The curriculum for Secondary Education in Goiás from the perspective of the Policy Cycle: the place of Chemistry

• Autor(a) principal: Gonçalves, Luciene Pereira da Silva
• Data de Publicação: 2021
• Outros Autores: Mesquita, Nyuara Araújo da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/81149

From the rescue of the history of curricular educational policies, it is possible to discuss the contexts that gave rise to the curricula, as well as to understand the factors that influenced their structuring. In this way, we seek, in this research, to investigate curriculum policies for Secondary Education in Goiás through the analysis of curricular and normative documents related to the Chemistry curriculum implemented in the early 2000s. As an analytical method, we use the cycle of approach policies by Stephen Ball and Richard Bowe (1992), which allows a critical analysis of the trajectory of these policies from their initial formulation to their performance in the context of practice and their effects. The analysis of the data was structured based on approximations with Bourdieu's perspective in view of the relational character of educational policies and elements such as concealment, disputes and agents of the field, which also permeate the discussions on policies and curriculum. From the analysis, some aspects can be evidenced as the political interference in the structuring of the guiding texts of the curricular organization of the state of Goiás in the period in clipping. This denotes that the politicians or agents of this field have the power to regulate other fields in different dimensions, showing the relative autonomy of the educational field. In view of the results found, we reinforce the importance of knowing and analyzing the contexts that permeate the elaboration of educational policies, in the specific case, curricular policies, in order to reflect on the construction of new and other influences in order to discuss the quality of the school we have for the construction of the school we want.