scholarly journals Reformas curriculares para o ensino médio: perspectivas e proposições da Base Nacional Comum Curricular à area de Ciências da Natureza

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Eliezer Alves Martins ◽  
Maira Ferreira
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Common Core ◽  
Teaching Practice ◽  
National Curriculum ◽  
Analytical Framework ◽  
Natural Sciences ◽  
Policy Cycle ◽  
National Education ◽  
Government Websites

Resumo: Este artigo é referente à uma análise documental sobre políticas curriculares para o Ensino Médio, após a promulgação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96). Entre os objetivos, destaca-se a análise das três versões da Base Nacional Comum Curricular para o Ensino Médio, buscando discutir os princípios desta política curricular para a área de Ciências da Natureza, as aproximações e os distanciamentos nas diferentes edições do documento, considerando o cenário brasileiro e o modo como grupos e agendas financiam e promovem reformas educacionais no contexto da prática docente. A partir da busca em sites governamentais e de agências privadas, procedeu-se a análise dos documentos empíricos com base na Abordagem do Ciclo de Políticas, referencial metodológico-analítico que leva em consideração os contextos de influência, produção de texto e da prática. Para tal, focalizamos as análises nos contextos de influência e de produção de texto, mostrando que as políticas curriculares são efeitos e resultados de lutas e disputas de poder em contexto. Como resultado, foi observado que a construção das proposições e princípios curriculares sofrem influências de múltiplas agendas nacionais e internacionais. Além disso evidencia-se as relações híbridas de cunho global com proposições e princípios pedagógicos que fundamentam o pensamento neoliberal de superação, de autonomia e de competitividade entre os sujeitos, com temáticas que fragilizam a integração curricular entre os componentes curriculares na área de Ciências da Natureza, ao mitigar possibilidades com outras áreas pelo caráter disciplinar como vem sendo apresentada a política de reforma curricular pela BNCC.Palavras-chave: Reformas curriculares. Ensino médio. Ciclo de políticas. CURRICULAR REFORMS FOR HIGH SCHOOL: PERSPECTIVES AND PROPOSITIONS OF THE NATIONAL CURRICULUM COMMON CORE TO THE AREA OF NATURAL SCIENCES Abstract: This paper is about a documentary analysis of curricular policies for High School, after the promulgation of the Law on Guidelines and Bases of National Education (LGBNE/ 96). Among the objectives, we highlight the analysis of the three versions of the National Curriculum Common Core for High School seeking to discuss the principles of this curricular policy for the area of Natural Sciences, approaches and distances in different editions of the document, considering the Brazilian scenario and the way as groups and agendas finance and promote educational reforms in the context of teaching practice. From the search of government websites and private agencies, we analyzed the empirical documents based on the policy cycle approach a methodological-analytical framework that considers the contexts of influence, production of policy text and practice. For this, we focus the analyzes in the contexts of influence and context of policy text production, showing that curricular policies are effects and results of power struggles and disputes in context. As a result, it was observed that the construction of curricular propositions and principles are influenced by multiple national and international agendas. In addition, it is evidencing hybrid relationships of a global nature with pedagogical propositions and principles that support neoliberal thinking about self-improvement, autonomy, and competitiveness among the subjects with thematic aspects that weaken the curricular integration between the curricular components in the area of Natural Sciences, by mitigating possibilities with other areas for the disciplinary character as BNCC curriculum reform policy has been presented.Keywords: Curricular reforms. High school. Policy cycle.

scholarly journals CONTRIBUIÇÕES À FORMAÇÃO DE PROFESSORES DE QUÍMICA PARA ATUAÇÃO EM ESPAÇO DE EDUCAÇÃO NÃO FORMAL: QUADRO ANALÍTICO COMO FACILITADOR DA AVALIAÇÃO

Química Nova ◽  
2021 ◽  
Author(s):  
Ariane Lourenço ◽  
Maria Vizotto ◽  
Salete Queiroz
Keyword(s):  
Teacher Education ◽  
Formal Education ◽  
Teaching Practice ◽  
Analytical Framework ◽  
Natural Sciences ◽  
Teaching Methodology ◽  
Educational Setting ◽  
Chemistry Teacher ◽  
Teaching Chemistry ◽  
Four Levels

