tag:blogger.com,1999:blog-22202728715060323372023-11-16T08:09:14.699-08:00Reflexões sobre as tendencias contemporâneas de currículoEste blog busca registrar as reflexões realizadas nas aulas da disciplina "Tendências Contemporâneas de Currículo" ministrada pela professora Rita Stano no curso de Mestrado Profissional em Ensino de Ciências, na Universidade Federal de Itajubá.Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-2220272871506032337.post-92002107337338554632013-07-02T09:25:00.001-07:002013-07-02T09:25:10.430-07:00AUTOAVALIAÇÃO<!--[if gte mso 9]><xml>
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<span style="font-size: 12.0pt; line-height: 115%;">No início desta disciplina a professora Rita Stano questionou
sobre a minha ideia sobre currículo. A princípio a minha ideia não era muito
diferente das apresentadas pela maioria dos meus colegas: currículo é um
conjunto de disciplinas, de conteúdos definidos para serem trabalhados na
escola. Tinha a ideia de que o currículo era algo estático cujas determinações deveriam
ser seguidas como regras universais e inquestionáveis. </span></div>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Com o decorrer da disciplina, uma gradativa desconstrução
desta concepção de currículo foi ocorrendo. Ficou claro que o currículo é muito
mais do que eu pensava. Que ele possui um poder enorme de modelar a sociedade,
legitimar desigualdades, controlar a sociedade através da educação a fim de atender
os interesses da classe dominante que detém o poder de determiná-lo. Más o
poder maior não é daqueles que criam o currículo e o estabelecem como a “verdade”
a ser praticada na escola.</span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Ficou claro nas aulas que o poder maior está nas mãos dos
professores em selecionar e transformar o currículo posto e desvelar o que está
implícito em termos de instrumentos de dominação. É na sua prática docente que
ele é capaz de traçar novos caminhos e inclusive com a participação dos alunos
em sistema de colaboração. As aulas foram muito dinâmicas e amplas em termos de
conteúdos estudados. </span></div>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Estudamos as teorias tradicionais, críticas e pós-críticas do
currículo. Discutimos temas como a finalidade da educação, a globalização e sua
influência na educação, o caráter polissêmico do currículo, reflexão sobre o caráter
messiânico atribuído a educação, o papel ideológico da educação, a finalidade
estratégica da educação a distância, reflexões através de textos, crônicas, vídeos,
entre outros. Dos temas abordados, um dos que mais me chamou atenção foi o
relacionado a Educação a Distância, em que pude ver como aceitamos e reproduzimos
o seu discurso ideológico e não percebemos que existem intencionalidades mascaradas. </span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">A disciplina foi muito dinâmica e possibilitou a participação
de todos nas discussões e sempre com uma deliciosa pausa para o café da manhã.
Foi muito bom participar desta disciplina e podermos vivenciar momentos de
alegria, descontração, debates, reflexões, discussões que foram produtivas para
que a disciplina atingisse o seu objetivo: refletir e desvelar às questões
sobre o currículo. Tenho certeza que hoje estou melhor que quando eu entrei e
minhas concepções são mais refinadas e críticas.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Obrigado professora e colegas por estes bons momentos no inicio
das manhãs.</span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com1tag:blogger.com,1999:blog-2220272871506032337.post-28089478577349675562013-07-02T09:24:00.002-07:002013-07-02T09:24:19.280-07:00Currículo e Avaliação<!--[if gte mso 9]><xml>
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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Na aula do dia 21/06/2013 a professora Rita abordou o tema currículo e
avaliação. Inicialmente retomamos alguns conceitos de currículo seu caráter
histórico, ideológico, cultural e o seu poder de controle. Vimos ainda que currículo
e avaliação estão intrinsecamente relacionados. O currículo define como
avaliar, o que avaliar, quem deverá ser avaliado, que tipo de avaliação deve
ser realizada e quais objetivos devem ser almejados. Por outro lado, as
avaliações são utilizadas como instrumentos de medição e buscam legitimar as
mudanças curriculares. Assim como, o currículo imposto e posto pode e deve ser
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devem ser reavaliados e revistos de modo que o aluno possa sair de seu status
passivo e participe do processo. </span></div>
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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Comparando com texto sobre a borracha, todo professor deve ter a
consciência de que ele tem o poder de "fazer, desfazer e refazer" o
currículo e o processo de avaliação. De outro modo, podemos entender que o
professor deve perder a inocência de que existe uma neutralidade no currículo e
que tudo deve ser reproduzido sem questionamentos, passivamente, sem
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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Finalizamos a aula com uma excelente palestra da Dra Rosana sobre <span style="mso-bidi-font-style: italic;">Transtorno do Déficit de Atenção com
Hiperatividade</span> (<span style="mso-bidi-font-style: italic;">TDAH) e foi
possível agregar novas informações sobre este problema que pode ser uma das
causas das dificuldades de aprendizagem dos alunos que as vezes são taxados
como preguiçosos,<span style="mso-spacerun: yes;"> </span>irresponsáveis e são
marginalizados na sala de aula. Questionamos também a tendencia de rotular tais
alunos e também desviar o foco do processo de aprendizagem para doenças e
mascarar o cerne do problema com medicação. </span></span></div>
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professora Rita Stano.</span><span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"></span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com1tag:blogger.com,1999:blog-2220272871506032337.post-31146539832492382322013-07-02T09:23:00.001-07:002013-07-02T09:23:29.740-07:00Texto sobre a borracha de Marina Fernandes<!--[if gte mso 9]><xml>
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<i style="mso-bidi-font-style: normal;"><span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Clarinha, filha de
minha amiga Alessandra, no auge dos seus quatro anos, já sabe, como os demais
de sua geração, o significado de “deletar”, a função do “backspace”, e, se
duvidar, já se arrisca a usar o ctrl+z. Mas o que tem encantado Clarinha nesses
últimos tempos é mesmo a <u>borracha</u>: a descoberta desse avanço tecnológico
que permite apagar o que suas mãozinhas produzem com o grafite do seu lápis.
