And you, what do you think school is?
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25767/se.v30i2.29380 |
Resumo: | The way we think school and, consequently, curriculum, is influenced by different ethical, social and pedagogical positions, by the historical time in which we live, by the political-social-cultural context in which we are inserted, by principles and beliefs that we reveal, the personal experience in school contexts, the dialogues that we develop and the worldview that we build as reflective beings (Author, 2021). However, when we regularly question the existence of the school institution, we are confronted by simple answers such as "to guard children and entertain them" and "to reproduce the established culture" (Coll et al., 2001, p.17). With the purpose of analyzing the perspectives that elementary school children have about what school is and what its purposes are, a case study was developed, taking as reference a Learning Centre. In this work, two data collection techniques were integrated, individual "micro-interviews" and group interviews. First, we discuss, from various perspectives of curriculum and education, what the purposes of the school are, and explore how the curriculum text reveals implications in the curriculum experienced, something that has an implicit dimension in the conception of school that each one builds. From an initial analysis, answers were obtained that privilege the academic nature of the school reality, favouring options such as "study, learn to read and do math". Such a position dialogues with other aspects that are particularly emphasized by the children, such as the dimensions associated with the student's craft, sociability, the built environment and a certain instrumental view of the curriculum. |
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And you, what do you think school is?E tu, o que achas que é a escola?The way we think school and, consequently, curriculum, is influenced by different ethical, social and pedagogical positions, by the historical time in which we live, by the political-social-cultural context in which we are inserted, by principles and beliefs that we reveal, the personal experience in school contexts, the dialogues that we develop and the worldview that we build as reflective beings (Author, 2021). However, when we regularly question the existence of the school institution, we are confronted by simple answers such as "to guard children and entertain them" and "to reproduce the established culture" (Coll et al., 2001, p.17). With the purpose of analyzing the perspectives that elementary school children have about what school is and what its purposes are, a case study was developed, taking as reference a Learning Centre. In this work, two data collection techniques were integrated, individual "micro-interviews" and group interviews. First, we discuss, from various perspectives of curriculum and education, what the purposes of the school are, and explore how the curriculum text reveals implications in the curriculum experienced, something that has an implicit dimension in the conception of school that each one builds. From an initial analysis, answers were obtained that privilege the academic nature of the school reality, favouring options such as "study, learn to read and do math". Such a position dialogues with other aspects that are particularly emphasized by the children, such as the dimensions associated with the student's craft, sociability, the built environment and a certain instrumental view of the curriculum.A forma como pensamos escola e, consequentemente, currículo, é influenciada por distintos posicionamentos éticos, sociais e pedagógicos, pelo tempo histórico em que vivemos, pelo contexto político-social-cultural em que nos inserimos, por princípios e crenças que revelamos, a experiência pessoal em contextos escolares, os diálogos que desenvolvemos e a visão do mundo que construímos enquanto seres reflexivos (Duarte, 2021). Todavia, ao questionarmos regularmente a existência da instituição escolar, somos confrontados por simples respostas como “para guardar as crianças e entretê-las” e “para reproduzir a cultura estabelecida” (Coll et al., 2001, p.17). Com o propósito de analisar as perspetivas que as crianças do 1.º Ciclo do Ensino Básico têm relativamente ao que é a escola e quais as suas finalidades, desenvolveu-se um estudo de caso, tomando como referência um Centro de Estudos. Neste trabalho, integraram-se duas técnicas de recolha de dados, micro-entrevistas individuais e entrevistas de grupo. Discute-se, em primeiro lugar, perante várias perspetivas do currículo e da educação qual ou quais as finalidades da escola, bem como explora-se de que forma o currículo texto revela implicações no currículo vivenciado, algo que assume uma dimensão implícita na conceção de escola que cada um constrói. De uma análise inicial, obtiveram-se respostas que privilegiam a natureza académica da realidade escolar, privilegiando opções como “estudar, aprender a ler e a fazer contas”. Tal postura dialoga com outros aspetos que são particularmente salientados pelas crianças, como as dimensões associadas ao ofício do aluno, à sociabilidade, ao edificado e a uma certa visão instrumental currículo.Escola Superior de Educação de Paula Frassinetti2022-12-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdftext/htmlhttps://doi.org/10.25767/se.v30i2.29380https://doi.org/10.25767/se.v30i2.29380Saber & Educar; Vol. 31 No. 2 (2022): 100 years of Paulo Freire: practices, learning and researchSaber e Educar; Vol. 31 N.º 2 (2022): CadernoTemático:100 anos de Paulo Freire: práticas, aprendizagens e pesquisas1647-21440873-3600reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revista.esepf.pt/article/view/29380https://revista.esepf.pt/article/view/29380/20924https://revista.esepf.pt/article/view/29380/20925Paredes, SaraPereira, Pedro Duarteinfo:eu-repo/semantics/openAccess2023-05-12T08:45:23Zoai:ojs.revistas.rcaap.pt:article/29380Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:47:04.669925Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
And you, what do you think school is? E tu, o que achas que é a escola? |
title |
And you, what do you think school is? |
spellingShingle |
And you, what do you think school is? Paredes, Sara |
title_short |
And you, what do you think school is? |
title_full |
And you, what do you think school is? |
title_fullStr |
And you, what do you think school is? |
title_full_unstemmed |
And you, what do you think school is? |
title_sort |
And you, what do you think school is? |
author |
Paredes, Sara |
author_facet |
Paredes, Sara Pereira, Pedro Duarte |
author_role |
author |
author2 |
Pereira, Pedro Duarte |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Paredes, Sara Pereira, Pedro Duarte |
description |
The way we think school and, consequently, curriculum, is influenced by different ethical, social and pedagogical positions, by the historical time in which we live, by the political-social-cultural context in which we are inserted, by principles and beliefs that we reveal, the personal experience in school contexts, the dialogues that we develop and the worldview that we build as reflective beings (Author, 2021). However, when we regularly question the existence of the school institution, we are confronted by simple answers such as "to guard children and entertain them" and "to reproduce the established culture" (Coll et al., 2001, p.17). With the purpose of analyzing the perspectives that elementary school children have about what school is and what its purposes are, a case study was developed, taking as reference a Learning Centre. In this work, two data collection techniques were integrated, individual "micro-interviews" and group interviews. First, we discuss, from various perspectives of curriculum and education, what the purposes of the school are, and explore how the curriculum text reveals implications in the curriculum experienced, something that has an implicit dimension in the conception of school that each one builds. From an initial analysis, answers were obtained that privilege the academic nature of the school reality, favouring options such as "study, learn to read and do math". Such a position dialogues with other aspects that are particularly emphasized by the children, such as the dimensions associated with the student's craft, sociability, the built environment and a certain instrumental view of the curriculum. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25767/se.v30i2.29380 https://doi.org/10.25767/se.v30i2.29380 |
url |
https://doi.org/10.25767/se.v30i2.29380 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.esepf.pt/article/view/29380 https://revista.esepf.pt/article/view/29380/20924 https://revista.esepf.pt/article/view/29380/20925 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf text/html |
dc.publisher.none.fl_str_mv |
Escola Superior de Educação de Paula Frassinetti |
publisher.none.fl_str_mv |
Escola Superior de Educação de Paula Frassinetti |
dc.source.none.fl_str_mv |
Saber & Educar; Vol. 31 No. 2 (2022): 100 years of Paulo Freire: practices, learning and research Saber e Educar; Vol. 31 N.º 2 (2022): CadernoTemático:100 anos de Paulo Freire: práticas, aprendizagens e pesquisas 1647-2144 0873-3600 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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