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Currículo e manuais escolares : processos recontextualização no discurso pedagógico de Ciências Naturais do 3º Ciclo do Ensino Básico
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A presente investigação insere-se na área de desenvolvimento curricular e integra um projecto mais amplo
desenvolvido pelo grupo ESSA (Estudos Sociológicos na Sala de Aula), centrado nas reformas educativas
que estão a ser implementadas em Portugal. O desenvolvimento desta investigação resultou do interesse
em analisar a mensagem sociológica do discurso pedagógico veiculado nos documentos curriculares e em
manuais escolares da actual reorganização curricular, relativamente ao ensino das Ciências Naturais do 3°
ciclo do Ensino Básico, no sentido de se determinarem as aprendizagens científicas que aqueles
documentos valorizam, em relação a quatro características pedagógicas específicas: processo de
construção da ciência, intradisciplinaridade, nível de exigência conceptual e critérios de avaliação. Para
esta análise consideraram-se os seguintes pressupostos: a) no processo de elaboração dos documentos
curriculares e de manuais escolares ocorrem processos de recontextualização no discurso pedagógico, os
quais introduzem alterações naquele; b) no actual contexto de flexibilidade curricular, os professores
dispõem de mais autonomia na tarefa de 'construir' o currículo; e c) no trabalho desenvolvido pelos
professores, o manual escolar assume, na maioria dos casos, um estatuto superior ao dos documentos
curriculares, chegando a constituir um substituto daqueles. Pretendeu-se investigar o seguinte problema:
Que recontextualização ocorre, quanto a características pedagógicas específicas do ensino das ciências,
no discurso pedagógico presente nos documentos curriculares e quando ele é traduzido no discurso
pedagógico expresso em manuais escolares e em que medida o processo de recontextualização pode
condicionar as potencialidades da aprendizagem cientifica num contexto de flexibilidade curricular? A
teoria de Bernstein (1990, 1999, 2000) constituiu o principal quadro teórico da presente investigação,
permitindo, segundo uma abordagem sociológica, estabelecer, utilizando os mesmos conceitos, relações
entre vários textos e contextos a analisar. Numa perspectiva epistemológica, a investigação baseou-se no
modelo de Ziman (1984) e, em termos da abordagem psicológica, a investigação baseou-se nas ideias de
Vygotsky (1978) e Bruner (1960, 1966).
Em termos de abordagem metodológica, seguiu-se uma metodologia mista, recorrendo-se a características
associadas quer á abordagem quantitativa, quer à abordagem qualitativa. Através de uma dialéctica
constante entre o teórico e o empírico, efectuou-se a análise dos documentos curriculares - Competências
Essenciais e Orientações Curriculares - relativos ao tema Viver melhor na Terra, e os dois manuais
escolares mais seleccionados no ano escolar 2004/05, referentes ao mesmo tema.
Os resultados mostraram que, no currículo de ciências da actual reorganização curricular: a) a metaciência
é pouco valorizada, sendo fundamentalmente explorada na sua dimensão sociológica externa, através da
relação CTS; b) há uma fraca articulação conceptual entre os conhecimentos científicos e entre estes e os
conhecimentos metacientíficos (relações intradisciplinares) e um nível de exigência conceptual
considerável, fundamentalmente ao nível das competências científicas; e c) o grau de explicitação do texto
a ser transmitido/adquirido é muito baixo quer no que se refere à metaciência, quer no que respeita à
intradisciplinaridade. A análise dos processos de recontextualização, que ocorrem no campo de
recontextualização oficial e no campo de recontextualização pedagógica, mostram que estes processos
conduzem a um decréscimo da expressão e do grau de conceptualização das características analisadas
quando o texto é transferido de um contexto para outro, sendo que, no campo de recontextualização
pedagógica, o grau de recontextualização é maior, especialmente ao nível da mensagem de um dos
manuais.
O estudo pretende contribuir, no âmbito das políticas educativas, com sugestões/recomendações para o
desenvolvimento da literacia científica no Ensino Básico, alertando formadores de professores,
responsáveis pela elaboração e avaliação de currículos e manuais e professores, para os processos de
recontextualização que ocorrem entre os documentos que servem de directrizes do contexto de
ensino/aprendizagem. Espera-se, ainda, contribuir com sugestões/recomendações relacionadas com a
organização e elaboração de materiais curriculares.
