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Um olhar etnográfico sobre o currículo
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Abstract(s)
Tendo em conta a evolução das perspectivas teóricas de Currículo, bem distantes da visão simplista e
pressupostamente científica corporizada na Didática, enquanto “ciência” do ensino, que caracterizou
os primeiros anos deste campo, este artigo visa refletir sobre a etnografia como metodologia de
investigação curricular. De facto, se as leituras críticas e pós-críticas do Currículo tiveram o condão de
nos alertar para um outro mundo (subterrâneo), onde se cruzam relações de poder na sua construção,
uma prática curricular consciente consequente exige um olhar etnográfico, atento, implicado, sem pré conceitos, que permita a compreensão da realidade social, cultural, histórica, política e antropológica
dos sujeitos envolvidos na escolarização, do ponto de vista deles próprios. Esse olhar etnográfico
permitirá aceder a todo um manancial de “conhecimento profano” dos sujeitos vulgares que povoam o
mundo da escola, sem que seja considerado menor ou ilegítimo, na construção das suas identidades.
Tal exige a imersão no terreno, o conhecer a cultura como se fosse um nativo. Porque, uma coisa é
olhar para o Currículo como proposta político-pedagógica que explicita intenções, sendo por isso
necessária uma abordagem macro que passa pela análise da política educativa; outra coisa é olhar para
o Currículo, numa abordagem micro, mergulhados no mundo real dos alunos enquanto sujeitos
fenomenológicos, com a sua história, o seu background e as suas referências culturais. É neste ponto
de abordagem micro, do Currículo enquanto prática de construção social de identidades, que em meu
entender a etnografia deve intervir na educação e investigação curricular.
This paper aims at reflecting on the ethnography as a methodology of curriculum research, taking into account the evolution of the theoretical perspectives of curriculum, which are now far away from the simplistic and supposedly scientific vision embodied in the didactics as "science" of teaching, which characterized the early years of this field. In fact, if the critical and post-critical curriculum analysis had the power to alert us to another (underground) world, where power relations play an important role, a consequently conscious curriculum practice does require an ethnographic attitude, without preconceptions, thus allowing us to understand the social, cultural, historical, political and anthropological reality of the subjects involved in schooling, from their own standpoint. This ethno vision will allow us to get access to a whole set of "non-sacred knowledge" of common people that populate the school without being considered minor or illegitimate, for the construction of their identities. This demands from the curriculum researcher an immersion in the field, in order to apprehend the other’s culture as if he were a real native. One thing is to face the curriculum as a political and pedagogical proposal at the level of intentions, thus involving a macro analysis of educational policy; another thing is to look at the curriculum, in a micro approach, entering deep inside the world of the learners, while phenomenological subjects, with their own histories, own backgrounds and own cultural references, that is to say, to look at the curriculum as a practice of social construction of identities. It is at this point of micro curricular approach that, in my opinion, the ethnography could be a great help for education and curriculum research.
This paper aims at reflecting on the ethnography as a methodology of curriculum research, taking into account the evolution of the theoretical perspectives of curriculum, which are now far away from the simplistic and supposedly scientific vision embodied in the didactics as "science" of teaching, which characterized the early years of this field. In fact, if the critical and post-critical curriculum analysis had the power to alert us to another (underground) world, where power relations play an important role, a consequently conscious curriculum practice does require an ethnographic attitude, without preconceptions, thus allowing us to understand the social, cultural, historical, political and anthropological reality of the subjects involved in schooling, from their own standpoint. This ethno vision will allow us to get access to a whole set of "non-sacred knowledge" of common people that populate the school without being considered minor or illegitimate, for the construction of their identities. This demands from the curriculum researcher an immersion in the field, in order to apprehend the other’s culture as if he were a real native. One thing is to face the curriculum as a political and pedagogical proposal at the level of intentions, thus involving a macro analysis of educational policy; another thing is to look at the curriculum, in a micro approach, entering deep inside the world of the learners, while phenomenological subjects, with their own histories, own backgrounds and own cultural references, that is to say, to look at the curriculum as a practice of social construction of identities. It is at this point of micro curricular approach that, in my opinion, the ethnography could be a great help for education and curriculum research.
Description
Keywords
Etnografia da educação Estudos curriculares Profissionalidade docente Curriculum studies Ethnography of education Teaching professionalism . Faculdade de Ciências Sociais
Citation
Sousa, J. M. (2017). Um olhar etnográfico sobre o currículo. Práxis Educacional, 13(25), 18-35. https://doi.org/10.22481/praxis.v13i25.952
Publisher
Universidade Estadual do Sudoeste da Bahia (Uesb)