Suggestions for the development of the next national curriculum through discussion on curriculum autonomy: Focusing on teachers’ curriculum policy

2021 ◽  
Vol 39 (4) ◽  
pp. 5-33
Author(s):  
Yul-Li Jeong ◽  
Jae-Ill Lim
Keyword(s):  
National Curriculum ◽  
Curriculum Policy

scholarly journals TEORIA CURRICULAR E GEOGRAFIA: convites à reflexão sobre a BNCC

2019 ◽  
Vol 9 (17) ◽  
pp. 86-108
Author(s):  
Hugo Heleno Camilo Costa ◽  
Phelipe Florez Rodrigues ◽  
Guilherme Pereira Stribel
Keyword(s):  
National Curriculum ◽  
Curriculum Policy ◽  
Social Production ◽  
Geographic Education ◽  
Geography Teaching ◽  
Geographic Thought ◽  
Daily Experiences ◽  
Educational Processes ◽  
The Difference ◽  
Social Debate

Considerando a centralidade da Base Nacional Comum Curricular (BNCC) no cenário das políticas de currículo, este trabalho propõe a reflexão sobre o caráter negligente de seus pressupostos para com a pesquisa acumulada ao longo do tempo, nos campos do Currículo e Educação Geográfica. Assim sendo, apropriamos dois convites de trabalhos de Janet Miller e Ivor Goodson, para pensarmos a política em questão. Além destes autores, também pautamos nossa argumentação com os estudos de Elizabeth Macedo e Alice Lopes, nas discussões sobre teoria e política curricular; Lana Cavalcanti e Marcelo Pereira, sobre ensino de geografia; e Ruy Moreira e Milton Santos como acessos ao pensamento geográfico. O texto se inicia pela discussão de currículo, assinalando a dissonância entre a proposta e o debate sobre teoria curricular. Em seguida, a discussão aponta para o caráter antidemocrático que dinamiza a proposta de base, ao negligenciar o debate social acumulado na pesquisa, as experiências cotidianas e a diferença na produção social. Por fim, acenamos para que os argumentos definidos para Geografia não dialogam com o campo e pontuamos que a BNCC desconsidera o caráter transgressor dos processos educativos (e) de produção de sentido sobre e na escola, no e sobre o espaço.PALAVRAS-CHAVEBase Nacional Comum Curricular, Currículo, Educação Geográfica.CURRICULUM THEORY AND GEOGRAPHY: invitations to the BNCC reflectionABSTRACTConsidering the centrality of the National Curriculum Base (BNCC) in the curriculum policy scenario, this paper proposes to reflect on the negligence of its assumptions towards the research accumulated over time in the fields of Curriculum and Geographic Education. So we took two invitations from Janet Miller and Ivor Goodson to think about the policy in question. In addition to these authors, we also set out our arguments with the studies of Elizabeth Macedo and Alice Lopes, in the discussions on theory and curricular policy; Lana Cavalcanti and Marcelo Pereira, on geography teaching; and Ruy Moreira and Milton Santos as access to geographic thought. The text begins with the discussion of curriculum, pointing out the dissonance between the proposal and the debate about curricular theory. Next, the discussion points to the antidemocratic character that invigorates the basic proposal, neglecting the accumulated social debate in the research, daily experiences and the difference in social production. Finally, we stress that the arguments defined for Geography do not dialogue with the field and we point out that the BNCC disregards the transgressor character of the educational processes (e) of production of meaning on and in school, in and on space.KEYWORDSNational Common Curricular Base, Curriculum, Geographic education.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals A Comparative Study of Biology Curricula in England, Scotland and the Czech Republic

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Jakub Holec
Keyword(s):  
Czech Republic ◽  
Learning Outcomes ◽  
National Curriculum ◽  
Biology Education ◽  
Point Of View ◽  
Curriculum Policy ◽  
Disciplinary Knowledge ◽  
The Czech Republic ◽  
Curriculum Review ◽  
The One

