Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Práticas Educativas, Memórias e Oralidades |
Texto Completo: | https://revistas.uece.br/index.php/revpemo/article/view/7303 |
Resumo: | The post-critical theoretical framework understands that representations can be provisional processes, permeated by discursive and contextual constructions. The objective was to analyze the meaning of quality in the contexts of mobilization of the curricular policy present in the National Common Curriculum Base of High School, adopting a bibliographic review, which dialogues with the theoretical framework of Stephen Ball's policy cycle (1998), in addition to research and publications by Brazilians that dialogue with the production of knowledge Ball and Mainardes (2011), Lopes (2010, 2012 and 2013) and Lopes and Macedo (2011 and 2021), in addition to consultations and analysis of documents such as Law no. 13.415/2017, the National Curricular Common Base and MEC Ordinance No. 331/2018. It is understood that we are not talking about fixed meanings, but about provisional processes of quality meaning. Thus, concomitantly with the process of giving meaning to the quality of the curriculum, the meaning of a democratic society project to be achieved will be constructed. |
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Curriculum policies and quality meaning: discourses and contexts of BNCC mobilizationPolíticas de currículo e signifiXação de qualidade: discursos e contextos de mobilização da BNCC Ensino MédioPolíticas de CurrículoDiscurso de qualidadeHigh SchoolCurriculum PoliciesQuality SpeechThe post-critical theoretical framework understands that representations can be provisional processes, permeated by discursive and contextual constructions. The objective was to analyze the meaning of quality in the contexts of mobilization of the curricular policy present in the National Common Curriculum Base of High School, adopting a bibliographic review, which dialogues with the theoretical framework of Stephen Ball's policy cycle (1998), in addition to research and publications by Brazilians that dialogue with the production of knowledge Ball and Mainardes (2011), Lopes (2010, 2012 and 2013) and Lopes and Macedo (2011 and 2021), in addition to consultations and analysis of documents such as Law no. 13.415/2017, the National Curricular Common Base and MEC Ordinance No. 331/2018. It is understood that we are not talking about fixed meanings, but about provisional processes of quality meaning. Thus, concomitantly with the process of giving meaning to the quality of the curriculum, the meaning of a democratic society project to be achieved will be constructed.O referencial teórico pós-crítico compreende que as representações podem ser processos provisórios, permeados por construções discursivas e contextuais. Objetivou-se analisar a signifiXação de qualidade nos contextos de mobilização da política curricular presente na Base Nacional Comum Curricular do Ensino Médio, adotando uma revisão bibliográfica, que dialoga com o referencial teórico do ciclo de política de Stephen Ball (1998), além de pesquisas e publicações de brasileiros que dialogam com a produção do conhecimento Ball e Mainardes (2011), Lopes (2010, 2012 e 2013) e Lopes e Macedo (2011 e 2021), somado ainda às consultas e análise de documentos como a Lei n.º 13.415/2017, a Base Nacional Comum Curricular e a Portaria MEC n.º 331/2018. Compreende-se que não se está falando sobre significações fixas, mas sobre processos provisórios de significação de qualidade. Assim, concomitantemente ao processo de significar a qualidade do currículo, construir-se-á a significação de um projeto de sociedade democrática a ser alcançado.EdUECE - Editora da Universidade Estadual do Ceará2022-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uece.br/index.php/revpemo/article/view/730310.47149/pemo.v.4.7303Educational Practices, Memories and Oralities; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e47303Práticas Educativas, Memórias e Oralidades; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e47303Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 4 (2022): Práticas Educativas, Memórias e Oralidades; e473032675-519Xreponame:Práticas Educativas, Memórias e Oralidadesinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/revpemo/article/view/7303/6789https://revistas.uece.br/index.php/revpemo/article/view/7303/8352https://revistas.uece.br/index.php/revpemo/article/view/7303/8841Copyright (c) 2022 Erika Roberta Silva de Lima, Francisca Natália da Silva, Kaiser Jackson Pereira de Sousahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLima, Erika Roberta Silva de Silva, Francisca Natália daSousa, Kaiser Jackson Pereira de 2023-04-05T18:02:11Zoai:ojs.revistas.uece.br:article/7303Revistahttps://revistas.uece.br/index.php/revpemoPUBhttps://revistas.uece.br/index.php/revpemo/oairev.pemo@uece.br2675-519X2675-519Xopendoar:2023-04-05T18:02:11Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization Políticas de currículo e signifiXação de qualidade: discursos e contextos de mobilização da BNCC |
title |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization |
spellingShingle |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization Lima, Erika Roberta Silva de Ensino Médio Políticas de Currículo Discurso de qualidade High School Curriculum Policies Quality Speech |
title_short |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization |
title_full |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization |
title_fullStr |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization |
title_full_unstemmed |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization |
title_sort |
Curriculum policies and quality meaning: discourses and contexts of BNCC mobilization |
author |
Lima, Erika Roberta Silva de |
author_facet |
Lima, Erika Roberta Silva de Silva, Francisca Natália da Sousa, Kaiser Jackson Pereira de |
author_role |
author |
author2 |
Silva, Francisca Natália da Sousa, Kaiser Jackson Pereira de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lima, Erika Roberta Silva de Silva, Francisca Natália da Sousa, Kaiser Jackson Pereira de |
dc.subject.por.fl_str_mv |
Ensino Médio Políticas de Currículo Discurso de qualidade High School Curriculum Policies Quality Speech |
topic |
Ensino Médio Políticas de Currículo Discurso de qualidade High School Curriculum Policies Quality Speech |
description |
The post-critical theoretical framework understands that representations can be provisional processes, permeated by discursive and contextual constructions. The objective was to analyze the meaning of quality in the contexts of mobilization of the curricular policy present in the National Common Curriculum Base of High School, adopting a bibliographic review, which dialogues with the theoretical framework of Stephen Ball's policy cycle (1998), in addition to research and publications by Brazilians that dialogue with the production of knowledge Ball and Mainardes (2011), Lopes (2010, 2012 and 2013) and Lopes and Macedo (2011 and 2021), in addition to consultations and analysis of documents such as Law no. 13.415/2017, the National Curricular Common Base and MEC Ordinance No. 331/2018. It is understood that we are not talking about fixed meanings, but about provisional processes of quality meaning. Thus, concomitantly with the process of giving meaning to the quality of the curriculum, the meaning of a democratic society project to be achieved will be constructed. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/revpemo/article/view/7303 10.47149/pemo.v.4.7303 |
url |
https://revistas.uece.br/index.php/revpemo/article/view/7303 |
identifier_str_mv |
10.47149/pemo.v.4.7303 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/revpemo/article/view/7303/6789 https://revistas.uece.br/index.php/revpemo/article/view/7303/8352 https://revistas.uece.br/index.php/revpemo/article/view/7303/8841 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf text/xml |
dc.publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
dc.source.none.fl_str_mv |
Educational Practices, Memories and Oralities; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e47303 Práticas Educativas, Memórias e Oralidades; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e47303 Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 4 (2022): Práticas Educativas, Memórias e Oralidades; e47303 2675-519X reponame:Práticas Educativas, Memórias e Oralidades instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Práticas Educativas, Memórias e Oralidades |
collection |
Práticas Educativas, Memórias e Oralidades |
repository.name.fl_str_mv |
Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
rev.pemo@uece.br |
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1801213153570193408 |