Princípios epistémicos e sociais subjacentes à nova reforma curricular no ensino geral em Moçambique: uma abordagem sociológica
Palavras-chave:
currículo do ensino geral, realismo social, sociologia do currículo e do conhecimento, teoria de diferenciação curricular
Resumo
O presente artigo procura interpretar os princípios epistémicos e sociais subjacentes aos novos currículos do ensino primário e secundário em Moçambique. A interpretação é feita na base do quadro teórico do realismo social, particularmente a teoria de diferenciação curricular de Shay. O artigo procura suprir as limitações das anteriores análises das reformas curriculares em Moçambique, baseadas no realismo social, bem como alargar as reflexões sobre os fundamentos dos novos currículos, acrescentando uma reflexão sociológica às já existentes reflexões filosóficas. Metodologicamente, o artigo baseia-se na análise do conteúdo dos planos curriculares do ensino básico e do ensino secundário geral. O artigo tece três conclusões: primeira, a de que subjazem aos novos currículos princípios de legitimação curricular que procuram combinar a contextualidade e a verticalidade, ao agregar formas de conhecimento fortes e fracas em densidade e gravidade semânticas; segunda, a de que essa combinação orienta-se no sentido de reforçar a contextualidade do conhecimento e reduzir a sua verticalidade; terceira, a de que subjaz às reformas curriculares um conceito de conhecimento poderoso que vai para além do conhecimento teórico.
Referências
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APPLE, M. Ideology and curriculum. Nova York: Routledge, 1990.
ANARFI, J. K.; APPIAH, E. N. Skills defined by curricula: Sub-Saharan Africa. Washington: Results for Development Institute, 2012.
ATCHOARENA, D; GASPERINI, L. (Coord.). Education for rural development: towards new policy responses. Roma: FAO, 2006.
BARNETT, M. Vocational knowledge and vocational pedagogy. In M. YOUNG, M.; GAMBLE, J. ed.). Knowledge curiculum and qualifications for South African further education. Pretoria: Human Resources Research Council Press. p.143-157, 2006.
BASÍLIO, G. O currículo local nas escolas moçambicanas: estratégias epistemológicas e metodológicas de construção de saberes locais. Educação e Fronteiras On-Line, v.2, n.5, p. 79-97, 2012.
BAUDELOT, C.; ESTABLET, R. L'école capitaliste en France. Paris: Maspero, 1971.
BERNSTEIN, B. On the classification and framing of education knowledge. In YOUNG, M. (ed.). Knowledge and Control. Londres: Collier-Macmillan, 1971.
BERNSTEIN, B. Pedagogy, symbolic control and identity: theory, research, critique. Lanham, MD: Rowman & Littlefield, 2000.
BOURDIEU, P.; PASSERON, J.-C. La Réproduction: élements pour une théorie du système d'enseignement. Paris: Minuit, 1970.
CAMPOS, B. P (coord.). Relatório de Avaliação do Plano Estratégico da Educação e Cultura 2006-2010. Maputo: MINED, 2011. Vol. 2.
CASTIANO, J. P. O currículo local como espaço social de coexistência de discursos: o estudo do caso dos distritos de Báruè, de Sussundega e da Cidade de Chimoio-Moçambique. Revista E-Curriculum, v. 1, n. 1, 2006.
CHANG, W-H. An exploration of intended, enacted and experienced TCSL e-leaning curriculum in Taiwan Master’s program. 2014. Thesis (PhD in Education) - RMIT University, 2014.
CHIMBUTANE, F. S; BENSON, C. Expanded spaces for Mozambican languages in primary education: where bottom-up meets top-down. International Multilingual Research Journal, v.1, n.1, p. 8 - 21, 2012.
CHISHOLM, L.; LEYENDECKER, R. Curriculum reform in post-1990s sub-Saharan Africa, International Journal of Educational Development, n. 28, v. 2. p. 195 - 205, 2008.
CROSS, M. An unfulfilled promise: transforming schools in Mozambique. Addis Ababa: OSSREA, 2011.
DHORSAN, A.; CHACHUAIO, A. M. The local curriculum in Mozambique: the Santa Rita Community School in Xinavane. Prospects, v. 38.p.199–213, 2009.
