Is it enough to implement innovations in educational systems?

Detalhes bibliográficos
Autor(a) principal: Moreira, Adelson Fernandes
Data de Publicação: 1999
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/27809
Resumo: The paper presents references to better understand the implementation of changes at schools. Systematization of the references is based on a study about the reform of the Spanish education system and the implementation of a national curriculum in England and Wales, as well as on reviews of researches developed in that field. The reform of the Spanish education system attempted to balance the prescriptive character of the general guidelines with the more open approach of leaving each school to elaborate its own curricular proposal (taking into account its social context and the general guidelines). The study of the Spanish reform has contributed mainly to make explicit the diversity of viewpoints and attitudes that emerge within the context of an educational innovation. Such diversity is presented and summarized in the form of six different tensions. The implementation of the national curriculum in England and Wales aimed to establishing a greater control upon schools through a detailed and prescriptive curriculum, associated to the use of external exams as instruments of evaluating schools by the performance of their students in the exams. In this case, analyses are grounded on various research data. Those studies point to disastrous results in the educational context, with the impoverishment of pedagogical practices where activities targeted at the exams take priority. After using these two experiences to motivate the description of the references, the paper concludes by proposing that we should go beyond implementing innovations, toward processes of professional and institutional development that enable schools to produce proposals and contexts of change, and to interact critically with them.
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spelling Is it enough to implement innovations in educational systems? Basta implementar inovações nos sistemas educativos? ReformasReformas EducacionaisInovaçõesInovações EducacionaisEducational ReformsEducational Innovations The paper presents references to better understand the implementation of changes at schools. Systematization of the references is based on a study about the reform of the Spanish education system and the implementation of a national curriculum in England and Wales, as well as on reviews of researches developed in that field. The reform of the Spanish education system attempted to balance the prescriptive character of the general guidelines with the more open approach of leaving each school to elaborate its own curricular proposal (taking into account its social context and the general guidelines). The study of the Spanish reform has contributed mainly to make explicit the diversity of viewpoints and attitudes that emerge within the context of an educational innovation. Such diversity is presented and summarized in the form of six different tensions. The implementation of the national curriculum in England and Wales aimed to establishing a greater control upon schools through a detailed and prescriptive curriculum, associated to the use of external exams as instruments of evaluating schools by the performance of their students in the exams. In this case, analyses are grounded on various research data. Those studies point to disastrous results in the educational context, with the impoverishment of pedagogical practices where activities targeted at the exams take priority. After using these two experiences to motivate the description of the references, the paper concludes by proposing that we should go beyond implementing innovations, toward processes of professional and institutional development that enable schools to produce proposals and contexts of change, and to interact critically with them. Este artigo apresenta referências para melhor compreender a implementação de mudanças na escola, sistematizando-as a partir de um estudo sobre a Reforma do Sistema Educativo na Espanha e a implantação de um Currículo Nacional na Inglaterra e País de Gales, conjugado a revisões de pesquisas desenvolvidas nesse campo. A Reforma do Sistema Educativo espanhol tentou equilibrar o caráter prescritivo de diretrizes gerais com o caráter aberto da atribuição de cada escola elaborar sua proposta curricular, a partir de seu contexto e no marco das diretrizes propostas. Seu estudo contribuiu, sobretudo, para explicitar a diversidade de visões e posicionamentos que emergem do contexto de uma inovação. Essa diversidade é sintetizada na forma de seis diferentes tensões. A implantação de um Currículo Nacional na Inglaterra objetivou estabelecer um maior controle sobre a escola por intermédio de um currículo detalhado e prescritivo, associado à aplicação de exames externos como instrumentos de avaliação da escola por meio do desempenho dos alunos nos testes. No caso da experiência inglesa, são expostas análises fundadas em um conjunto diversificado de dados de pesquisa. Essas pesquisas apontam resultados desastrosos no contexto escolar, com o empobrecimento da prática pedagógica, predominando atividades preparatórias para os exames externos. Apresentadas as referências, a partir do substrato proporcionado por essas duas experiências, o autor conclui propondo ir além da perspectiva de implementar inovações em direção a processos de desenvolvimento profissional e institucional, que constituem, na escola, uma maior capacidade de produzir e interagir criticamente com propostas e contextos de mudança. Universidade de São Paulo. Faculdade de Educação1999-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2780910.1590/S1517-97021999000100010Educação e Pesquisa; v. 25 n. 1 (1999); 131-145Educação e Pesquisa; Vol. 25 No. 1 (1999); 131-145Educação e Pesquisa; Vol. 25 Núm. 1 (1999); 131-1451678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/27809/29581Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessMoreira, Adelson Fernandes2014-10-24T15:34:29Zoai:revistas.usp.br:article/27809Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:34:29Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Is it enough to implement innovations in educational systems?
Basta implementar inovações nos sistemas educativos?
title Is it enough to implement innovations in educational systems?
spellingShingle Is it enough to implement innovations in educational systems?
Moreira, Adelson Fernandes
Reformas
Reformas Educacionais
Inovações
Inovações Educacionais
Educational Reforms
Educational Innovations
title_short Is it enough to implement innovations in educational systems?
title_full Is it enough to implement innovations in educational systems?
title_fullStr Is it enough to implement innovations in educational systems?
title_full_unstemmed Is it enough to implement innovations in educational systems?
title_sort Is it enough to implement innovations in educational systems?
author Moreira, Adelson Fernandes
author_facet Moreira, Adelson Fernandes
author_role author
dc.contributor.author.fl_str_mv Moreira, Adelson Fernandes
dc.subject.por.fl_str_mv Reformas
Reformas Educacionais
Inovações
Inovações Educacionais
Educational Reforms
Educational Innovations
topic Reformas
Reformas Educacionais
Inovações
Inovações Educacionais
Educational Reforms
Educational Innovations
description The paper presents references to better understand the implementation of changes at schools. Systematization of the references is based on a study about the reform of the Spanish education system and the implementation of a national curriculum in England and Wales, as well as on reviews of researches developed in that field. The reform of the Spanish education system attempted to balance the prescriptive character of the general guidelines with the more open approach of leaving each school to elaborate its own curricular proposal (taking into account its social context and the general guidelines). The study of the Spanish reform has contributed mainly to make explicit the diversity of viewpoints and attitudes that emerge within the context of an educational innovation. Such diversity is presented and summarized in the form of six different tensions. The implementation of the national curriculum in England and Wales aimed to establishing a greater control upon schools through a detailed and prescriptive curriculum, associated to the use of external exams as instruments of evaluating schools by the performance of their students in the exams. In this case, analyses are grounded on various research data. Those studies point to disastrous results in the educational context, with the impoverishment of pedagogical practices where activities targeted at the exams take priority. After using these two experiences to motivate the description of the references, the paper concludes by proposing that we should go beyond implementing innovations, toward processes of professional and institutional development that enable schools to produce proposals and contexts of change, and to interact critically with them.
publishDate 1999
dc.date.none.fl_str_mv 1999-06-01
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://www.revistas.usp.br/ep/article/view/27809
10.1590/S1517-97021999000100010
url https://www.revistas.usp.br/ep/article/view/27809
identifier_str_mv 10.1590/S1517-97021999000100010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/27809/29581
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 25 n. 1 (1999); 131-145
Educação e Pesquisa; Vol. 25 No. 1 (1999); 131-145
Educação e Pesquisa; Vol. 25 Núm. 1 (1999); 131-145
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
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instname_str Universidade de São Paulo (USP)
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institution USP
reponame_str Educação e Pesquisa
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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