In recent years, both in the Czech Republic and abroad, there has been a debate about the renaissance of educational content and its intended form expressed in national curricula. From the curriculum analyses point of view, it is highly interesting to compare similar curricula created in different contexts, on the one hand, and different curricula created in similar contexts on the other hand. On the basis of the context-curriculum analysis, the curricula of England, Scotland and the Czech Republic were selected. The paper seeks to explore biology education in three National Curriculum Frameworks in the field of primary and lower secondary education. The comparative analysis is a tool for a deeper understanding the intended learning objectives as stated in the curricula. It provides an opportunity to compare different types of curricula and analyse biology content organization and the cognitive demands of the respective disciplinary knowledge, at least judging from the curriculum documents. The paper contributes to comparative curriculum research and provides the knowledge needed for the future process of curriculum review in the Czech Republic. I conclude that, while all these curricula emphasize learning outcomes and experiences, there are distinct differences between them in a stronger emphasis on the disciplinary knowledge or developing transversal competencies. It is reflected in both the learning outcomes formulation and the level of their specificity. This paper offers a contribution to the debate about the way in which particular disciplinary content is organized and taught from the perspective of a specific curriculum policy.

Applying Collaborative Governance to the National Curriculum Policy: Issues and Tasks

2018 ◽  
Vol 36 (2) ◽  
pp. 31-62
Author(s):  
Hyun-Seok Shin ◽  
◽  
Yang-Soon Jung ◽  
Ki Hyun Yoon ◽  
◽  
...  
Keyword(s):  
National Curriculum ◽  
Collaborative Governance ◽  
Curriculum Policy ◽  
Policy Issues

scholarly journals Agency and intermediate phase writing in a farm school

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Margaret A. Hill
Keyword(s):  
Intermediate Phase ◽  
Tertiary Education ◽  
National Curriculum ◽  
School Management ◽  
Literacy Coach ◽  
Curriculum Policy ◽  
New Literacy ◽  
New Literacy Studies ◽  
Learning And Teaching ◽  
Visual Approach

Against a background that raises problems associated with the classification of languages incurrent South African curriculum policy, this article describes a programme based on a visual approach to writing, implemented in a farm school. The medium of instruction was English. The home languages of the teachers and learners were Afrikaans and isiXhosa. Sociocultural perspectives congruent with those of New Literacy Studies influenced the design of the writing programme. The school management had identified a serious deficit in intermediate phase (Grades 4–6) learners’ ability to perform beyond typical responses to rote learning. The brief given to the literacy coach by the school management was to develop their ability to use English – the language of learning and teaching (LoLT) of the school – expressively, to help them to construct original texts and to improve their mastery of the conventions of text. The management’s main aim was to promote the learners’ agency in their use of English, as it had come to see this ability as crucial to academic progress in higher Grades and to success in tertiary education. The literacy coach implemented a visual approach to composing original texts. Key successes were evident in the variety, volume and literary quality of the learners’ texts, which exceeded expectations specified in the National Curriculum Statement applicable at the time.

scholarly journals The Dinosaurs Died a Long Time Ago: A Story from English in the New Zealand Curriculum

2000 ◽  
Author(s):  
Christina Thornley ◽  
Karon Read ◽  
Vivienne Eason
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
National Curriculum ◽  
Literacy Learning ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Long Time ◽  
Children’S Work ◽  
Achievement Levels

It is now six years since English in the New Zealand Curriculum (Ministry of Education, 1994) was mandated as curriculum policy for New Zealand classrooms. While the debate that surrounded the introduction of achievement levels for language learning in this national curriculum statement appears to have abated, it is essential that teachers continue to discuss the implications of the levels for literacy programmes. This paper describes a research case study undertaken in two Year One classrooms where the children's work in exploring language is analysed against the achievement levels, raising concerns related to the possible underestimation of their abilities in literacy learning.

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