PART 4A
1) Which theoretical approach to the curriculum is being applied today in the primary or secondary educational system in your country and why?
In a macro level, concerning primary and secondary education, Brazil theoretical approach to the curriculum uses the broad definition of curriculum, when it establishes as guidelines the types of experiences students must have to participate in the Brazilian society. However, it also uses the narrow perspective of the curriculum when it specifies subjects and contents that must be included in the so-called Common Components of curricula (Ornstein & Hunkins, 2004).
When describing the curriculum, it uses goals to be followed in each phase of education but does not define activities to be followed giving autonomy to the meso and micro level to define them.
These goals are subject related, but also expresse concerns about consciousness to socialization function (citizenship and active participation in society), subjetification function (human well-being, believes and values) and also, about qualification function (readiness to work, innovative behavior).
It is perceived that the curriculum is seen as something rational, linear, certain and possible to be compartmentalized. Thus, a technical-scientific approach is in place, and due to the participation of different actors of society involved in the curriculum development on recent efforts of the Brazilian curriculum reform, one could say this approach could be considered similar of those described by Taba and Hunkins (Ornstein & Hunkins, 2004).
In practical terms, on the informal curriculum, the focus given is mainly subject-related, especially when it comes to the meso and micro level. As schools, principals, and teachers have the autonomy to propose how curriculum will be developed, they tend to leave aside students’ inputs and the application of the knowledge acquired by students, and focus only on subjects and performance in exams, creating a teacher-centered classroom in most cases and fostering the “learnification” process of education (Biesta, 2009).
There is, however, a growing movement of the community concerned with the future of this type of curriculum and the hidden/null curricula created as its’ unexpected outcomes. Their approach could be seen as non-technical as they worry about the affective and social side of learning, advocate for a more student-centered approach and pay attention to the curriculum environment. These concerns are already being taken into consideration during the creation of the national curriculum and will probably already influence what will be proposed.
2) Which theoretical approach would you choose to re-design the curriculum and why is this model the most appropriate one?
Analyzing Brazil’s political/economic/social reality, I believe the current national curriculum approach is mostly appropriated because it focuses on education as a tool for the country’s and society’s development. However, the lack of more specific guidelines in terms of the role of education and the role of students in education leaves room for adaptations in the meso and micro level that are currently changing the curriculum to something merely focused on performance in tests. So, there is almost no room for the preached development of the student as a whole, of societal values, and of conscious citizens at the attained curriculum.
I believe that the inclusion of more post-positivist ideals could be beneficial to education in Brazil as a way to empower students, add non-school contents and create a learning culture from which the country/society could also benefit, since it is well now that not only cognitive/subject/rational are valuable for humans to reach their full potential and happiness.
3) What conditions need to be met for this design to succeed?
The economic scenario must become more stable and beneficial to all citizens, and resources concerning basic human needs must be accessible to everyone. Besides all types of interests and occupations have to be equally valued, and the growing focus on performance in evaluations have to be re-oriented, once assessments cannot be seen as the goal of education, but as a mean to get inputs to improve the learning possibilities for students.
4) What is the expected outcome of your design? What are the consequences for students, teachers and for schools as organizations?
These changes could create the ideal environment for Brazilian education to fulfill its’ intended role now only present on the recommended and written(formal) curriculum. Students would be the central part of education and would be able to embody education in their lives creating a stronger learning culture. For teachers, this would mean adapting and getting used to a non-teacher centered approach what should involve training. As for schools as organizations, they would focus on design curriculum which provides student-centered learning experiences instead of evaluation-centered.
References
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 33-46.In a macro level, concerning primary and secondary education, Brazil theoretical approach to the curriculum uses the broad definition of curriculum, when it establishes as guidelines the types of experiences students must have to participate in the Brazilian society. However, it also uses the narrow perspective of the curriculum when it specifies subjects and contents that must be included in the so-called Common Components of curricula (Ornstein & Hunkins, 2004).
When describing the curriculum, it uses goals to be followed in each phase of education but does not define activities to be followed giving autonomy to the meso and micro level to define them.
These goals are subject related, but also expresse concerns about consciousness to socialization function (citizenship and active participation in society), subjetification function (human well-being, believes and values) and also, about qualification function (readiness to work, innovative behavior).
It is perceived that the curriculum is seen as something rational, linear, certain and possible to be compartmentalized. Thus, a technical-scientific approach is in place, and due to the participation of different actors of society involved in the curriculum development on recent efforts of the Brazilian curriculum reform, one could say this approach could be considered similar of those described by Taba and Hunkins (Ornstein & Hunkins, 2004).
In practical terms, on the informal curriculum, the focus given is mainly subject-related, especially when it comes to the meso and micro level. As schools, principals, and teachers have the autonomy to propose how curriculum will be developed, they tend to leave aside students’ inputs and the application of the knowledge acquired by students, and focus only on subjects and performance in exams, creating a teacher-centered classroom in most cases and fostering the “learnification” process of education (Biesta, 2009).
There is, however, a growing movement of the community concerned with the future of this type of curriculum and the hidden/null curricula created as its’ unexpected outcomes. Their approach could be seen as non-technical as they worry about the affective and social side of learning, advocate for a more student-centered approach and pay attention to the curriculum environment. These concerns are already being taken into consideration during the creation of the national curriculum and will probably already influence what will be proposed.
2) Which theoretical approach would you choose to re-design the curriculum and why is this model the most appropriate one?
Analyzing Brazil’s political/economic/social reality, I believe the current national curriculum approach is mostly appropriated because it focuses on education as a tool for the country’s and society’s development. However, the lack of more specific guidelines in terms of the role of education and the role of students in education leaves room for adaptations in the meso and micro level that are currently changing the curriculum to something merely focused on performance in tests. So, there is almost no room for the preached development of the student as a whole, of societal values, and of conscious citizens at the attained curriculum.
I believe that the inclusion of more post-positivist ideals could be beneficial to education in Brazil as a way to empower students, add non-school contents and create a learning culture from which the country/society could also benefit, since it is well now that not only cognitive/subject/rational are valuable for humans to reach their full potential and happiness.
3) What conditions need to be met for this design to succeed?
The economic scenario must become more stable and beneficial to all citizens, and resources concerning basic human needs must be accessible to everyone. Besides all types of interests and occupations have to be equally valued, and the growing focus on performance in evaluations have to be re-oriented, once assessments cannot be seen as the goal of education, but as a mean to get inputs to improve the learning possibilities for students.
4) What is the expected outcome of your design? What are the consequences for students, teachers and for schools as organizations?
These changes could create the ideal environment for Brazilian education to fulfill its’ intended role now only present on the recommended and written(formal) curriculum. Students would be the central part of education and would be able to embody education in their lives creating a stronger learning culture. For teachers, this would mean adapting and getting used to a non-teacher centered approach what should involve training. As for schools as organizations, they would focus on design curriculum which provides student-centered learning experiences instead of evaluation-centered.
References
Ornstein, A. C., & Hunkins, F. P. (2004). Curriculum Foundations, Principles and Issues. Chapter 1 - Curriculum Development (pp. 1-23). London: Pearson.
Ornstein, A. C., & Hunkins, F. P. (2004). Curriculum Foundations, Principles and Issues. Chapter 7 - Curriculum Development (pp. 194-231). London: Pearson.
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