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Advisor(s)
Abstract(s)
Neste texto pretendo discutir, com brevidade, as relações complexas
entre a concretização histórica de modelos de Estado, da instituição escolar
e os discursos curriculares que valorizam a mudança e a inovação. A
constituição de sistemas educativos complexos é indissociável do processo
de formação e de racionalização dos estados-nação. No entanto, a despeito
da quase universalidade e grande estabilidade de um paradigma escolar
ocidental, os Estados estabelecem diferentes modelos de relacionamento
com a educação e formação, desde o financiamento ao controle sobre o
currículo. O Tratado da União Europeia colocou o princípio da
subsidiariedade no centro do projecto europeu, resultando implicações
complexas para o papel do Estado que emerge da construção europeia e
que transportam para dentro dos países a relação que a União estabelece
com aqueles. O problema (educacional, curricular e pedagógico) que
importa perspectivar pode ser assim formulado: Como promover e apoiar a
inovação sem que a regulação do Estado impeça a liberdade indispensável
àquela mesma inovação?
In this paper I will try to stress, synthetically, the complex relationships between the historic formations of state models and schooling and the curricular discourses about change and innovation. The construction of complex educational systems is indissociable of the formation process and rationalization of nation states across Westerns societies. However, despite the universality and great stability of this schooling paradigm, national states establish different relationship models with public education in a broad sense, from funding to control over the curriculum. The European Union Treaty placed the subsidiarity principle at the heart of the European political project, resulting complex implications for the role of the state model that emerges from European construction and also implications for the relationship between national states and civil society. The problem that I would like to stress could be formulated as such: How could be possible promote and support innovation without a level of state regulation which prevents the essential freedom that is fundamental to this same innovation?
In this paper I will try to stress, synthetically, the complex relationships between the historic formations of state models and schooling and the curricular discourses about change and innovation. The construction of complex educational systems is indissociable of the formation process and rationalization of nation states across Westerns societies. However, despite the universality and great stability of this schooling paradigm, national states establish different relationship models with public education in a broad sense, from funding to control over the curriculum. The European Union Treaty placed the subsidiarity principle at the heart of the European political project, resulting complex implications for the role of the state model that emerges from European construction and also implications for the relationship between national states and civil society. The problem that I would like to stress could be formulated as such: How could be possible promote and support innovation without a level of state regulation which prevents the essential freedom that is fundamental to this same innovation?
Description
Keywords
Currículo escolar Estado mínimo . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação – CIE-UMa