EMEAGWALI, G.; DEI, G. (ed.) African Indigenous knowledge and the disciplines. [London]: Springer, 2014.
FERNANDES, C. Intelectuais orgânicos e legitimação do Estado no Moçambique pós-independência: o caso do centro de estudos africanos (1975-1985). Afro-Ásia, v. 48, p.11- 44, 2013.
GAUTHIER, R-F. The competency-based reform approach to curriculum in five African countries: what can we learn from the 2008-2009 evaluation? Prospects, v. 38, p. 429 - 439, 2013.
GONÇALVES, A. C. P. Do ensino de ofícios à profissionalização do ensino médio em Moçambique: finalmente a ideia de politecnia? Cad. Cedes, v. 34, n. 94, p. 317 - 332, 2014.
GUIBUNDANA, D.H. Gestão da implementação do novo currículo de ensino básico em Moçambique: o caso das escolas do distrito Municipal kamaxakeni. 2013. Dissertação (Mestrado em Educação, Universidade Federal de Juiz de Fora, Juiz de Fora, 2013).
GURO, M.; WEBER, E. From policy to practice: education reform in Mozambique and Marrere Teachers’ Training College. South African Journal of Education. v. 30, p. 245-259, 2010.
HIRST, P. The logic of the curriculum. Journal of curriculum studies. v. 1, n. 2, p. 142-158, 1969.
HOLMES, K.; MACLEAN. Research on TVET and skills development by selected intergovernmental organisation and bilateral agencies. In: F. RAUNER, F; MACLEAN, R (ed.). The handbook of vocational education research and training research, Dordrecht: Springer, 2009, p. 75–81
LANGA, P. A mercantilização do ensino superior e a relação com o saber: qualidade em questão. Revista científica da UEM, v.1, n.1, p. 21-41.
LANGA, P. Poverty Fighters in Academia: the subversion of the notion of socially engaged science in mozambican higher education. Institute of Sociology Academia Sinica and the National Associations Liaison Committee of the ISA, 2010.
LANGA, P. The constitution of the field of higher education institutions in Mozambique. 2006. Dissertation (Master in Education) - [Faculty of Education, University of Cape Town, Cape Town, 2006.
LAUGLO, J. Vocationalized secondary education. In MACLEAN, R; WILSON, D. (eds.) International Handbook of Education for Changing World of Work. Springer, 2009, p. 2295 - 2312.
LEWI, K. Strategies for sustainable financing of secondary education in Sub-saharan Africa. Washington: World Bank, 2008.
MALOA, J. M. O lugar do Marxismo em Moçambique: 1975-1994, Revista Espaço Académico, n.122, p.85-92, Julho 2011.
MATON, K. Knowledge and knowers: towards realist sociology of education. London: Routledge, 2013.
MATON, K. Theories and things: the semantics of disciplinarity. In: CHRISTIE, F.; MATON, K. (ed.). Disciplinarity: Systemic functional and sociological perspectives, London: Continuum, 2011. P. 62-84.
MATON, K. Knowledge-knower structures in intellectual and educational fields. In CHRISTIE, F; MARTIN, J. (ed.). Language, knowledge and pedagogy. London: Continuum, 2007. P. 87-108.
MATON, K.; MOORE, R. (ed). Social realism, knowledge and the sociology of education: coalitions of the mind. London: Continuum, 2010.
MAZULA, B. Educação, cultura e ideologia em Moçambique: 1975-1985. Porto: Afrontamento e FBLP, 1995.
MÁRIO, M, FRY; P, LEVEY, L.; CHILUNDO, A. Higher education in Mozambique: a case study. Oxford: James Currey, 2003.
MOÇAMBIQUE. MEC. Plano Curricular do Ensino Secundário Geral. Maputo: INDE, 2007.
MOÇAMBIQUE. MINED. Plano Curricular do Ensino Básico. Maputo: INDE, 2003.
MONDLANE, E. Lutar por Moçambique. Maputo: CEA, 1995.
MOORE, R.; MULLER, J. The discourse of ‘voice’ and the problem of knowledge and identity in the sociology of education. British Journal of Sociology of Education. v. 21, n.5, p. 523-536, 1999.
