Políticas curriculares: conhecimento em diáspora

• Autor(a) principal: Mello, Andrelisa Goulart de
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000rzz1
• Texto Completo: http://repositorio.ufsm.br/handle/1/16000
• topic: Políticas curriculares; Conhecimento em diáspora; Disciplinaridade; Inter/trans/disciplinaridade; Três Cs; Curricular policies; Knowledge in diaspora; Disciplinarity; Inter/trans/disciplinarity; Three Cs; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Through a disciplinary society that values the accumulation of information, it becomes a challenge to build innovative projects and schools that can overcome the disciplinary school organizational culture historically built. Although there is a perspective that encourages the "new" at the present time, it is known that the context of the school is permeated by neoliberal public policies that move education towards a globalized market logic, that is, the school remains as a homogenizer institution, hierarchical, with fragmented curricula in disciplines, fomenting a prescriptive curricular policy that manifests pedagogical practices disconnected from the reality of the student. In this sense, the thesis to reflection on knowledge and its implications in the school organizational culture demarcated by space, time and teaching-learning mode from the perspective of disciplinarity and inter / trans / disciplinarity. With the general objective of: analyze how the historical movements of modes of production of disciplinary knowledge overlap with curricular policies and promote im / possibilities in the construction of knowledge in diaspora. The following are specific objectives: to problematize the disciplinarity and the inter / trans / disciplinary movements in the perspective of a historical approach; understand curricular policies and their disciplinary, interdisciplinary and transdisciplinary discourses; to analyze the im / possibilities in the construction of the knowledge in diaspora, considering the experience of the Basic School of the Bridge. The epistemetodology was delineated in the qualitative approach of the case study type. The production of the analytical corpus was permeated by research: Basic School of the Bridge in Porto-Portugal, data production was done through school documents, direct / free observation and open interviews. The data triangulation technique (YIN, 2015; TRIVIÑOS, 2008) was the power for the case study analysis, concomitantly with the content analysis of Bardin (2011). It is concluded that the school organization of impregnated tradition and culture that runs through the current functioning of the educational context is a device of impossibility in the construction of diasporic knowledge, for two reasons: tradition and cartesian epistemological culture, still the basis of mental models, makes it difficult to overcome that knowledge is something that constantly transcends the conventional spheres. Another reason is implied in the impossibility of building diasporic knowledge in educational contexts that remain with an organizational culture in the mold of the 19th century factory. Thus, even coexisting schools with prescriptive curricular policies, innovative possibilities emerge with collaborative curricular policies. Therefore, the thesis is defended that the school organizational culture dimensioned in the transformation and innovation of its spaces, times and modes of teaching-learning, as well as, a perspective of collaborative curricular policy generate possibilities for the construction of diasporic knowledge. The construction of knowledge in diaspora runs through the understanding that there is a transition and at the same time an interdependence between the mode of production of disciplinary knowledge and the interdisciplinary, so when understood the diversity of knowledge dispersed in its specificities and specialties transcends the hierarchical spheres, authoritarian and fragmented, which have always been impregnated in school culture and tradition. Thus, the term "Innovative School" incorporates contemporary characteristics that represent the 21st century conjuncture by developing educational practices that produce curiosity, creativity, and criticality, the so-called three Cs.