Publicação
Distâncias na educação e no currículo – professores, discurso e escola
| Resumo: | Inspired by the thematic “distances in education”, this article intends to offer a reflective analysis focused on some of the main “distance spaces”, or gaps, that affect the central core of school education – the curriculum - , contributing significantly to the failure of schools in fully attaining their mandate as responsible and guarantee of the curriculum, expressed in expected learning processes and outcomes. The “distance spaces” that will be discussed are the following: 1. Distance from norms to decision –or the deficits of professional power of teachers; 2. Distance from discourse to appropriation – or the names and the things; 3.Distance from intention to action - or the belief in the power of principles; 4. Complexities of curriculum theory - or factors of distance between frames of analysis and their object. |
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| Autores principais: | Roldão, Maria do Céu |
| Assunto: | curriculum curriculum development curriculum decisision-making teacers professionalism |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Association for Catholic Institutes for the Study of Education –ACISE (FIUC member). |
| Idioma: | inglês |
| Origem: | EducA |
| Resumo: | Inspired by the thematic “distances in education”, this article intends to offer a reflective analysis focused on some of the main “distance spaces”, or gaps, that affect the central core of school education – the curriculum - , contributing significantly to the failure of schools in fully attaining their mandate as responsible and guarantee of the curriculum, expressed in expected learning processes and outcomes. The “distance spaces” that will be discussed are the following: 1. Distance from norms to decision –or the deficits of professional power of teachers; 2. Distance from discourse to appropriation – or the names and the things; 3.Distance from intention to action - or the belief in the power of principles; 4. Complexities of curriculum theory - or factors of distance between frames of analysis and their object. |
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