MULLER, J. Reclaiming knowledge: social theory, curriculum and education. London: Routledge Falmer, 2000.
NEUMAN, W. L. Social Research Methods: qualitative and quantitative approaches. 7 ed. Nova York: Peason, 2011.
NGUNGA, A. Monolingual education in a multilingual setting: the case of Mozambique. Journal of Multicultural discourse, v. 6, n. 2, p. 177 - 196, 2011.
PHENIX, P. Realms of meaning. . Nova York: Macgraw-Hill, 1964.
POPOV, O. Sociopolitical impacts on the curricula construction: lessons from the post-independence history of education in Mozambique. Maputo: INDE, [s/d].
PRING, R. Knowledge Out of Control. Education for Teaching. v. 89, p. 19-28, 1972.
PSACHAROPOULOS, G. Returns to investment in education: a global update. World Development. v. 22, n. 9, p. 1325–1343, 1994.
REMANE, S.; CASALI, A. Reformas curriculares em Moçambique: das mudanças que se impõem aos pressupostos teórico-metodológicos. In: CONGRESSO NACIONAL DE EDUCAÇÃO, 9, 2013. Anais... [s/l], [s/d].
RIBEIRO, A. Desenvolvimento Curricular. Lisboa: Porto Editora,1999.
SHAY, S. Conceptualising curriculum differentiation in higher education. British Journal of Sociology of Education. p. 1-20, 2012.
SHIZIA, E. Indigenous knowledge system and curriculum. In: EMEAGWALI, G.; DEI, G. (ed.) African Indigenous knowledge and the disciplines. Springer: Sense, 2014, p. 113-129.
SHIZIA, E.; ABDI, A. Education for development. In: SHIZHA, E. (ed.). Remapping Africa in the Global Space: propositions for change. Springer, Sense, 2014. P.73-88
UNESCO. Education for all: The quality imperative. Paris: UNESCO, 2004.
VERSPOOR, A. M. At the Crossroads: Choices for Secondary Education in Sub-Saharan Africa. Washington: World Bank, 2008.
TEHIO, V. (ed.). Politiques publiques en éducation: l’exemple de réformes curriculaires. Sèvres: CIEP, 2010.
WHEELAHAN, L. The problem with CBT (and why constructivism makes things worse). Journal of Education and Work. v. 22, n. 3, p. 227-242, 2009.
WHEELAHAN, L. Why knowledge matters in curriculum: a social realist argument. London: Routledge, 2010.
WHITE, J. The Sociology of Knowledge. A Dialogue between John White and Michael Young. Education for Teaching. v. 98 p. 4-13, 1975.
WORLD BANK. Expanding opportunities and building competencies for young people: a new agenda for secondary education. Washington: World Bank, 2005.
YOUNG, M. Why educators must differentiate knowledge from experience. The Journal of the Pacific Circle Consortium for Education. v. 22, n. 1, p. 9-20, 2011.
YOUNG, M. Bringing knowledge back in: From social constructivist to social realism in the sociology of education. Londres: Routledge, 2008.
YOUNG, M. Knowledge and Control. Londres: Collier-Macmillan, 1971.
ZAVALE, N. Le néolibéralisme et l'éducation:vers l'émergence de l'approche par compétence sur les curricula scolaires. Saarbrücken: Presses Académiques Francophones, 2013a.
ZAVALE, N. Using Michael Young's analysis to examine the effects of Neo-liberalism on curricula in Mozambique. Policy Futures in Education. v. 11, n. 5, p. 621-636, 2013b.
VERSPOOR, A. M. At the Crossroads: choices for secondary education in sub-Saharan Africa. Washington. World Bank, 2008.
BONAL, X. Plus ça change… The World Bank global education policy and the Post-Washington Consensus. International Studies in Sociology of Education, vol. 12, n. 1, p. 3-22, 2002.
CHEVALLARD, Y.; JOSHUA, M. A. Un exemple d'analyse de la transposition didactique. Recherches en Didactique des Mathématiques, vol. 3, n. 2: 157-239, 1982.