CONTRIBUTIONS TO CHEMISTRY TEACHER EDUCATION FOR ACTION IN NON-FORMAL EDUCATIONAL SETTING: ANALYTICAL FRAMEWORK AS AN EVALUATION FACILITATOR. This work presents an analytical framework focusing on the evaluation of contributions of formative actions to teaching practice. It consists of thirteen indicators, distributed into four levels, The framework was developed from analyzing participants’ final assignment, who attended a Specialization Course in Teaching Methodology in Natural Sciences, offered in a non-formal education setting. Potentialities and limitations related to the teacher education framework are discussed, as well as its application in the context of teaching chemistry.

scholarly journals Implicit aspects of the National Common Curricular Base: some implications in the current context

2021 ◽  
Vol 2 (1) ◽  
pp. e12326
Author(s):  
Antoniclebio Cavalcante Eça ◽  
Claudio Pinto Nunes
Keyword(s):  
High School ◽  
Basic Education ◽  
National Curriculum ◽  
Learning And Development ◽  
Official Document ◽  
National Education ◽  
Childhood Education ◽  
School Based ◽  
Current Context ◽  
The Common

This work consists of analyzing and discussing some aspects that are implicit in the Common Base National Curriculum - BNCC, which was approved by the National Education Council and approved by the MEC, initially in the year 2017 with early childhood education and, later, in 2018, high school. Based on a bibliographic and documentary research, it was possible to identify that the BNCC, when approved and ratified on different dates when related to the teaching stages, members of basic education, demonstrated to have a certain fragmentation, opposing the critical conception of rights, objectives of learning and development, as provided for by law. It is concluded, therefore, that the implications implicit in this official document, dated and published in the context of a political-ideological, economic and social crisis, consequently have been unfolding and strengthening the precariousness and the dismantling of Brazilian education, requiring a wide opening of debates and discussions for new possibilities of changes in the structure and current conjuncture of the country.

scholarly journals Bioethics in High School Classes

Pannoniana ◽  
2019 ◽  
Vol 3 (1-2) ◽  
pp. 34-53
Author(s):  
Berislav Čović ◽  
Mile Marinčić
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Natural Sciences ◽  
Human Being ◽  
Mature Individual ◽  
Educational Group ◽  
Long Run ◽  
The Status

Abstract We are witnesses of an attempt to enforce the curriculum reform in Croatia, as well as a proposal of a school for life.2 While the intent of this presentation is not to analyse the curriculum reform, it is important to mention that the curriculum reform, within the framework of the general educational group of subjects, kept the subjects like Ethics and Religion. Unfortunately, some subjects, such as History, Biology or Chemistry could lose their hours in the long run. The reason for bringing this up is simple. It could happen, and this would in no way be good, that within the corpus of teachers a devaluation of certain subjects occurs, as well as animosity among colleagues. When we take a look at the statements of certain politicians3 on some subjects (their importance and unimportance), the status of professors etc. we see just how much Croatia needs the constant repetition of the fact that a wholesome, well-rounded, mature individual is not made by brilliance in the STEM area nor excellence in natural sciences, but that very same individual also must strive for excellence and well-roundedness in the cultural, ethical, moral, and any other sense which makes up one of the wheels in the wholesomeness of a person. Any curriculum process, school for life or something of the sort, which would exclude some of the segments in the process of education in terms of the wholesomeness of a human being could only damage society on all levels in the long run.

Classroom Teaching Transitions in K–12 Schools in China

2021 ◽  
Author(s):  
Yeqin Kang ◽  
Haiyan Qiang
Keyword(s):  
Curriculum Reform ◽  
Flipped Classroom ◽  
Intellectual Development ◽  
Teaching Practice ◽  
New Technologies ◽  
Life Experience ◽  
Rapid Development ◽  
National Curriculum ◽  
Classroom Teaching ◽  
K 12

