educação & Sociedade•2007

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• Para que servem as escolas

  Open Access•Michael Young•Educação & Sociedade•2007

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