CURRICULAR FLEXIBILIZATION: CONCEPTIONS AND PRACTICES IN THE LIGHT OF BRAZILIAN SCIENTIFIC PRODUCTIONS

• Autor(a) principal: Santos Sousa Araujo, Glauce Barros
• Data de Publicação: 2021
• Outros Autores: Conceição Oliveira, Eniz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/367
• topic: Flexibilização Curricular; Mudanças; Aprendizagens; Curricular Flexibilization; Changes; Learnings; Flexibilidad de los Planes de Estúdio; Cambios; Aprendizaje

In this article it is presented results of the state of art that looked to analyze the Brazilian scientific productions about the conceptions and practices of curricular flexibilization. It is discussed about the quantitative and qualitative information about the theme present in the catalogue of thesis and dissertation and periodical portal of Capes, between the years 2010 and 2020. It was used the discursive textual analysis (DTA), from which emerged four categories coming from the interpretations of desfragmentation of the analyzed texts: possibilities in flexibilization of curriculums for a significant learning; active teaching methodologies; pedagogical practices and their contributions in autonomy and pontentialities of students; and complementary activities. The studies showed that curricular flexibilization must be done through flexible subjects, as well as by active methods and innovative pedagogical practices and by the development of additional activities. Thus, such relations can promote autonomous, critical, reflexive and transformative learnings in students.