Navegando por Autor "FERREIRA, Marcia Serra"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Currículo da formação de professores nas Ciências Biológicas: por uma abordagem discursiva para investigar a relação entre teoria e prática
    (2016) FERREIRA, Marcia Serra; SANTOS, Andre Vitor Fernandes dos; TERRERI, Leticia
    This article presents the way we are producing a discursive approach to investigate the history of different curricula and academic disciplines amid the policies for teacher training, with special interest in the relation between theory and practice in courses in the area of Biology. In order to understand the production of policies as a possibility to build a history in and of the present, we connected with Michel Foucault and some of his interlocutors in the Curriculum field.In dialogue with Thomas Popkewitz’s production, we consider that the distinction between theory and practice is part of the dispositifs that build specific kinds of teachers, forming a binary pair in which the meaning of the first term feeds the meaning of the second and vice versa, creating rules for teacher training. Curricular reforms are situated then in the midst of a reasoning system in which the distinction between theory and practice is part of the structure that fix roles and produce effects of truth. Regarding Biology, such meanings have been developed amid discourses that brings together, and simultaneously, puts away scientific and teaching practices, creating practical study load from themes and methodologies that come from reference sciences or so, from school culture. In this movement, 'old' and 'new' curriculum components produce and legitimize notions of knowledge, research, education and extension that mean the theory and practice together in a system of relations which we define ourselves as good or bad Science and Biology teachers.
  • Imagem de Miniatura
    Item
    História do currículo do presente: investigando processos alquímicos no ensino de ciências para a educação de jovens e adultos no Brasil
    (2020) MARSICO, Juliana; FERREIRA, Marcia Serra
    In this paper, we investigate different discourses that produce a specificity for school knowledge in sciences, historically addressed to Adult Education (EJA) in Brazil. It is part of the investigations we have been carrying out in the Curriculum History Study Group, within the context of NEC/UFRJ, with resources from CNPq, Capes and Faperj. In a dialogue with Michel Foucault and historians who instigate us in the production of a Curriculum History as History of the Present (Reinhart Koselleck, for example), we mobilized the notion of alchemy of school subjects proposed by Thomas Popkewitz to understand how school knowledge in sciences has been historically produced for EJA. We are interested in understanding what transformations this knowledge undergoes when traversed by statements that produce regularities for this modality. We investigated: (i) official documents related to EJA in the country; (ii) a textbook collection made available by the Ministry of Education. In the analysis, statements related to the education of young and adult people focused on emancipation, citizen training and work, as well as those focused on the life experiences of these students, emerge as exercising regulatory effects over the curriculum production investigated here. It is in this discursive context that school knowledge in sciences is produced, that participates in the fabrication of students described as oppressed workers who need a teacher (and teaching) to emancipate them. In this movement, the contingencies and complexities of everyday life are being reorganized as objects of school logic, becoming, alchemically, the school knowledge in sciences.