MEDIAÇÕES E PRODUÇÃO DE SENTIDOS EM POLÍTICAS DE
CURRÍCULO: OS CONTEXTOS DE CONSTRUÇÃO DA POLÍTICA DE CICLO
NA EXPERIÊNCIA DA ESCOLA CABANA (1997/2004)
Currículo
Ensino fundamental
Política educacional
Ciclo de políticas
Escola Cabana
Belém (PA)
Education
Curriculum policies
Policy cycle
Cabana school
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Abstract
This study analyses the experience of the curriculum reorientation of the cycle policy for the
ensino fundamental (elementary + middle school) in Belém city, Pará state, Brazil, during
two consecutive terms of the municipal government (1997-2000 and 2000-2004), and
attempts to understand the mediations and the possible hybrid meanings of the texts and
discourses produced in this curriculum policy. This work is part of the analyses proposed by
the field of curriculum, and its theoretical perspective considered the curriculum as a cultural
policy, where disputes for meaning and the production of certain symbolic developments are
at stake. The theoretical reference that subsidized my analysis drew from the concept of
continuous policy cycle, formulated by Professor Stephen Ball, an English researcher.
Highlighting the complex and controversial nature of the educational policy, his theory
proposes the existence of a continuous policy cycle that comprises five contexts: the influence
context, the context of text production, the practice context, the context of results, and the
context of political strategy. I analyzed the documents, considering the curriculum texts as
complex processes that involve their production, breaking with the analyses that treat the
official documents as exclusive elaborations of government, while practices are the setting
for the implementation of these official discourses, or a rebellion against them. The
methodology used came from the contributions of qualitative research in education, and the
documents were analyzed according to the texts complexity and the discourses produced by
the cycle policy of Cabana School. In the empirical analysis of the documents, I considered
the educational policy as discourses and texts simultaneously. I interviewed one of the
technicians who participated in the cabana school management on an open and flexible basis,
aiming to understand the production process and the documents presentation to the municipal
school system. Analyzing the contexts of influence and production of texts of the cycle
policy, as proposed in the policies cycle, I argued that the course of these texts construction,
consolidated during the eight-year term of cabana school management, turned from a
restrictive discourse, in relation to the practice context, to another type of discourse now
more open and likely to allow different readings. This course was gradually altered along the
policy building although, on many occasions, it is possible to notice there was an attempt to
restrict the senses of practice. Finally, I considered that understanding the undetermined
aspect of the curriculum policies can enlarge the possibilities of analysis since one considers
the plurality of the processes that involve the production of the curriculum policies in the
diffuse context of the contemporary culture.
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Document type
TeseFormat
application/pdf
Subject(s)
EducaçãoCurrículo
Ensino fundamental
Política educacional
Ciclo de políticas
Escola Cabana
Belém (PA)
Education
Curriculum policies
Policy cycle
Cabana school
CNPQ::CIENCIAS HUMANAS::EDUCACAO