CHEVALLARD, Y. La Transposition Didactique. Grenoble: La pensée sauvage, 1985.
GARUD, R. On the distinction between know-how, know-why and know-what, Advances in Strategic Management, vol. 14, p. 81-101, 1997.
LIMA VAZ, H. C. de L. Escritos de Filosofia VII: Raízes da modernidade. São Paulo: Loyola, 2002.
VERRET, M. Le Temps des Études. Paris: Champion, 1975.
APPLE, M. Ideology and curriculum. Nova York: Routledge, 1990.
ANARFI, J. K.; APPIAH, E. N. Skills defined by curricula: Sub-Saharan Africa. Washington: Results for Development Institute, 2012.
ATCHOARENA, D; GASPERINI, L. (Coord.). Education for rural development: towards new policy responses. Roma: FAO, 2006.
BARNETT, M. Vocational knowledge and vocational pedagogy. In M. YOUNG, M.; GAMBLE, J. ed.). Knowledge curiculum and qualifications for South African further education. Pretoria: Human Resources Research Council Press. p.143-157, 2006.
BASÍLIO, G. O currículo local nas escolas moçambicanas: estratégias epistemológicas e metodológicas de construção de saberes locais. Educação e Fronteiras On-Line, v.2, n.5, p. 79-97, 2012.
BAUDELOT, C.; ESTABLET, R. L'école capitaliste en France. Paris: Maspero, 1971.
BERNSTEIN, B. On the classification and framing of education knowledge. In YOUNG, M. (ed.). Knowledge and Control. Londres: Collier-Macmillan, 1971.
BERNSTEIN, B. Pedagogy, symbolic control and identity: theory, research, critique. Lanham, MD: Rowman & Littlefield, 2000.
BOURDIEU, P.; PASSERON, J.-C. La Réproduction: élements pour une théorie du système d'enseignement. Paris: Minuit, 1970.
CAMPOS, B. P (coord.). Relatório de Avaliação do Plano Estratégico da Educação e Cultura 2006-2010. Maputo: MINED, 2011. Vol. 2.
CASTIANO, J. P. O currículo local como espaço social de coexistência de discursos: o estudo do caso dos distritos de Báruè, de Sussundega e da Cidade de Chimoio-Moçambique. Revista E-Curriculum, v. 1, n. 1, 2006.
CHANG, W-H. An exploration of intended, enacted and experienced TCSL e-leaning curriculum in Taiwan Master’s program. 2014. Thesis (PhD in Education) - RMIT University, 2014.
CHIMBUTANE, F. S; BENSON, C. Expanded spaces for Mozambican languages in primary education: where bottom-up meets top-down. International Multilingual Research Journal, v.1, n.1, p. 8 - 21, 2012.
CHISHOLM, L.; LEYENDECKER, R. Curriculum reform in post-1990s sub-Saharan Africa, International Journal of Educational Development, n. 28, v. 2. p. 195 - 205, 2008.
CROSS, M. An unfulfilled promise: transforming schools in Mozambique. Addis Ababa: OSSREA, 2011.
DHORSAN, A.; CHACHUAIO, A. M. The local curriculum in Mozambique: the Santa Rita Community School in Xinavane. Prospects, v. 38.p.199–213, 2009.
EMEAGWALI, G.; DEI, G. (ed.) African Indigenous knowledge and the disciplines. [London]: Springer, 2014.
FERNANDES, C. Intelectuais orgânicos e legitimação do Estado no Moçambique pós-independência: o caso do centro de estudos africanos (1975-1985). Afro-Ásia, v. 48, p.11- 44, 2013.
GAUTHIER, R-F. The competency-based reform approach to curriculum in five African countries: what can we learn from the 2008-2009 evaluation? Prospects, v. 38, p. 429 - 439, 2013.
GONÇALVES, A. C. P. Do ensino de ofícios à profissionalização do ensino médio em Moçambique: finalmente a ideia de politecnia? Cad. Cedes, v. 34, n. 94, p. 317 - 332, 2014.