Claro que ela não classifica os efeitos da borracha como “avanço tecnológico”.
Para ela é <u>mágica</u>. Ou “apenas” mágica, como diriam os menos
esclarecidos. Clarinha encontrou na borracha as delícias do <u>fazer e desfazer</u>.
Ou melhor: <u>fazer, desfazer e refazer</u>. Então, não foi de assustar quando,
ouvindo com a mãe os últimos acontecimentos do Brasil, seus olhinhos brilhassem
ao perguntar: “Mas mamãe!!! Existe uma <u>bala</u> toda feita de <u>borracha</u>???
Difícil é tentar refazer a imagem que se formou naquela cabecinha cheia de
cachinhos castanhos, mas uma coisa é certa: para ela, alguém havia conseguido
unir em um único elemento seus dois maiores objetos de desejo! Que gênio teria
feito isso? Certamente na condição de inferioridade que o mundo adulto nos
impõe, melhor nem tentar descobrir a gama de possibilidades que Clarinha
atribuiu àquele objeto tão especial, tão perfeito ao ponto de saciar o <u>paladar</u>
e a <u>criatividade</u> ao mesmo tempo! Podemos apenas concluir que no mundo de
Clarinha não existem conflitos armados ou manifestações populares. Gasolina é
apenas algo com cheiro ruim que faz o carro da mamãe andar. E bola de futebol é
aquilo que se compra na lojinha da esquina com um dinheirinho azul que tem o
desenho de uma tartaruga. É, Clarinha, quem dera todos nós fizéssemos a oração
de Adélia Prado: “Meu Deus, me dá cinco anos, me dá a mão, me cura de ser
grande.” Então, minha querida, teríamos hoje um lindo objeto que, além de <u>apagar
o que está errado</u>, ainda permitiria <u>fazer tudo novamente</u>. E mais:
esse processo viria acompanhado de um doce gostinho de morango... ou outra
fruta qualquer...</span></i></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com0tag:blogger.com,1999:blog-2220272871506032337.post-17624172733864843192013-07-02T09:22:00.001-07:002013-07-02T09:27:35.258-07:00FICHAMENTO DO CAPÍTULO: A política do conhecimento oficial: faz sentido a ideia de um currículo nacional?<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Tipo:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> Livro (capítulo 3)</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Assunto /
tema:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> Currículo
/ Teoria Crítica de Currículo</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Referência
bibliográfica:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> <span style="mso-bidi-font-weight: bold;">MOREIRA, A. F. & SILVA, T. T. Currículo,
cultura e Sociedade (orgs.). 10a. Ed. São Paulo: Cortez, 2008.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Resumo /
conteúdo de interesse:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Neste capítulo, Apple<span style="mso-spacerun: yes;"> </span>afirma que o currículo não é neutro e sim um
produto de tensões, conflitos culturais, políticos e econômicos capaz de
organizar e desorganizar um povo.<span style="mso-spacerun: yes;">
</span>Fundamentado em Pierre Bourdieu, afirma que as formas culturais atuam
como indicadores de classes e a escola torna-se uma escola de classe sociais. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">O autor apresenta algumas questões que
norteiam seu trabalho: a) relações entre capital econômico e capital cultural,
b) o papel da escola como reprodutor de desigualdades de poder; c) como o
currículo e os processo de avaliação agem em relação esta questões anteriores.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Ele ressalta que os Estados Unidos vivem
a época da restauração conservadora baseada no busca em estabelecer um
currículo nacional e uma política de avaliação que atenda as diversidades da
população americana.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Apple, apesar de não se opor a
existência de um currículo nacional, apresenta na segunda parte de seu trabalho
algumas questões graves para provocar reflexões sobre o fato.<span style="mso-spacerun: yes;"> </span>Primeiramente, afirma que o discurso que fundamenta
a implantação de um currículo nacional está baseada possibilidade do mesmo em
elevar o nível das escolas. Tal proposta curricular já permeia as escolas
americanas com a doção de livros didáticos do Estado e produzidos pelo mercado
editorial americano.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Segundo Apple, a discussão sobre o
currículo nacional é encaminhada tanto pelos grupos de direita como pelos
liberais. Estes últimos, justificam que o currículo Nacional representará um conteúdo
mais rigoroso nas escolas, aprendizado cooperativo, necessidade de programas de
formação de professores e não implicará em redução de custos na educação. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Na terceira parte, o autor discute a
existência de uma nova aliança política e suas influencias nas políticas
educacionais e sociais. É a aliança entre o Neoconservadorismo e o Neoliberalismos
cujos objetivos educacionais são os mesmos que orientam as suas metas para a
economia e o bem-estar social, taic como o livre mercado, redução da
responsabilidade do estado em relação as necessidade sociais, a competitividade
na mobilidade social.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Das contradições existente entre
Neoconservadorismo (que defende um estado fraco - livre mercado) e o
Neoliberalismo (defende um estado forte em algumas situações - controle dos
valores, da educação), surgem quatro tendências que fundamentam a restauração
conservadora: privatização, centralização, vocacionalização e diferenciação. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Um solução para as contradições
apontadas é proposta por Roger Dale, que a chamou de modernização Conservadora,
em que consiste em liberdade econômica e controle social. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Na quarta parte do capítulo, o autor
discute sobre currículo, avaliação e cultura comum. Inicialmente ele destaca a
capacidade da coalizão direitista de unir os princípios neoconservadores de
identidade nacional, ênfase em valores e padrões tradicionais aos princípios
neoliberais de estender a lógica do mercado as demais áreas da sociedade. Esta
coalizão conservadora busca descentralizar o poder e redistribuí-lo de acordo
com as forças de mercado, marginalizando aqueles que possuem menos poder.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Citações:</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">1) "O conservadorismo de
fato tem diferentes significados em diferentes épocas e lugares. Algumas vezes,
envolve ações defensivas; outras vezes, envolve ofensivas contra o <i style="mso-bidi-font-style: normal;">status quo</i>. Atualmente estamos
testemunhando as duas coisas." (pag. 67)</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">2) Fundamentalmente, então,
quatro tendências têm caracterizado a restauração conservadora não só nos
Estados Unidos, mas também na Grã-Bretanha – privatização, centralização,
vocacionalização e diferenciação." (pag. 69)</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
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(aluno):</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">O texto
abordou diversos aspectos que permeiam o currículo tais como os políticos,
econômicos e culturais que buscam definir o currículo e estabelecer um sistema
