Do we need a Common National Curriculum Base?

Detalhes bibliográficos
Autor(a) principal: Ribeiro, William de Goes
Data de Publicação: 2017
Outros Autores: Craveiro, Clarissa Bastos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/5054
Resumo: Tensions about curriculum are constantly reiterated, with no displacement of the past resurfacing anachronistically in politics. The meanings are generated through the circularity of contexts and the search for hegemony. The condition of openness of meaning is what constitutes the social and allows us to think of the hybridization of recent curricular policies, which have mobilized a status of inexorable authority with regard to standardization. In this context, we have brought to the table meanings that have become hegemonic on the political scene, such as the requirement of a priori competences and skills for the training of both teachers and students.
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spelling Do we need a Common National Curriculum Base?Necesitamos de una Base Nacional Común Curricular?Avons-nous besoin d’une Base Curriculaire Nationale Commune?Precisamos de uma Base Nacional Comum Curricular?Base Nacional Curricular ComumFormação de professoresCurrículoBase Nacional Curricular ComúnCurrículoFormación de profesoresCommon National Curriculum BaseCurriculumTeacher trainingTensions about curriculum are constantly reiterated, with no displacement of the past resurfacing anachronistically in politics. The meanings are generated through the circularity of contexts and the search for hegemony. The condition of openness of meaning is what constitutes the social and allows us to think of the hybridization of recent curricular policies, which have mobilized a status of inexorable authority with regard to standardization. In this context, we have brought to the table meanings that have become hegemonic on the political scene, such as the requirement of a priori competences and skills for the training of both teachers and students.El estrés en los planes de currículo se repite constantemente, si no hay un cambio en el pasado que resurge de manera anacrónica en las políticas. Los significados son generados a través de la circularidad de los contextos y la búsqueda de la hegemonía. La condición de apertura del significado es lo que constituye lo social y nos permite pensar acerca de la hibridación de las políticas curriculares recientes, las cuales han movilizado un estatus de autoridad inexorable con relación a la estandarización. En este contexto, hemos traído a discusión significados que se han vuelto hegemónico en la arena política, como la exigencia de habilidades y capacidades a priori para la formación de profesores y estudiantes.Les tensions sur les programmes d'enseignement se répètent constamment, n'ayant pas une rupture du passé qui resurgisse anachroniquement. Les sens sont générés par conventions à travers la circularité des contextes et la recherche de l’hégémonie. La condition d'ouverture du sens est ce qui constitue le social et nous permet de penser à l'hybridation récente des politiques curriculaires lesquelles ont généré un statut d'autorité incontestable en matière de standardisation. Nous avons abordé des sens qui sont devenus hégémoniques l'arène politique, comme la demande de compétences et de capacités a priori pour la formation des enseignants et des étudiants.Tensões sobre currículo são constantemente reiteradas, não havendo um deslocamento do passado que ressurge anacronicamente nas políticas. Os sentidos são gerados através da circularidade dos contextos e da busca pela hegemonia. A condição de abertura da significação é o que constitui o social e nos permite pensar na hibridização de políticas curriculares recentes, as quais têm mobilizado um status de autoridade inexorável com relação à padronização. Nesse contexto, trouxemos à baila sentidos que têm se tornados hegemônicos no cenário político, como a exigência de competências e habilidades a priori para a formação de professores e de alunos.Faculdade de Educação - Universidade de Brasília2017-09-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/505410.26512/lc.v23i50.5054Linhas Críticas; Vol. 23 No. 50 (2017); 51-69Linhas Críticas; Vol. 23 Núm. 50 (2017); 51-69Linhas Crí­ticas; v. 23 n. 50 (2017); 51-691981-04311516-489610.26512/lc.v23i50reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/5054/4584Copyright (c) 2017 Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRibeiro, William de GoesCraveiro, Clarissa Bastos2021-09-21T23:08:56Zoai:ojs.pkp.sfu.ca:article/5054Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2021-09-21T23:08:56Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Do we need a Common National Curriculum Base?
Necesitamos de una Base Nacional Común Curricular?
Avons-nous besoin d’une Base Curriculaire Nationale Commune?
Precisamos de uma Base Nacional Comum Curricular?
title Do we need a Common National Curriculum Base?
spellingShingle Do we need a Common National Curriculum Base?
Ribeiro, William de Goes
Base Nacional Curricular Comum
Formação de professores
Currículo
Base Nacional Curricular Común
Currículo
Formación de profesores
Common National Curriculum Base
Curriculum
Teacher training
title_short Do we need a Common National Curriculum Base?
title_full Do we need a Common National Curriculum Base?
title_fullStr Do we need a Common National Curriculum Base?
title_full_unstemmed Do we need a Common National Curriculum Base?
title_sort Do we need a Common National Curriculum Base?
author Ribeiro, William de Goes
author_facet Ribeiro, William de Goes
Craveiro, Clarissa Bastos
author_role author
author2 Craveiro, Clarissa Bastos
author2_role author
dc.contributor.author.fl_str_mv Ribeiro, William de Goes
Craveiro, Clarissa Bastos
dc.subject.por.fl_str_mv Base Nacional Curricular Comum
Formação de professores
Currículo
Base Nacional Curricular Común
Currículo
Formación de profesores
Common National Curriculum Base
Curriculum
Teacher training
topic Base Nacional Curricular Comum
Formação de professores
Currículo
Base Nacional Curricular Común
Currículo
Formación de profesores
Common National Curriculum Base
Curriculum
Teacher training
description Tensions about curriculum are constantly reiterated, with no displacement of the past resurfacing anachronistically in politics. The meanings are generated through the circularity of contexts and the search for hegemony. The condition of openness of meaning is what constitutes the social and allows us to think of the hybridization of recent curricular policies, which have mobilized a status of inexorable authority with regard to standardization. In this context, we have brought to the table meanings that have become hegemonic on the political scene, such as the requirement of a priori competences and skills for the training of both teachers and students.
publishDate 2017
dc.date.none.fl_str_mv 2017-09-05
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://periodicos.unb.br/index.php/linhascriticas/article/view/5054
10.26512/lc.v23i50.5054
url https://periodicos.unb.br/index.php/linhascriticas/article/view/5054
identifier_str_mv 10.26512/lc.v23i50.5054
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/5054/4584
dc.rights.driver.fl_str_mv Copyright (c) 2017 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Linhas Críticas
http://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 Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 23 No. 50 (2017); 51-69
Linhas Críticas; Vol. 23 Núm. 50 (2017); 51-69
Linhas Crí­ticas; v. 23 n. 50 (2017); 51-69
1981-0431
1516-4896
10.26512/lc.v23i50
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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