Desigualdades educacionais e esvaziamento curricular
Um Estudo a Partir Do Caso Da Recontextualização Dos Saberes Geográficos Na Escola
Bibliographic Data
| ID | 5828725 |
|---|---|
| Authors | Daniel Luiz Stefenon (0000-0002-8208-5997, corresponding author) |
| Year | 2017 |
| Publication date | 2017-09-01 |
| Open Access | Yes |
| Type | THESIS |
| Publisher | Universidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER) |
| DOI | 10.11606/t.48.2017.tde-31072017-163424 |
| OpenAlex | W2751292827 |
| Language | ES |
| References cited | 5 |
The present thesis is based on the search for understanding which are the possible implications of curricular choices within the school environment, especially in the case of Geography, for the construction process of a school that is attentive to overcoming the inequalities of access to knowledge.In order to base the research theoretically, elements of Basil Bernstein's theory (1984; 1996; 1999), especially his work on code theory (cultural transformation), pedagogical device theory, the model of discourse Pedagogical (and pedagogical recontextualization) and, finally, his classification on the discourses subject to the pedagogical transformation.Based on the elaboration of analytical categories generated from the interaction between theory and the empirical world of investigation, observations were made on classes of a teacher working in two schools with different profiles in Curitiba (PR), as well as the application of questionnaires for high school students and interviews with teachers who also work at this stage of schooling.The results of the thesis indicate, firstly, that the primary context of socialization of individuals plays an important role in the conformation of the school curriculum, and that the curricular choices made by the teacher throughout the classes are the result of a complex tension between different factors, and express a confluence of expectations that acquirers and transmitters have about the role of knowledge in building their own future.In addition, the provision of powerful knowledge to all, in contexts of great diversity, depends on efforts and investments focused on flexibilization of learning rhythms in school.Finally, research has shown that the curriculum depletion in the discipline of Geography tends to be a reflection of the flexibilization of the boundaries between horizontal and vertical discourses, resulting from a potential inability of the school to promote high levels of conceptual requirement in said contexts of greater diversity.This depletion generates a curriculum based on restricted communication codes, privileging meanings dependent on the immediate context of students' lives, and making it difficult to access knowledge guided by elaborated codes, which have to do with forms of discourse founded on scientific knowledge
Curriculum · Epistemology · Geography · Library science · Mathematics education · Pedagogy · Social science · Socialization · Sociology · Computer Science · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology
| Highly cited | No |
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