de avaliação nacional e retoma a não existência da neutralidade no currículo e
que este é um campo de tensão em diversas questões. As informações apresentadas
no texto vêm complementar nossas discussões em sala de aula sobre a importância
do professor em ter a consciência sobre estas questões para tomar seu próprio
rumo na sala de aula. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Professores
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Antônio e Kátia Tavares, proporciona uma reflexão sobre como a escola é um
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ideias tendenciosas. O currículo é o instrumento que proporciona esta prática
de modelar o aluno através reprodução pelo professor de práticas curriculares
engessadas. O professor também já foi moldado por estas práticas. E este
momento de reflexão é de vital importância para que possa quebrar a estrutura
que ainda nos mantém engessados a reproduzir a prática de modelagem de nossos
alunos por meio do prática curricular tradicional. </span></div>
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Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com2tag:blogger.com,1999:blog-2220272871506032337.post-10165875636705429052013-07-02T09:21:00.001-07:002013-07-02T09:21:46.045-07:00FICHAMENTO DO CAPÍTULO 2: Repensando Ideologia e currículo<!--[if gte mso 9]><xml>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Tipo:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> Livro (capítulo 2)</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Referência
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Este
capítulo busca discutir essencialmente a relação entre Ideologia e Currículo.
Reforça que o currículo está diretamente relacionado aos conflitos de classe,
de raça, sexo, e de religião e os educadores não podem fechar os olhos para
esta realidade de desigualdades de relações de poder. De acordo com o autor devemos
olhar de forma crítica como o currículo e as práticas ideológicas e fazem na
escola e como a própria escola produz conhecimentos e práticas para legitimizar
as desigualdades de poder e econômicas. Ele afirma que a reprodução cultural
não é único fenômeno que ocorre nas escolas. Existe movimento contra-hegemonicos
de resistência ao modo pelo qual o poder é exercido na escola. O autor afirma
que as críticas o liberalismo devem ser feitas e aceitas, porém devem ser
avaliadas suas reais intenções. Também destaca que a cultura comum deve criar
condições para que todos possam participar da formulação e reformulação dos
conceitos e valores e não ser algo uniforme e homogênea. E por fim, o autor
destaca que é necessário participar da discussão de sua própria prática e
reformulá-la sempre. </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Citações:</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">1) "Ideias são armas (se me
perdoam a expressão militarista e um tanto machista); espalha-las em contextos
autoritários é um ato subversivo, as vezes perigoso, e ao mesmo tempo,
absolutamente essencial." (pag. 55)</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">2) “Nossa tarefa é ensinar e
aprender; levar nossas indagações tão a sério quanto o tema requer; e receber
as criticas que nos fazem respeitosa e abertamente; desejá-las mesmo, para que
também possamos ser convocados a questionar e reformular nosso próprio senso comum
da mesma forma que pedimos aos outros – por exemplo a você leitor – que questionarem
o seu." (pag. 55).</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Considerações do pesquisador
(aluno):</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">O texto propõe
a pensarmos que o currículo é um campo de conflitos de classes e nós, professores,
não podemos ignorar a como as questões ideológicas definem o curriculo e como a
escola é o local de legitimação de desigualdade de poder. Deste modo, o texto
instiga-nos a agirmos de forma crítica na escola refletindo sobre as práticas educativas
e participando dos movimentos de resistência ao currículo imposto. </span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Indicação da obra: </span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Professores
e pesquisadores na área da educação, em especial sobre teorias críticas do
currículo.</span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com1tag:blogger.com,1999:blog-2220272871506032337.post-55931294165941603632013-06-06T18:45:00.002-07:002013-06-06T18:45:52.659-07:00As escolas de hoje limitam a criatividade infantil? <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">O vídeo acima, com as considerações de Severino
Antônio e Kátia Tavares, proporciona uma reflexão sobre como a escola é um
instrumento de modelagem do aluno. <span style="mso-spacerun: yes;"> </span>O
modelo que se pretende chegar é de alguém passivo, obediente ao que lhe é
imposto, sem visão crítica, sem criatividade, refém do consumismo de produtos e
ideias tendenciosas. O currículo é o instrumento que proporciona esta prática
de modelar o aluno através reprodução pelo professor de práticas curriculares
engessadas. O professor também já foi moldado por estas práticas. E este
momento de reflexão é de vital importância para que possa quebrar a estrutura
que ainda nos mantém engessados a reproduzir a prática de modelagem de nossos
alunos por meio do prática curricular tradicional. </span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com0tag:blogger.com,1999:blog-2220272871506032337.post-25529700787488511812013-06-06T18:38:00.004-07:002013-06-06T18:38:56.568-07:00FICHAMENTO DO CAPÍTULO: "Sociologia e teoria crítica do currículo: uma introdução", de Antonio Flávio Barbosa Moreira e Tomaz Tadeu da Silva<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"></span><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Tipo:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> Livro</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Assunto /
tema:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> Currículo
/ Teoria Crítica de Currículo</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Referência
bibliográfica:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> <span style="mso-bidi-font-weight: bold;">MOREIRA, A. F. & SILVA, T. T. Currículo,
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organizado e passou refletir sobre “por quê” tal conhecimento é organizado, assumindo
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Unidos no século XIX, com a intenção de<span style="mso-bidi-font-weight: bold;">
racionalizar, sistematizar e controlar a escola e o currículo.</span> </span></div>
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advento do capital industrial nos Estados Unidos ocasionou mudanças na
sociedade que passou a ser pautada pela cooperação e especialização. A escola
passou a assumir o papel de moldar os alunos (futuros a profissionais) a esta
nova realidade e o currículo tornou-se o instrumento de controle da sociedade,
para ordená-la, organizá-la e torná-la mais eficiente nesta nova realidade.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">O
texto aborda que além da intencionalidade do currículo citada acima, surgiu
entre a década de 20 e início dos anos 70, duas novas tendências curriculares.
