Navegando por Assunto "School curriculum"

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Acesso aberto (Open Access)
Currículo, cultura e educação: a realidade insular do currículo em Belém
(Universidade Federal do Pará, 2015-06) GONÇALVES, Micheli Suellen Neves; ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra
This article consists of a literary review which aims at questioning the influence of riverine inhabitants’ culture on the curriculum of riverine schools in Belém, establishing as its objective the re ection upon the school curriculum of those schools: Which identity it expresses? In which way it contributes to the cultural and social formation of the riverine inhabitants of Belém? this is a qualitative literature review-based research, comprising as its main authors Moreira e Silva (1995), Josenilda Silva J. (1993), Freire J. (2002), Fraxe (2004), Hage (2005) e Oliveira I. (2007; 2008). As a result it was identifed that the necessity for an alteration to the curriculum in order to satisfy the sociocultural reality of the riverine communities. therefore validating the specifc knowledge necessary for this reality is more than an epistemological challenge, it is rather a political matter, that is, to provide the citizens their rightful quality education and advocate the need for a curriculum that can properly attend to the singularities of the riverine inhabitants’ reality.
Acesso aberto (Open Access)
Discursos heteronormativos e produção de sujeitos generificados no currículo escolar
(Universidade Federal do Pará, 2017-12) OLIVEIRA, Danilo Araújo de
This article is a part from a master's research and aims to analyze the functioning of heteronormativity in the curriculum of a basic education school. The methodological approach was qualitative, based on a post-critical positioning. We conducted open interviews with seven teachers (five women and two men) and analyzed the data considering discourse as a theoretical category. The results of the research report that normalizing discourses function as educational demands, giving gender intelligibility to bodies, marking and regulating also those who perform, who distance themselves and break with gender norms. It was also observed that essentialist notions about gender and sexuality are triggered, learned and taught through the crossing of biological and religious discourses in the narratives, defining and fixing two possible and opposing gender identities: male-male / female-female. The discourses that go through the narratives reinforce the (re) production of compulsory heterosexualization in the curriculum investigated, with few experiences of subversions.