The present study is centred on the area of curricular development and is part of a broader research project developed by the ESSA group on the curricular reorganization implemented in Portugal. The study came out of the interest in analysing the sociological message transmitted by the pedagogic discourse present in the curricular documents and textbooks of the Natural Sciences curriculum for middle school, in order to appreciate the scientific learning processes most valued by these documents, with regard to four specific characteristics of scientific learning: construction of science, Intradisciplinarity, level of conceptual demand and evaluation criteria. The following assumptions were taken in consideration: a) when producing the curricular documents and textbooks, processes of recontextualization of the pedagogic discourse occur, which alter it; b) in the current context of curricular flexibility, teachers are given more autonomy for "creating" the curriculum; and c) for teachers, the textbook assumes, in most cases, a higher status of importance than the curricular documents, usually even replacing it. The study Intends to answer the following question: what recontextualization occurs, in terms of specific pedagogical characteristics of science teaching, within the pedagogic discourse present in the curricular documents as well as when it is transferred to the textbooks and to what extent the recontextualization process may condition the potentialities of the scientific learning in a context of curricular fiexibility? Bernstein's theory (1990, 1999, 2000) is the main theoretical framework for this study and it allows, in a sociological approach, to analyse the relationships between texts and contexts, using the same concepts. Epistemologically this study is based on Ziman's model (1984) and psychologically on the findings of Vygotsky (1978) and Bruner (1960, 1966). In the present study, a mixed methodology was followed by using methodological procedures associated with quantitative and qualitative approaches. The analysis of the curricular documents - Essential Competences and Curriculum Guidelines - on the subject Living belter on Earth, and of the two most selected school textbooks for 2004/2005, were made with a constant dialectics between the theoretical and the empirical. The results revealed that in the science curriculum of the current curricular reorganization: a) metascience is poorly valued and is mostly explored in its external sociological dimension and within the STS relationship; b) there is a weak conceptual relation between scientific knowledges and between these and the metascientific knowledge (intradisciplinary relations) and a considerable conceptual demand, particularly in what concerns the scientific competences; and c) the text to be transmitted/acquired, concerning the metascience and intradisciplinarity, is implicit. The analysis of the processes of recontextualization that occur in the official recontexmalizing field and in the pedagogic recontextualizing field, showed a decrease in the expression and degree of conceptual demand when the text is transferred from one context to the other and that the degree of recontextualization is higher in the pedagogic recontextualizing field, particularly in one of the textbooks. This study contributes with suggestions and recommendations for the development of scientific literacy in middle school, informing teachers, teachers' educators and those responsible for the elaboration and evaluation of curricula and textbooks, of the processes of recontextualization that occur amongst the documents that serve as directives of the teaching/learning processes. Suggestions and recommendations are also given towards the organization and elaboration of curricular materials.
The present study is centred on the area of curricular development and is part of a broader research project developed by the ESSA group on the curricular reorganization implemented in Portugal. The study came out of the interest in analysing the sociological message transmitted by the pedagogic discourse present in the curricular documents and textbooks of the Natural Sciences curriculum for middle school, in order to appreciate the scientific learning processes most valued by these documents, with regard to four specific characteristics of scientific learning: construction of science, Intradisciplinarity, level of conceptual demand and evaluation criteria. The following assumptions were taken in consideration: a) when producing the curricular documents and textbooks, processes of recontextualization of the pedagogic discourse occur, which alter it; b) in the current context of curricular flexibility, teachers are given more autonomy for "creating" the curriculum; and c) for teachers, the textbook assumes, in most cases, a higher status of importance than the curricular documents, usually even replacing it. The study Intends to answer the following question: what recontextualization occurs, in terms of specific pedagogical characteristics of science teaching, within the pedagogic discourse present in the curricular documents as well as when it is transferred to the textbooks and to what extent the recontextualization process may condition the potentialities of the scientific learning in a context of curricular fiexibility? Bernstein's theory (1990, 1999, 2000) is the main theoretical framework for this study and it allows, in a sociological approach, to analyse the relationships between texts and contexts, using the same concepts. Epistemologically this study is based on Ziman's model (1984) and psychologically on the findings of Vygotsky (1978) and Bruner (1960, 1966). In the present study, a mixed methodology was followed by using methodological procedures associated with quantitative and qualitative approaches. The analysis of the curricular documents - Essential Competences and Curriculum Guidelines - on the subject Living belter on Earth, and of the two most selected school textbooks for 2004/2005, were made with a constant dialectics between the theoretical and the empirical. The results revealed that in the science curriculum of the current curricular reorganization: a) metascience is poorly valued and is mostly explored in its external sociological dimension and within the STS relationship; b) there is a weak conceptual relation between scientific knowledges and between these and the metascientific knowledge (intradisciplinary relations) and a considerable conceptual demand, particularly in what concerns the scientific competences; and c) the text to be transmitted/acquired, concerning the metascience and intradisciplinarity, is implicit. The analysis of the processes of recontextualization that occur in the official recontexmalizing field and in the pedagogic recontextualizing field, showed a decrease in the expression and degree of conceptual demand when the text is transferred from one context to the other and that the degree of recontextualization is higher in the pedagogic recontextualizing field, particularly in one of the textbooks. This study contributes with suggestions and recommendations for the development of scientific literacy in middle school, informing teachers, teachers' educators and those responsible for the elaboration and evaluation of curricula and textbooks, of the processes of recontextualization that occur amongst the documents that serve as directives of the teaching/learning processes. Suggestions and recommendations are also given towards the organization and elaboration of curricular materials.
Descrição
Tese de mestrado em Ensino da Biologia e Geologia, apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Currículos Ciências Manuais escolares Critérios de avaliação Teses de mestrado - 2007