A primeira, proposta <span style="mso-bidi-font-weight: bold;">por Dewey e
Kilpatrick, que defendia um currículo voltado para valorização dos interesses
dos alunos e no Brasil, ficou conhecida como<b> escolanovismo. <span style="mso-spacerun: yes;"> </span></b>A segunda foi proposta por Bobbit e
defendia a construção científica de um currículo voltado ao desenvolvimento dos
aspectos desejáveis da personalidade humana e ficou conhecido no Brasil por <b>tecnicismo.</b></span> </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Posteriormente, após a derrota dos estados Unidos na
corrida espacial, as críticas as visões progressista da escola surgiram.
Passou-se a exigir retomada da qualidade da escola a partir de uma reforma
curricular pautada nos estudos de conteúdos estruturados em diferentes
disciplinas. Esta ênfase na estrutura organizacional estava associada a Jerome
Bruner. Nos anos 60, os estados unidos passou por uma crise em diversos
aspectos que gerou movimentos de crítica a escola inclusive questionando a
utilidade de sua existência. Tais movimentos foram suprimidos com a vitória de
Nixon, que retomou a ideia de busca de eficiência e produtividade através da
escola e o retomada a não criticidade do currículo e da sociedade.<span style="mso-spacerun: yes;"> </span>Mas a criticidade ao currículo manteve-se
viva graças a alguns autores, que apoiados em teorias europeias, mantinha sua
denuncia a um currículo como reprodutor de desigualdades sociais.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">A partir de 1973, os especialistas que participaram
da conferencia da Universidade de Rochester, passaram a rejeitar a concepção
bahavorista e empirista de currículo, criticando seu caráter instrumental,
apolítico e ateórico. A partir de tal conferência, duas correntes surgiram: a
primeira, fundamentada nas teorias criticas e no neomarxismo e representada por
Apple e Giroux enquanto a segunda fundamentada na tradição humanista e
hermenêutica, representada por Pinar. Tais tendências apresentavam suas divergências.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Em razão destas tendências, os focos e as
preocupações sobre o currículo mudaram. Os neomarxistas, precursores da
Sociologia do currículo, passaram a introduzir a analise das relações entre
currículo e sociedade, cultura, poder, ideologia e controle social, o questionamento
sobre “a favor de quem” o currículo trabalha.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Na Inglaterra, emergiu a Nova Sociologia da Educação
(NSE) baseada no estudo do currículo escolar, evidenciando as discussões sobre
a desigualdade na educação e propondo estudos sobre a política educacional.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Na teoria crítica, alguns temas centrais são
abordados, como a relação entre currículo e ideologia, currículo e cultura,
currículo e poder. Em relação à ideologia, o autor cita os estudos de Althusser,
que concebe a educação como o principal dispositivo de transmissão de ideias de
dominação e de reprodução das estruturas de classes existentes. Quanto à
cultura, a teoria crítica entende que a cultura é um campo de luta de
manutenção ou separação das divisões sociais sendo o currículo o terreno em que
a cultura é produzida. Já sobre a relação entre currículo e poder, de acordo
com as teorias críticas, o poder se manifesta nas linhas divisórias entre que
separam os grupos sociais e o currículo é o resultado destas relações de poder
assim como o responsável por tais relações. A identificação destas relações de
poder é de grande importância na análise crítica do currículo.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Outras questões são abordadas também no texto. Dentre
elas, fala-se da existência do currículo oculto, que são aspectos da
experiência educacional não explicitado no currículo oficial formal. Outra
questão é necessidade de desnaturalizar e historicizar o currículo existente
para que o mesmo possa ser desconstruído a partir de formas alternativas. O
texto questiona também a necessidade de romper com a estrutura curricular
baseada em disciplinas e relata que chamada interdisciplinaridade não contribui
para desmontar esta estrutura.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">E finalizando, o autor questiona a inércia do currículo
escolar em acompanhar as mudanças culturais advindas da incorporação das
tecnologias nas vidas das crianças assim como no processo de produção e
transmissão da informação. Tal passividade transfere a mídia o poder de
gerenciar a cultura, produzir ideologias para atender as necessidades do
mercado.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Citações:</span></b></div>
<br />
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">1) "A ideologia, nessa
perspectiva, está relacionada às divisões que organizam a sociedade e às
relações de poder que sustentam essas divisões." (pag. 23)</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">2) Na concepção crítica, não
existe uma cultura da sociedade unitária, homogênica e universalmente aceita e
praticada e, por isso, digna de ser transmitida às futuras gerações através do
currículo." (pag. 27)</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">3) O currículo está, assim, no
centro de relações de poder. Seus aspecto contestado não é demonstração de que
o poder não existe mas apenas de que o poder não se realiza exatamente conforme
suas intenções." (pag. 29)</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Considerações do pesquisador
(aluno):</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">O texto abordou
diversos aspectos sobre as Teorias críticas do currículo, como por exemplo a origem,
as diversas correntes de pensamento que surgiram, a influência das mudanças na
sociedade, as ações políticas e as transformações curriculares, a relação existente
entre currículo e ideologia, <span style="mso-spacerun: yes;"> </span>cultura e
poder, abordando ao final, outras questões como o currículo oculto e o
descompasso entre o currículo e as transformações advindas do desenvolvimento tecnológico.
