Conhecimento escolar em revista: um estudo na revista Educação (2013-2014)

Abstract

The present Concluding Work, when linked to the perspective of curricular studies, considers analytically the need to problematize not only the curricula, but also the school knowledge that is taught and transmitted in contemporary schools, as well as the influences that it receives In different educational contexts. It aims to examine the conceptions of school knowledge that can be read in editions of the Education Magazine, published in the period between 2013 and 2014, as well as the curricular senses proposed in it, establishing an analysis and contrasting these different conceptions. Throughout the text school knowledge is advocated as central in the curriculum, however, it is understood that students' subjective culture and experience are not discarded; For this affirmation the concept of "powerful knowledge" of Young (2007) is used. In the twenty editions of the Education Magazine, we tried to identify themes that dealt with the aforementioned investigative object. It is observed the predominance of the concepts of evaluation and competitiveness. Thus, all the pages that dealt with them were digitized and distributed in tables of classification and description to facilitate the analysis process. This was done from the theoretical framework assimilated and contrasted with the corresponding images of the magazine. To support the arguments, the concepts of performativity of Pacheco and Pestana (2014) and Ball (2010a; 2010b) were approached; And lifelong learning in Lima (2012). The relations between the themes found and the concepts mentioned above have demonstrated the reductionism of education to meritocracy, hierarchization, curricular standardization, predominance of the result instead of the process, pedagogization of social problems, among other aspects that generate many conflicts in the educational tasks.