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Publication
Concepção de currículos de ciências: análise dos princípios ideológicos e pedagógicos dos autores
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Advisor(s)
Abstract(s)
Concepção de currículos de ciências: análise dos princípios ideoló gicos e pedagógicos dos autores. O estudo analisa em que medida a mensagem socio lógica transmitida pelo Discurso Pedagógico Oficial, veiculado no currículo do 3º ciclo do ensino básico português, traduz os princípios ideológicos e pedagógicos das suas
autoras. A investigação apresenta pressupostos epistemológicos e sociológicos e está particularmente baseada na teoria do discurso pedagógico de Bernstein.Os princípios ideológicos dizem respeito a grandes metas da educação e os princípios pedagógicos a características da prática pedagógica. Os dados foram obtidos através de uma entrevista semiestruturada feita às autoras e de análise documental de publicações por elas produ zidas. Os resultados sugerem que as autoras valorizavam diferentes princípios ideoló gicos e pedagógicos e mostram que existiam descontinuidades entre esses princípios e a mensagem do currículo. Estes resultados são discutidos e exploram-se as suas consequências em termos de aprendizagem científica.
Science curricula design: analysis of authors’ ideological and pedagogical principles. The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle school contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles refer to broad educational aims and the pedagogical principles to characteristics of the pedagogic practice. Data was obtained through a semi structured interview to the authors and documental analysis to publications they had produced. The results suggest that the authors were distinct in the ideological and pedagogical principles they valued and that discontinuities were evident between those principles and the curriculum message. These results are discussed and their consequences in terms of scientific learning are explored.
Science curricula design: analysis of authors’ ideological and pedagogical principles. The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle school contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles refer to broad educational aims and the pedagogical principles to characteristics of the pedagogic practice. Data was obtained through a semi structured interview to the authors and documental analysis to publications they had produced. The results suggest that the authors were distinct in the ideological and pedagogical principles they valued and that discontinuities were evident between those principles and the curriculum message. These results are discussed and their consequences in terms of scientific learning are explored.
Description
Keywords
Educação científica Currículos Princípios ideológicos Princípios pedagógicos Contexto social Scientific education Curricula Ideological principles Pedagogical principles Social context
Citation
Ferreira, S., Morais, A. M., & Neves, I. P. (2010). Concepção de currículos de ciências: Análise dos princípios ideológicos e pedagógicos dos autores. Educação & Realidade, 35(1), 283-309.
Publisher
Universidade Federal do Rio Grande do Sul