Foi um texto denso de informações úteis para refletirmos sobre as tendências
criticas de currículo a fim de agregarmos esta visão critica na nossa prática
docente ou pelo menos vermos o currículo com um olhar mais criterioso e
crítico. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Indicação da obra: </span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Professores
e pesquisadores na área da educação, em especial sobre teorias críticas do
currículo.</span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com3tag:blogger.com,1999:blog-2220272871506032337.post-91413513240225313512013-05-17T13:42:00.002-07:002013-05-17T13:42:58.582-07:00FICHAMENTO* DO ARTIGO: Política de Educação a Distância: a Flexibilização Estratégica, de Raquel Goulart Barreto <!--[if gte mso 9]><xml>
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<![endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Tipo:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> ARTIGO</span>
<br />
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Assunto /
tema:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> EDUCAÇÃO
À DISTÂNCIA</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Referência
Bibliográfica:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"> LOPES,
A. C., MACEDO, E. <b style="mso-bidi-font-weight: normal;">Políticas de currículo
em múltiplos contextos.</b> São Paulo: Cortez, 2006.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Resumo /
conteúdo de interesse:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">O artigo de Raquel Goulart Barreto,
busca discutir como a Educação a Distância - EaD - tem sido pensada. E
considera ainda como as Tecnologias de Informação e Comunicação - TICs - tem
sido incorporadas ao ensino. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">A autora aborda duas questões: a EaD
como modalidade de ensino enfatizando sua dimensão operacional, e EaD em seu
aspecto político - ideológico.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Em relação à <b style="mso-bidi-font-weight: normal;">dimensão operacional</b>, as TICs correspondem basicamente à
transposição dos conteúdos para os meios digitais, utilização da internet para
interação entre alunos e professores, com ênfase aos meios operacionais da realização
da EaD.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Já a dimensão <b style="mso-bidi-font-weight: normal;">político - ideológica</b> da EaD, problematiza as relações existentes
entre as TICs e os modos que estas são utilizadas na educação. Destaca que
estas são produzidas em áreas não - educacionais e para outros fins é
readaptadas para a área educacional. Nos países centrais este tipo de
tecnologia representa o aperfeiçoamento do ensino, mas a EaD é uma estratégia
alternativa cara nos países periféricos, apesar de ser uma forma de reduzir os
custos do ensino. No Brasil, a EaD é utilizada como estratégia para formação de
professores.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">É no contexto brasileiro que a autora
procura a partir da análise do discurso dos documentos oficiais relativos ao
tema, identificar como a EaD é referida em tais documentos e qual o sentido que
lhe é atribuída. Em todos os documentos, a EaD é justificada pela possibilidade
de flexibilização em diferentes sentidos em que pode-se destacar a
flexibilização curricular (baseada em competências), a flexibilização de
associação entre instituições públicas e privadas, e a flexibilização das
fontes de financiamento. A flexibilização nos moldes citados é uma forma estratégica,
ou seja, possui uma intencionalidade: a homogeneização dos currículos e a
consequente transformação da educação em uma mercadoria (serviço educacional).</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Um dos documentos analisados é o do
Grupo de Trabalho Interministerial – GTI onde o foco é a utilização da EaD para
o aumento de número de vagas nas universidades. Neste contexto, a EaD é
responsável pela multiplicação de tais vagas e lamenta a existência de posturas
críticas existentes em relação à sua estratégia, pois outros documentos ignoram
o fato de que ela têm sido utilizada para atualização de professores, treinamento
de trabalhadores em serviço, e consequente certificação e aceleração na
formação profissional para atender as demandas do mercado. O GTI nega também
questão da tentativa de substituição do professor pela tecnologia, atribuindo a
ele a possibilidade de planejamento e produção de conteúdo, porém, ressalta a
necessidade de capacitação dos professores na utilização dos recursos
tecnológicos. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">O papel do professor neste caso é deslocado
para a tutoria e avaliação, e isto é reforçado pela necessidade de que os
materiais educacionais sejam de ampla utilização, já que as tecnologias são
vistas como uma alternativa para reduzir problemas na educação e formação de
professores.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 42.55pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Ao final do artigo, a autora discute sobre
o discurso da competência, que legitima as propostas educacionais tornado-as
inquestionáveis. Como exemplo, temos a inserção da EaD na formação docente e a
transformação das tecnologias como o sujeito do processo de aprendizagem. </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Citações:</span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">"De
um lado, as tecnologias são postas como solução para todos os problemas e, de
outro, reduzidas a estratégias de EaD, agora estendidas da formação de
professores para a graduação em geral, especialmente nas instituições públicas.”