Since the mid-1990s, research and debates around classroom teaching reform have flourished, generating some popular classroom teaching theories, like life practice pedagogy, contextualized teaching, language immersion teaching, subjective teaching, and student-centered teaching, in response to the rapid development of economy, education, information technology, and international communication. At the same time, teaching experiments have been conducted in elementary and secondary schools under these theories for two decades or longer. Officially, a nationwide curriculum reform was launched in China at the beginning of the 21st century, to meet the educational goal of students’ full development. As a result, the long-existing traditional classroom teaching, as the core of the reform, has witnessed some significant changes. Teachers, as the key to classroom teaching, have gone through transitions from knowledge imparters to facilitators. Meanwhile, students have become more active learners, interacting with teachers and other fellow students. Thus, the teaching process became more learning centered, interactive, and dynamic. Courses on teaching content, previously the only required courses in the National Instructional Guideline (jiao xue da gang), have been enriched by optional courses and activity courses with a concentration on life experience and interactions with National Curriculum Standards. Furthermore, with new technologies being adopted in the 2010s, classroom teaching is now organized in the form of a flipped classroom or micro-lecture, to enhance quality education (su zhi jiao yu). However, in classroom teaching practice, students’ subjectivity (zhu ti xing) as unique individuals with autonomy and creativity has not yet been truly realized, and their non-intellectual development, such as will power, engagement, critical thinking, and creativity, are not emphasized as expected. In addition, inequality exists in different areas and different types of schools. Great efforts from all sectors in China are still required to create a healthy and ecological education system.

Common Core State Standards

2013 ◽  
pp. 50-82
Author(s):  
Carol Adamec Brown
Keyword(s):  
Education Reform ◽  
Common Core ◽  
Common Core State Standards ◽  
English Language ◽  
Core Curriculum ◽  
National Curriculum ◽  
State Standards ◽  
Core State ◽  
National Education ◽  
College Classrooms

Following the National Education Summit in 2000, the National Governors Association and the Council for Chief State School Officers proposed the Common Core State Standards for mathematics and English language arts. The rationale is to provide a consistent core curriculum for all schools in the United States. Each state has opportunity to contribute to the rigor, clarity, and specificity of the standards. Incentives for states to implement the national curriculum are identified in the Blueprint for ESEA, a federal initiative to implement education reforms. Policy makers and educators agree that achievement gaps between students in the U.S. and other higher performing countries must be closed. In addition, our children must be prepared for college classrooms and globally competitive careers. This chapter provides the history of standards-based education reform, the pros and cons of a nationally standardized curriculum, and current progress in implementation of Common Core State Standards.

scholarly journals USING STUDENTS’ VOICE TOWARDS QUALITY IMPROVEMENT OF ANGOLAN SECONDARY PHYSIC CLASSES

2018 ◽  
Vol 76 (3) ◽  
pp. 289-298
Author(s):  
Maria da Graça Breganha ◽  
Betina da Silva Lopes ◽  
Nilza Costa
Keyword(s):  
Secondary Education ◽  
Curriculum Reform ◽  
Teaching Practice ◽  
National Curriculum ◽  
Voice Quality ◽  
Learning Experiences ◽  
Quality Education ◽  
Innovative Teaching ◽  
9Th Grade ◽  
Physics Classes

Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students’ voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students’ voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students’ involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant. Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students’ voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all. Keywords: Angola, physics classes, secondary education, students’ voice, quality education.

Common Core State Standards

2015 ◽  
pp. 21-51
Author(s):  
Carol Adamec Brown
Keyword(s):  
Education Reform ◽  
Common Core ◽  
Common Core State Standards ◽  
English Language ◽  
Core Curriculum ◽  
National Curriculum ◽  
State Standards ◽  
Core State ◽  
National Education ◽  
College Classrooms

Following the National Education Summit in 2000, the National Governors Association and the Council for Chief State School Officers proposed the Common Core State Standards for mathematics and English language arts. The rationale is to provide a consistent core curriculum for all schools in the United States. Each state has opportunity to contribute to the rigor, clarity, and specificity of the standards. Incentives for states to implement the national curriculum are identified in the Blueprint for ESEA, a federal initiative to implement education reforms. Policy makers and educators agree that achievement gaps between students in the U.S. and other higher performing countries must be closed. In addition, our children must be prepared for college classrooms and globally competitive careers. This chapter provides the history of standards-based education reform, the pros and cons of a nationally standardized curriculum, and current progress in implementation of Common Core State Standards.

scholarly journals SDG’s Quality Education Approach: Comparative Analysis of Natural Sciences Curriculum Guidelines between Taiwan and Colombia

