THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION

Detalhes bibliográficos
Autor(a) principal: Sforni, Marta Sueli de Faria
Data de Publicação: 2021
Outros Autores: Lizzi, Maria Sandreana Salvador da Silva
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2401
Resumo: Theoretical foregroundings, methodology and assessment processes are required for the preparation of school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. Current paper, a section of a research qualitative, evidences the relationship between the prescribed curriculum and teaching activities. Field data for the research have been collected by a study group integrated by teachers involved in the elaboration of a curriculum proposal based on Historical and Dialectical Materialism, Historical and Cultural Theory and Historical and Critical Pedagogy. Results show that teachers´ participation in the elaboration of curricula and PPPs favors discussions on the articulations of such studies coupled with pedagogical practice. This causes the need to investigate teaching activities that may be derived from the curriculum´s basic concepts.   
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spelling THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATIONRELACIÓN ENTRE SUPUESTOS TEÓRICOS, CURRÍCULO Y ORGANIZACIÓN DE EDUCACIÓNRELAÇÃO ENTRE PRESSUPOSTOS TEÓRICOS, CURRÍCULO E ORGANIZAÇÃO DO ENSINOcurrículoprojeto político pedagógicoorganização do ensinomaterialismo histórico-dialéticoteoria histórico-culturalcurrículumpedagogical polipedagogical polity projectteaching organizationhistorical and dialectical materialismhistorical and cultural theorycurrículoproyecto político pedagógicoorganización docentematerialismo histórico-dialécticoteoría histórico-culturalTheoretical foregroundings, methodology and assessment processes are required for the preparation of school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. Current paper, a section of a research qualitative, evidences the relationship between the prescribed curriculum and teaching activities. Field data for the research have been collected by a study group integrated by teachers involved in the elaboration of a curriculum proposal based on Historical and Dialectical Materialism, Historical and Cultural Theory and Historical and Critical Pedagogy. Results show that teachers´ participation in the elaboration of curricula and PPPs favors discussions on the articulations of such studies coupled with pedagogical practice. This causes the need to investigate teaching activities that may be derived from the curriculum´s basic concepts.   En la elaboración de currículos escolares y proyectos político-pedagógicos (PPPs), se requiere que se evidencien los supuestos teóricos, lineamientos metodológicos y procesos de evaluación. Sin embargo, estos elementos no siempre se ven de forma articulada y, por tanto, estos documentos acaban por no estar orientados al trabajo pedagógico. A partir de esta problemática, este artículo, con el fin de resaltar la relación entre el currículo prescrito y las acciones docentes, presenta parte de una investigación cualitativa, cuyos datos de campo fueron recolectados a través de un grupo de estudios en los que los docentes participaron en la elaboración de una propuesta curricular basado en el materialismo histórico-dialéctico, la teoría histórico-cultural y la pedagogía histórico-crítica. Los resultados indican que la participación de los docentes en el proceso de elaboración de currículos y PPPs provoca en ellos reflexiones sobre la articulación de estos documentos con la práctica pedagógica, generando la necesidad de comprender acciones docentes que se puedan derivar de los fundamentos anunciados en el currículo.Na elaboração de currículos escolares e projetos políticos pedagógicos (PPPs) é exigido que sejam evidenciados os pressupostos teóricos, os encaminhamentos metodológicos e os processos de avaliação. Todavia, nem sempre esses elementos são vistos de modo articulado e, assim, esses documentos acabam não orientado o trabalho pedagógico. Partindo dessa problemática, este artigo, com o objetivo de evidenciar a relação entre o currículo prescrito e as ações de ensino, apresenta parte de uma pesquisa, de natureza qualitativa, cujos dados de campo foram coletados via um grupo de estudos do qual particaram professores envolvidos na elaboração de uma proposta curricular fundamentada no materialismo histórico-dialético, na teoria histórico-cultural e na pedagogia histórico-crítica. Os resultados apontam que a participação dos professores no processo de elaboração de currículos e PPPs provoca neles reflexões acerca da articulação desses documentos com a prática pedagógica, gerando a necessidade de compreender ações de ensino que podem ser derivadas dos fundamentos anunciados no currículo.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-06-02info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/240110.1590/SciELOPreprints.2401porhttps://preprints.scielo.org/index.php/scielo/article/view/2401/4080Copyright (c) 2021 Marta Sueli de Faria Sforni, Maria Sandreana Salvador da Silva Lizzihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSforni, Marta Sueli de FariaLizzi, Maria Sandreana Salvador da Silvareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-05-27T00:13:03Zoai:ops.preprints.scielo.org:preprint/2401Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-05-27T00:13:03SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
RELACIÓN ENTRE SUPUESTOS TEÓRICOS, CURRÍCULO Y ORGANIZACIÓN DE EDUCACIÓN
RELAÇÃO ENTRE PRESSUPOSTOS TEÓRICOS, CURRÍCULO E ORGANIZAÇÃO DO ENSINO
title THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
spellingShingle THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
Sforni, Marta Sueli de Faria
currículo
projeto político pedagógico
organização do ensino
materialismo histórico-dialético
teoria histórico-cultural
currículum
pedagogical poli
pedagogical polity project
teaching organization
historical and dialectical materialism
historical and cultural theory
currículo
proyecto político pedagógico
organización docente
materialismo histórico-dialéctico
teoría histórico-cultural
title_short THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
title_full THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
title_fullStr THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
title_full_unstemmed THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
title_sort THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION
author Sforni, Marta Sueli de Faria
author_facet Sforni, Marta Sueli de Faria
Lizzi, Maria Sandreana Salvador da Silva
author_role author
author2 Lizzi, Maria Sandreana Salvador da Silva
author2_role author
dc.contributor.author.fl_str_mv Sforni, Marta Sueli de Faria
Lizzi, Maria Sandreana Salvador da Silva
dc.subject.por.fl_str_mv currículo
projeto político pedagógico
organização do ensino
materialismo histórico-dialético
teoria histórico-cultural
currículum
pedagogical poli
pedagogical polity project
teaching organization
historical and dialectical materialism
historical and cultural theory
currículo
proyecto político pedagógico
organización docente
materialismo histórico-dialéctico
teoría histórico-cultural
topic currículo
projeto político pedagógico
organização do ensino
materialismo histórico-dialético
teoria histórico-cultural
currículum
pedagogical poli
pedagogical polity project
teaching organization
historical and dialectical materialism
historical and cultural theory
currículo
proyecto político pedagógico
organización docente
materialismo histórico-dialéctico
teoría histórico-cultural
description Theoretical foregroundings, methodology and assessment processes are required for the preparation of school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. Current paper, a section of a research qualitative, evidences the relationship between the prescribed curriculum and teaching activities. Field data for the research have been collected by a study group integrated by teachers involved in the elaboration of a curriculum proposal based on Historical and Dialectical Materialism, Historical and Cultural Theory and Historical and Critical Pedagogy. Results show that teachers´ participation in the elaboration of curricula and PPPs favors discussions on the articulations of such studies coupled with pedagogical practice. This causes the need to investigate teaching activities that may be derived from the curriculum´s basic concepts.   
publishDate 2021
dc.date.none.fl_str_mv 2021-06-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2401
10.1590/SciELOPreprints.2401
url https://preprints.scielo.org/index.php/scielo/preprint/view/2401
identifier_str_mv 10.1590/SciELOPreprints.2401
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2401/4080
dc.rights.driver.fl_str_mv Copyright (c) 2021 Marta Sueli de Faria Sforni, Maria Sandreana Salvador da Silva Lizzi
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Marta Sueli de Faria Sforni, Maria Sandreana Salvador da Silva Lizzi
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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