(p. 199)</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"><span style="mso-list: Ignore;">2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">“Este é
um modo de incorporação que desloca os benefícios potencias das TIC do
aperfeiçoamento do ensino para a sua substituição, podendo constituir
estratégia para “resolver” as contradições entre o discurso da valorização do
professor e o esvaziamento do trabalho-formação docente.” (p.199)</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;"><span style="mso-list: Ignore;">3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">“Em
síntese, na política da educação à distância, a flexibilização é estratégia
para: liberalização de acordos e serviços; a desnacionalização de serviços
básicos como a educação (Siqueira, 2004); o fim da fronteira entre o público e
o privado; o silenciamento dos <i style="mso-bidi-font-style: normal;">campi </i>(Leher,
2004)<i style="mso-bidi-font-style: normal;">; </i>o esvaziamento da formação
como prática social; a redução dos cursos a pacotes instrucionais; a
desterritorialização da escola, etc.” (p. 202)</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Considerações do pesquisador
(alunos):</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">O artigo
levanta questionamentos sobre o uso das TICs e da EaD que geralmente não nos
atentamos. Muitas vezes, assumimos o discurso de que a EaD é a solução dos
problemas da educação sem pensarmos criticamente que tal proposta está
carregada de intencionalidades e que muitas vezes atendem às necessidades de
determinados grupos políticos e econômicos. Portanto, o artigo cumpre o seu
papel de provocar reflexões sobre a neutralidade da inserção das TICs e da EaD.
</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Indicação da obra: </span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">Professores
e pesquisadores na área da educação, em especial em educação à distância. </span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: PT-BR;">*Fichamento produzido em parceria com a aluna Cynthia Vieira Mendes. </span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com1tag:blogger.com,1999:blog-2220272871506032337.post-69761851937531508542013-05-11T07:51:00.003-07:002013-05-11T07:51:59.796-07:00A pipoca - retomando as reflexões<!--[if !mso]>
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<br /></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBUktSEA78_Rxkn1fMg1UpKQr_wQ44Cb4UjUw1YFuqP7ljMSxIQunihI7QqV-jMcD8Z8cBKSNTupTUS9THMl-hdFNfprGTOJHjfky-Vh6rIyFKBsQMx3Kn4xU2Y22RK9cQHsuE3NEhvShB/s1600/A_pipoca_desenho.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBUktSEA78_Rxkn1fMg1UpKQr_wQ44Cb4UjUw1YFuqP7ljMSxIQunihI7QqV-jMcD8Z8cBKSNTupTUS9THMl-hdFNfprGTOJHjfky-Vh6rIyFKBsQMx3Kn4xU2Y22RK9cQHsuE3NEhvShB/s400/A_pipoca_desenho.jpg" width="400" /></a></div>
<br />
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: PT-BR; mso-no-proof: yes;"></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Retomando minhas publicações
neste blog e aproveitando a caprichosa e coerente ilustração de nossa colega
Glenia a acima, quero registrar minhas reflexões sobre o texto <a href="http://www.releituras.com/rubemalves_pipoca.asp" rel="nofollow" target="_blank">"A pipoca"</a>
de Rubens Alves discutido em aulas anteriores.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Conforme as reflexões do
texto, existe o milho com tamanho adequado ao comércio de grãos (produção de
alimentos, óleo, combustível) e outro tipo de milho que fadado ao descarte, em virtude
de seu tamanho, apresentaram, sob uma ação inovadora, uma nova possibilidade
consumo: o milho de pipoca. Este milho, aquecido em uma panela com óleo, em sua
maioria, estoura, transformando-se em pipoca. Já os milhos que não estouram são
chamados de piruás.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Relacionado <span style="mso-spacerun: yes;"> </span>com <span style="mso-spacerun: yes;"> </span>nossas reflexões nas aulas sobre o currículo,
podemos considerar que a panela é a sala de aula e o milho de pipoca são os
alunos. Se o professor permanecer aquecendo seus alunos com água, ou seja, agindo
de forma a simplesmente reproduzir o currículo formatado por aqueles que querem
uniformizar os alunos, de fato, esta universalização será almejada. Deste modo,
todos estes alunos jamais se transformaram em um aluno revolucionário, inovador,
critico, ou seja, o milho continuará milho e jamais se transformará em pipoca. </span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">É necessário que o professor
reflita sobre o currículo que lhe é apresentado e reformule-o em sua prática
educativa considerando a realidade em que seus alunos estão inseridos. Ou seja,
o aquecimento deve ser com o algo que provoque mudanças no estado daquele
aluno. No caso da pipoca, o correto é usar o óleo. Este óleo utilizado pelo
professor é composto de respeito a individualidade e da realidade do aluno, a
busca no desenvolvimento da criticidade do aluno, da autonomia, <span style="mso-spacerun: yes;"> </span>da responsabilidade do mesmo em ralação a sua educação
e a sociedade. Som, com uma prática em sala de aula, pautada pela reflexão e
critica sobre ao currículo prescrito, e a elaboração de ações que transformem
de fato o aluno é que é possível tornar o aluno uma pipoca.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Mas, bem todos estes alunos
responderão a sua ação de transformá-los em Pipoca. Alguns serão piruás. Estes,
na minha visão, não irão para o lixo, como Rubem Alves afirmou. Quem não ficou
procurando os piruás para morde-los. Eles sairão da panela e encontraram uma utilidade
na sociedade e talvez serão felizes naquilo que forem úteis. Por que
supervalorizarmos a pipoca e minimizarmos os Piruás?</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Um último questionamento. Vimos
que existem os milhos graúdos (mais valorizados) e o milho de Pipoca. Falamos
sobre o milho de Pipoca. É possível, dentro deste contexto de currículo e da
educação, estabelecermos quem, ou que, representaria o milho graúdo destinado a
um mercado mais valorizado?</span></div>
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<br /></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com3tag:blogger.com,1999:blog-2220272871506032337.post-59812566707393457712013-04-25T17:51:00.000-07:002013-04-25T18:05:02.514-07:00Esquema explicativo sobre o currículo<div class="separator" style="clear: both; text-align: center;">
