Neglect, desorientation and continued (desin)formation: resonances in the curricular construction

• Autor(a) principal: Tavares, Natacha da Silva
• Data de Publicação: 2021
• Outros Autores: Wittizorecki, Elisandro Schultz, Fraga, Alex Branco, Fonseca, Denise Grosso da, Machado, Roseli Belmonte, Ilha, Franciele Roos da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Motrivivência (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/81049
• topic: Variação

The research that gave rise to this text was carried out by means of an ethnographic case study at a state school in Rio Grande do Sul in Viamão, duration of one academic year, through participant observation, semistructured interviews and documentary analysis. The objective of this article is to identify the tensions and problems involved in the curricular construction process of the final years of elementary school in a state school in Rio Grande do Sul (RS). We understood that political and organizational decisions are key points of tension and problematic in curricular construction. These decisions imply the provision of continuous teacher training in the time and space of the school, as well as in the formulation of constant and different educational and curricular guidelines, and in turn resonate in the conditions and possibilities of autonomy of the school in the sense of its curricular construction.