Taxonomies of Educational Objectives as Bases for Curriculum Planning

Benjamin Bloom’s vision of a taxonomy of educational objectives was very ambitious; it could bring order out of chaos, facilitate meaningful descriptions of educational programs and experiences, enable the development of theories and research studies, and improve teacher training in part by “orienting [teachers] to the varied possibilities of education” (emphasis by the author). Since the 1950s, numerous taxonomies have been developed, most in the cognitive domain, but also a few in the affective and psychomotor domains. During these seven decades the relationship between taxonomies of educational objectives and curriculum scholars and curriculum workers has been quite complex and, often, difficult. Claims have been made for both the potential of taxonomies for curriculum development and for the harm that taxonomies, particularly cognitive taxonomies, can do (and, some would say, have done) to curriculum theory and practice.

Da concepção à concretização: o caso da contextualização no ensino de Biologia entre os professores de Biologia na Educação no Campo

As discussões em torno da Educação no Campo (EC) são recentes e revelam diversos olhares a esse espaço. Este artigo trata de recorte de pesquisa desenvolvida durante o trabalho de conclusão de curso (TCC) de Ciências Biológicas da Universidade Federal da Fronteira Sul (UFFS-Campus Realeza/PR). O estudo voltou-se às compreensões sobre a concepção de contextualização no ensino entre quatro professores de Biologia na microregião de Francisco Beltrão/PR, contemplando três escolas do Ensino Médio da EC. A metodologia baseou-se em pesquisa bibliográfica e entrevista semi-estruturada aberta, sendo que os dados coletados foram analisados por meio da Análise Textual Discursiva (ATD). A análise dos excertos possibilitou organizar categorias como Vivência do educando (realidade/cotidiano/comunidade/); Organização Curricular (autonomia/currículo/ transposição didática) e Relações das vivências e o currículo (teoria e prática/trabalho participativo em aulas). Resultados da pesquisa levam a compreender que a EC está mais no termo de definição do que em uma EC propriamente dita, com metodologias diferenciadas para os sujeitos do campo. Contudo, depoimentos extraídos das entrevistas, trazem os esforços destes professores em relacionar temáticas do cotidiano dos estudantes com conteúdos disciplinares, em algum momento na sala de aula. A pesquisa realizada aponta para a necessidade de refletir e reorganizar o currículo da formação inicial dos licenciandos e dar maior suporte teórico-metodológico na formação continuada, minimizando os obstáculos advindos de uma fragmentação curricular que limita e distancia os sujeitos envolvidos no processo de ensino e aprendizagem dos objetivos da Educação no Campo.Palavras-chave: Educação no Campo; Contextualização no ensino; Formação docente. ABSTRACT: The discussions concernin education in rural areas are quite recent and show many different angles from which it has been looked at. This article is about research carried out during the preparation of the end-of-course written paper at the Realeza Campus of Universidade Federal da Fronteira Sul - UFFS Biological Sciences course. The studied focused on understanding of the notion of study contextualization in teaching from four Biology teachers in the micro-region of Francisco Beltrão/PR, in three High Schools with rural education in their curricula. The methodology was based on literature review and open semi-structured interviews, and the collected data is analyzed by means of textual analysis discourse. The analysis of excerpts allowed us to organize categories such as Student Experience (reality / daily life / community); Curriculum organization (autonomy / curriculum / didactic transposition) and relations of experiences and the curriculum (theory and practice /participatory work in classes). The survey results lead to understand that rural education is more in terms of definition than in a rural education itself, with different methodologies to rural players. However, testimonies extracted from interviews reflect the efforts of teachers in relate students’ everyday issues with disciplinary content at some time in the classroom. The research points to the need to reflect and organize the curriculum of the initial training of graduates and give greater theoretical and methodological support in continuing education, minimizing the obstacles arising from a curricular fragmentation that limits and distance the subjects involved in the process of teaching and learning the objectives of rural education.Keywords: Rural Education; Contextualization in Teaching; Teacher Training.