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<br />Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com2tag:blogger.com,1999:blog-2220272871506032337.post-27134162498257569112013-04-04T09:20:00.000-07:002013-04-04T05:35:03.144-07:00Síntese do texto "A Educação Escolar no Contexto das transformações da sociedade contemporânea"<!--[if gte mso 9]><xml>
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síntese foi construída em parceria com a aluna do curso de Mestrado
Profissional em Ensino de Ciências, na Universidade Federal de Itajubá, Cynthia
Vieira Mendes.</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Times-Italic; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Times-Italic; mso-bidi-font-style: italic;">A Educação
Escolar</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: Times-Roman; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Times-Roman;"> no Contexto das transformações da sociedade contemporânea</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Alguns
autores afirmam que a revolução tecnológica é a responsável pelo
desencadeamento das transformações econômicas, políticas, sociais e
educacionais, porém, na realidade, tais transformações técnico-científicas são
resultados de ações humanas para atender aos interesses econômicos de controle
das capacidades produtivas da sociedade.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">A
revolução científica está fundamentada na criação e desenvolvimento da <i style="mso-bidi-font-style: normal;">microeletrônica,</i> da <i style="mso-bidi-font-style: normal;">microbiologia</i> e da <i style="mso-bidi-font-style: normal;">energia
termonuclear</i>, que foram responsáveis por muitos avanços tecnológicos,
contudo são causas de adversidades. Vejamos alguns exemplos a seguir:</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">- A energia
termonuclear foi responsável pela conquista espacial e por avanços no campo de produções
de energia, mas por outro lado, a sociedade vive ameaçada pelo risco de uma
guerra nuclear e de suas consequências para o planeta. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">- Os avanços na
microbiologia são responsáveis pela produção de plantas e animais melhorados
para o combate à fome, à produção de métodos contraceptivos (controle
populacional), e o combate às doenças congênitas. Porém, falasse sobre o risco
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">- Na revolução da
microeletrônica, existem efeitos positivos para população no que diz respeito
ao conforto doméstico, rapidez, automatização das atividades rotineiras aumentando
assim o tempo para o lazer familiar. </span></div>
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agrícola e industrial, assim como, no setor de serviços com a informatização.
Porém, a consequência da modernização na agricultura e na indústria está principalmente
relacionada à redução de postos de trabalhos e no aumento do desemprego devido à
substituição do trabalho humano por máquinas automatizadas. O setor de serviços,
assim como o setor agrícola, cresceu muito com a modernização, e passou a
absorver parte destes desempregados nos serviços terceirizados e nos negócios
formais ou informais.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Dentro
da revolução da microeletrônica, pode-se destacar a ocorrência de outra
revolução denominada de <i style="mso-bidi-font-style: normal;">revolução
informacional </i>que foi desencadeada a partir dos avanços nas
telecomunicações, nos meios de comunicações e nas tecnologias de informação. A
revolução informacional possibilitou maior velocidade na produção, atualização
e distribuição de informações assim como estabeleceu novas formas de
entretenimento e de promoção de atividades educacionais. Paralelamente aos seus
benefícios, a revolução informacional estabeleceu um novo instrumento de
dominação da sociedade pelo capitalismo: a informação. O domínio das
informações qualificadas e estratégicas representa o controle econômico,
político e social daqueles que apenas consomem as informações divulgadas pelos
meios de comunicação de massa. A mídia é um instrumento de manipulação das
massas populares que está muito distante da posse das informações necessárias
para questionar e participar das decisões importantes para na sociedade.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Todas
estas mudanças são decorrentes de uma globalização, que vive em <span style="mso-spacerun: yes;"> </span>processo de aceleração, integração e
reestruturação do capitalismo iniciada desde o final do século XX, e que
compreende em um avanço progressivo no campo técnico-científico de áreas como a
telecomunicação e a informática, em privatização de setores de bens e serviços
pelo Estado, na busca pela competitividade, desregulamentação do comércio entre
países, destruição das fronteiras nacionais para o trânsito de pessoas e
materiais, formação de blocos econômicos entre países e livre transação de
capitais (globalização financeira). </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Tal
processo descrito acima, tem como consequências a terceirização, automação e
informatização da produção, aumento do desemprego e do subemprego, recessão,
crise social, diminuição dos salários, desregulamentação e flexibilização dos
mercados de trabalho, minimação das políticas públicas sociais, monopólio dos
processos produtivos e do mercado por grandes corporações e consequente
fomentação de um sistema de exclusão para pessoas, países e regiões, e instabilidade
econômica nos países emergentes em virtude do predomínio do capital
especulativo em relação ao produtivo. Portanto, a globalização proporciona a
mudança no poder político e econômico, em virtude do enfraquecimento dos países
pobres e em desenvolvimento e apoderamento dos países ricos e suas corporações,
que chancelados pelas instâncias superiores de poder (Bird, FMI, OCDE, OMC,
ONU, OMS, OIT, Unesco, Otan), impõe políticas que atendam seus interesses. </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">O
capitalismo vem assumindo duas posições clássicas: uma concorrencial e outra
estatizante. A concorrencial tem como preocupação central a liberdade econômica
e, portanto, tem como características a livre concorrência, competitividade,
práticas educativas para o desenvolvimento econômico, atendimento às
