MEANINGS OF CURRICULAR INTEGRATION IN RECENT HIGH SCHOOL REFORMS: BETWEEN KNOWLEDGE AREAS AND THE DISCIPLINARY ORGANIZATION
In this paper we analyze the meanings of curriculum integration produced, disputed and fixed in the present time, focusing the High School policies in Brazil, in particular for the area of Natural Sciences and its Technologies. Official documents were investigated: the National Curriculum Parameters...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/44943 |
| Acesso em linha: | https://revistas.pucsp.br/index.php/curriculum/article/view/44943 |
| Access Level: | acceso abierto |
| Palavra-chave: | Curriculum History Curriculum Integration Knowledge Areas School Subjects. História do Currículo Integração curricular Áreas do Conhecimento Disciplinas Escolares. Historia del Currículo Integración curricular Áreas de Conocimiento Materias Escolares. |
| Resumo: | In this paper we analyze the meanings of curriculum integration produced, disputed and fixed in the present time, focusing the High School policies in Brazil, in particular for the area of Natural Sciences and its Technologies. Official documents were investigated: the National Curriculum Parameters, the High School Reform and the Common Curriculum National Base. The idea was to analyze the regulations and effects of these policies, taking as reference a historical and important clash that is explicit and gains strength between the areas of knowledge and the school subjects. In dialogue with Michel Foucault, curriculists (such as Thomas Popkewitz and Stephen Ball) and historians (Reinhart Koselleck, for example), a discursive approach is taken to produce a Curriculum History to the Present. Taking interdisciplinarity as the hegemonic meaning that curriculum integration has historically assumed, we analyze the displacements of reformist discourse towards the areas of knowledge, even though regulated by the rules and standards of disciplinary organization. In this movement, the term school subject is no longer stated, in a movement that shifts the senses of curriculum integration in the dialogue with the curriculum components. The notions of competences and skills become elements of the adjectivation of disciplined knowledge, producing effects on the way we come to think about the 'validity' of what we teach and learn in high school, as well as our roles as teachers and students at this level of schooling. |
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