2021 ◽  
Vol 13 (6) ◽  
pp. 3352
Author(s):  
José Molina ◽  
Nguyen Viet Hai ◽  
Ping-Han Cheng ◽  
Chun-Yen Chang
Keyword(s):  
Comparative Analysis ◽  
Scientific Literacy ◽  
National Curriculum ◽  
Natural Sciences ◽  
Quality Education ◽  
National Education ◽  
The Core ◽  
National Education Systems ◽  
Curriculum Guidelines ◽  
Curriculum Policies

In this comparative analysis, the cases of Taiwan and Colombia display two paths for designing a natural sciences curriculum related to quality education goals. Their differences are based on their central concepts, definitions of learning stages, delimitations of cross-subjects and cores of scientific knowledge, and alignment with international assessments. The core practices in Taiwanese curriculum guidelines are to develop inquiries, research, and experimentations to promote scientific literacy and citizenship. In contrast, the core Colombian practices construct explanations based on scientific ideas, gathering information, and using evidence. Between both countries, there is also a concordance over practices related to obtaining and communicating information. These results show the importance of curriculum policy factors such as epistemological definitions, diagnostics and representations of social expectations, alignment instruments, curriculum definitions, and design criteria of teaching processes. The differences between national curriculum policies are identified in a comparative strategy of contexts, medium-term processes to reform the national education systems or schooling features. Curriculum guidelines respond to their intellectual traditions, theoretical and pedagogical influences, and current requirements of policies. These criteria allow for the identification of cooperative issues in specific areas of science education between both countries, such as teacher education, technological and pedagogical knowledge, and curriculum alignment.

scholarly journals BEHIND THE POWER OF THE HEADMASTER IN THE CHANGING OF CURRICULUM AT PUBLIC HIGH SCHOOL OF DARUSSHOLAH SINGOJURUH REGENCY OF BANYUWANGI

2018 ◽  
Author(s):  
agus mursidi ◽  
(Proceedings The International Seminar Doctoral Program Of C
Keyword(s):  
High School ◽  
Government Regulation ◽  
National Curriculum ◽  
Education Law ◽  
Public High School ◽  
National Education ◽  
Depth Interview ◽  
Qualitative Descriptive ◽  
The Government

The educational curriculum of Public High School (SMAN) is a benchmark to see the development of students which has been regulated by the government through the National Education Law. SMAN Darussholah Singojuruh is a collaboration school between public school which is under the responsibility of National Education and pesantren which is under the responsibility of Ministry of Religion, which has a national curriculum model combined with the curriculum of pesantren. The combination of these two curriculums raises a problem, so that the role of the headmaster in deciding the applicable curriculum becomes important. This condition can bring up the headmaster's power in determining the subjects in the collaboration school’s curriculum plan. The research is conducted in the form of qualitative descriptive, the data were probed by using the theory of power to see the role of headmasters in determining the policy in collaborative schools. Data collection is done through observation using audio visual and in-depth interview. Then, it was analyzed by using triangulation data analysis to obtain data accuracy. The role of headmaster in determining the collaborative curriculum shows that there are deviations in curriculum development, resulting in changes in the subjects that have been determined previously by the government through Government Regulation No. 13 Year 2014.

scholarly journals Information Technology Gifted Program under the National Curriculum Reform of Basic Education: A Case Study on a Senior High-School in Shanghai, China

2020 ◽  
Vol 71 ◽  
pp. 77-97
Author(s):  
Phunsapphaisan THANON ◽  
Zhihua XIA ◽  
Yuan XUN
Keyword(s):  
High School ◽  
Information Technology ◽  
Curriculum Reform ◽  
Basic Education ◽  
National Curriculum ◽  
Gifted Students ◽  
Independent Study ◽  
Senior High School ◽  
Structured Interviews ◽  
Gifted Program

As the definition of ‘giftedness’ differs by country, policy set to support gifted education differs accordingly. The objective of this study is to investigate the outcomes of the IT Gifted Program offered by Yi Chuan Senior High School in Shanghai. The participants are 24 students who were or had been enrolled in this program. Data was collected through semi-structured interviews and documents related to the program. The IT Gifted Program is found to boost participants’ confidence in their abilities in the information technology field. Furthermore, most of the gifted students reported great learning improvements in all academic areas, showed increased confidence in general and were more engaged in both collaborative learning and independent study. Most importantly, positive outcomes in terms of successful admission to higher education institutions are evidenced.

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