necessidades do mercado e formação de elites intelectuais. A estatizante tem
como preocupação central a igualdade sócia, que tem como objetivo uma economia
de mercado planejada e controlada pelo Estado, uma política pública de
bem-estar social, <span style="mso-spacerun: yes;"> </span>e educação para a
promoção de desenvolvimento igualitário das aptidões e capacidades dos
indivíduos.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Dentro
da modernização capitalista liberal existem dois paradigmas que são citados
para melhor ilustrar este contexto. O paradigma da <b style="mso-bidi-font-weight: normal;">Igualdade </b>traz em seu conceito, que a modernização econômica
capitalista sofreu forte influencia após a Segunda Guerra Mundial, pois esta
iniciou um processo de depositar maior confiança na educação e na expansão do
ensino. Defensores liberalistas sociais acreditavam na universalização do
ensino e na garantia da igualdade de oportunidades. Já o paradigma da <b style="mso-bidi-font-weight: normal;">Liberdade Econômica, da Eficiência e da Qualidade</b>
trabalha com o âmbito da competitividade do mercado, ou seja, eficiência e qualidade
são condições para a sobrevivência e lucratividade no mercado competitivo.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Após
a Segunda Guerra Mundial, houve no campo da educação uma maior exploração da
universalização do ensino fundamental; e na década de 50 houve a expansão
educacional pública e gratuita, sobretudo no ensino superior, tendo como fim um
projeto de modernização econômica. Todavia, o Estado, estando falido neste
período, tendeu a transferir sua demanda para a iniciativa privada, que
naturalmente, buscava a eficiência e competitividade no ensino. Portanto, não
podemos comparar estas duas instituições de ensino.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Já
a partir da década de 80 a preocupação é com uma “educação de qualidade para
todos”. Os liberistas regidos pela lei do mercado buscam transformações
econômicas na política e na educação. E o Estado, nesta perspectiva neoliberal
de mercado, perde o interesse na implementação de uma escola diferenciada,
liberal e burguesa, já que neste momento o neoliberalismo o acusa como um órgão
de incapacidade administrativa e financeira para gerir a educação, ficando esta
a cargo da iniciativa privada. </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">A
exploração pelo ensino neste período se dava principalmente pela formação de um
trabalhador fragmentado, rotativo, que executasse tarefas repetitivas, mas após
diversas trocas de papéis em investimentos no ensino este modelo de exploração
requer um novo trabalhador, com habilidade de comunicação, de abstração, de
visão de conjunto, de integração e de flexibilidade para acompanhar o avanço
científico-tecnológico das empresas, o qual se dá por força dos padrões de
competitividade exigidos no mercado global.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.4pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">A
educação básica tem agora como função primordial, desenvolver as novas
habilidades cognitivas e as competências sociais necessárias à adaptação do
indivíduo a este novo paradigma produtivo, além de formar um consumidor mais
competente, exigente e sofisticado. <span style="mso-spacerun: yes;"> </span>E conforme
solicitação do Banco Mundial para o ensino básico e superior, as instituições
de ensino devem assegurar um maior acesso aos novos códigos da modernidade
capitalista; pois se faz necessário uma reestruturação educativa capaz de
corresponder aos desafios impostos por esta sociedade exigente e tecnológica.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">LIBÂNEO, José
Carlos; OLIVEIRA, João Ferreira de; TOSCHI, Mirza Seabra. <b style="mso-bidi-font-weight: normal;">Educação Escolar: políticas, estrutura e organização.</b> 10. ed. São
Paulo: Cortez, 2003.</span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com5Itajubá - MG, República Federativa do Brasil-22.4267965 -45.452932000000033-22.6616225 -45.775655500000035 -22.191970499999996 -45.13020850000003tag:blogger.com,1999:blog-2220272871506032337.post-57392896421311555362013-03-21T16:33:00.000-07:002013-03-21T16:39:31.449-07:00Síntese sobre currículo - aula do dia 15/03/2013<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">A aula da disciplina “Tendências
Contemporâneas de Currículo” do dia 15/03/2013 propôs-se a discutir sobre os
conceitos de currículo e de conhecimento.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Primeiramente foi
possível definir que a palavra currículo vem de “curriculum” que significa
trajetória ou itinerário. Após várias argumentações e exposições concluiu-se
que o currículo proporciona a organização do processo de aprendizagem assim
como propõe as experiências necessárias para conseguir tal organização e compõe-se
de conhecimentos e de experiências de aprendizagem. O currículo pode ser
classificado como formal, previsto, vivido e oculto e possui várias dimensões:
epistemológica, cultural, política, econômica. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Apesar das mudanças curriculares
serem introduzidas de forma imperativa e amparadas por inúmeros fatores
políticos e econômicos característico do momento, é a através da práxis (prática
e reflexão) sobre o currículo no ambiente escolar que tais determinações podem
ser reformuladas de acordo com a realidade local. Este ato de prática e
reflexão sobre o currículo é denominada “Atos curricularis” e são produzidos
pelos sujeitos do processo de aprendizagem (professor e aluno).</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Posteriormente discutiu-se
a definição de conhecimento e concluiu-se que ele é o responsável por explicar e
interpretar a realidade, construindo os significados necessários. Deste modo o
conhecimento é um instrumento de poder assim como o currículo exerce sua ação
na educação. Discutimos ainda a existência de vários tipos de conhecimento:
mitológico, filosófico, senso-comum, religioso e científico.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Foi uma aula muito
produtiva e que de forma interativa foi possível construir o conhecimento sobre
currículo, desconstruindo alguns conceitos distorcidos sobre o assunto. </span></div>
Zaqueu Oliveira dos Santoshttp://www.blogger.com/profile/09571487597715061633noreply@blogger.com2