Session Information
03 SES 02 B, Curriculum Policy and Practice.
Paper Session
Contribution
In the portuguese educational system, the period between the end of 20th century 90’s and the end of 21st decade (2008) configures a time of changes in the curricular policies that sets a perspective turn in the way of thinking and developing the curriculum and the ways to conceive learning. Since then several academic studies were realized that give us elements, many times, in the optic of case studies what justifies the need for a generalized systematization of the knowledge produced in that domain. At the same time, in Portugal’s academic investigation and production the mapping studies are relatively recent what justifies an increased attention to the knowledge produced about the state of art. Effectively, its starting to feel, on the side of the scientific community associated with curriculum, in increasing interest in mapping the curricular studies carried out in Portugal, Fernandes (2007), Leite (2005), (Pacheco, 2002, 2005), Roldão (2005) and others like periodic editions in reviews about curricular studies and other studies available on-line.
It’s with the intention to contribute to the production of knowledge in the education and curriculum field that we realized the mapping (Paulston, 1994) of academic studies, masters and doctoral dissertations, produced in Portugal between 1998 and 2008. Therefore, the general objective of this presentation is to build cartography of those studies that can contribute to the clarification of subject tendencies that have marked these studies, and the curricular perspectives behind them.
In a concrete way, the specific objectives of this investigation are: catalog academic studies realized in Portugal in the curriculum field in the decade of 1998-2008; to analyze the most researched contexts and themes; mark relations (convergent and/or divergent) between the different studies in what concerns to the theoretical-methodological referents.
Paulston (1994) considers it a process of representation of the produced knowledge in a designated field or domain in which the representation act (cartography) constitutes, itself, a new look, the mapping constitutes a knowledge interpretation process that aims to find and place its meanings. It is with this idea in mind that we position ourselves in the research we performed and want to share in this presentation. Mapping the academic studies relies in our desire to approach a comprehensive posture, close to the one defended by Paulston (1994), when he stands an interpellative reading of the phenomena where all the visions and postures “find space and relation with similar forms” (ibidem: 224). This is an approach corroborated by Cortesão et al., (1994: 51) when they stand that the primary intention of this exercise “is to make visible the increasing complexity of knowledge approaches”, and also legitimates our intention to develop the possible intertextualities between different studies that can contribute to a ample vision of this knowledge area.
Method
Expected Outcomes
References
Cortesão Luíza, Magalhães António e Stoer, Stephen (1999). “Mapeando decisões no campo da educação no âmbito do processo da realização das políticas educativas”, in Educação, Sociedade e Culturas, nº 15. Porto: Edições Afrontamento, pp.45-58. Fernandes, Preciosa (2007). O currículo do Ensino Básico em Portugal na transição para o séc. XXI – um mapeamento dos discursos políticos, académicos e de “prático”. Porto:FPCE – UP (Dissertação de Doutoramento). Leite, Carlinda (Org). (2005). Mudanças curriculares no ensino básico nesta transição de século: Porto: Porto Editora Pacheco José.Augusto (2002).”Notas para uma síntese de uma década de consolidação dos estudos curriculares”, in Investigar em Educação, Revista da Sociedade Portuguesa de Ciências da Educação, Volume 1, nº1, Julho de 2002, pp.227-273. Pacheco José.Augusto (2005). Estudos Curriculares. Para a compreensão crítica da educação. Porto: Porto Editora. Paulston, Rolland (1994). “ Mapeando a educação comparada depois da pós-modernidade”, Educação Sociedade e Culturas, 16, 203-239. Paulston Rolland e Liebman, Martin (2000). “Social Cartography. A new metaphor/tool for comparative studies”, in PAULSTON, R. (2000) Social Cartography. Mapping ways seeing social and educational change. London: Garland Publishing, pp 7-28. Roldão, Maria do Céu (2005) (Coord.). Estudos de práticas de Gestão do Currículo – que qualidade de ensino e de aprendizagem? Lisboa: Universidade Católica Portuguesa.
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