The contexts of curriculum policy: the experience of the Escola Cabana (1997/2004)
DOI:
https://doi.org/10.5212/PraxEduc.v.5i1.139148Abstract
This article examines the contexts of production of curriculum policy for the Elementary School in a non-retention program (schooling in cycles), as designed in the city of Belém, state of Pará (Brazil) in the period from 1997 to 2004. The research was based on the investigation of the policy cycle approach (BOWE et al., 1992) and sought to incorporate discursive and textual aspects in the analysis of these politics. The research involved the analysis of documents produced by the City Council of Belém. The methodology considered that not only the contexts of development and influence are intertwined, but that they also embody meanings of the practices observed in the schools. The results indicated some ambiguity regarding the development of the above-referred policy, as the final text emphasized the importance of the context in which the practice takes place, while it also criticized the role of teachers in the process.
Keywords: Curriculum Policy. Policy cycle. Escola Cabana.
Downloads
Downloads
Published
Issue
Section
License
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
