THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION

Authors

Keywords:

currículo, projeto político pedagógico, organização do ensino, materialismo histórico-dialético, teoria histórico-cultural

Abstract

Theoretical foregroundings, methodology and assessment processes are required for the preparation of school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. Current paper, a section of a research qualitative, evidences the relationship between the prescribed curriculum and teaching activities. Field data for the research have been collected by a study group integrated by teachers involved in the elaboration of a curriculum proposal based on Historical and Dialectical Materialism, Historical and Cultural Theory and Historical and Critical Pedagogy. Results show that teachers´ participation in the elaboration of curricula and PPPs favors discussions on the articulations of such studies coupled with pedagogical practice. This causes the need to investigate teaching activities that may be derived from the curriculum´s basic concepts.  

 

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Author Biographies

  • Marta Sueli de Faria Sforni, Universidade Estadual de Maringá

    Doutora em Educação pela Universidade de São Paulo; Pós-doutorado pela Unicamp; Professora do Programa de Pós-graduação em Educação da Universidade Estadual de Maringá 

  • Maria Sandreana Salvador da Silva Lizzi, Instituto Federal do Paraná - Câmpus de Pitanga

    Doutora em Educação pela Universidade Estadual de Maringá e Professora do Curso de Pedagogia no Instituto Federal do Paraná - Câmpus de Pitanga

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Published

2023-06-21

Issue

Vol. 39 (2023)

Section

Artigos

License

Copyright (c) 2023 Educação em Revista

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How to Cite

1.
THE RELATIONSHIP BETWEEN THEORETICAL CONCEPTS, CURRICULUM AND TEACHING ORGANIZATION. edur [Internet]. 2023 Jun. 21 [cited 2026 Feb. 18];39(39). Available from: https://periodicos.ufmg.br/index.php/edrevista/article/view/35586