GUIBUNDANA, D.H. Gestão da implementação do novo currículo de ensino básico em Moçambique: o caso das escolas do distrito Municipal kamaxakeni. 2013. Dissertação (Mestrado em Educação, Universidade Federal de Juiz de Fora, Juiz de Fora, 2013).
GURO, M.; WEBER, E. From policy to practice: education reform in Mozambique and Marrere Teachers’ Training College. South African Journal of Education. v. 30, p. 245-259, 2010.
HIRST, P. The logic of the curriculum. Journal of curriculum studies. v. 1, n. 2, p. 142-158, 1969.
HOLMES, K.; MACLEAN. Research on TVET and skills development by selected intergovernmental organisation and bilateral agencies. In: F. RAUNER, F; MACLEAN, R (ed.). The handbook of vocational education research and training research, Dordrecht: Springer, 2009, p. 75–81
LANGA, P. A mercantilização do ensino superior e a relação com o saber: qualidade em questão. Revista científica da UEM, v.1, n.1, p. 21-41.
LANGA, P. Poverty Fighters in Academia: the subversion of the notion of socially engaged science in mozambican higher education. Institute of Sociology Academia Sinica and the National Associations Liaison Committee of the ISA, 2010.
LANGA, P. The constitution of the field of higher education institutions in Mozambique. 2006. Dissertation (Master in Education) - [Faculty of Education, University of Cape Town, Cape Town, 2006.
LAUGLO, J. Vocationalized secondary education. In MACLEAN, R; WILSON, D. (eds.) International Handbook of Education for Changing World of Work. Springer, 2009, p. 2295 - 2312.
LEWI, K. Strategies for sustainable financing of secondary education in Sub-saharan Africa. Washington: World Bank, 2008.
MALOA, J. M. O lugar do Marxismo em Moçambique: 1975-1994, Revista Espaço Académico, n.122, p.85-92, Julho 2011.
MATON, K. Knowledge and knowers: towards realist sociology of education. London: Routledge, 2013.
MATON, K. Theories and things: the semantics of disciplinarity. In: CHRISTIE, F.; MATON, K. (ed.). Disciplinarity: Systemic functional and sociological perspectives, London: Continuum, 2011. P. 62-84.
MATON, K. Knowledge-knower structures in intellectual and educational fields. In CHRISTIE, F; MARTIN, J. (ed.). Language, knowledge and pedagogy. London: Continuum, 2007. P. 87-108.
MATON, K.; MOORE, R. (ed). Social realism, knowledge and the sociology of education: coalitions of the mind. London: Continuum, 2010.
MAZULA, B. Educação, cultura e ideologia em Moçambique: 1975-1985. Porto: Afrontamento e FBLP, 1995.
MÁRIO, M, FRY; P, LEVEY, L.; CHILUNDO, A. Higher education in Mozambique: a case study. Oxford: James Currey, 2003.
MOÇAMBIQUE. MEC. Plano Curricular do Ensino Secundário Geral. Maputo: INDE, 2007.
MOÇAMBIQUE. MINED. Plano Curricular do Ensino Básico. Maputo: INDE, 2003.
MONDLANE, E. Lutar por Moçambique. Maputo: CEA, 1995.
MOORE, R.; MULLER, J. The discourse of ‘voice’ and the problem of knowledge and identity in the sociology of education. British Journal of Sociology of Education. v. 21, n.5, p. 523-536, 1999.
MULLER, J. Reclaiming knowledge: social theory, curriculum and education. London: Routledge Falmer, 2000.
NEUMAN, W. L. Social Research Methods: qualitative and quantitative approaches. 7 ed. Nova York: Peason, 2011.
NGUNGA, A. Monolingual education in a multilingual setting: the case of Mozambique. Journal of Multicultural discourse, v. 6, n. 2, p. 177 - 196, 2011.
PHENIX, P. Realms of meaning. . Nova York: Macgraw-Hill, 1964.
POPOV, O. Sociopolitical impacts on the curricula construction: lessons from the post-independence history of education in Mozambique. Maputo: INDE, [s/d].
PRING, R. Knowledge Out of Control. Education for Teaching. v. 89, p. 19-28, 1972.
PSACHAROPOULOS, G. Returns to investment in education: a global update. World Development. v. 22, n. 9, p. 1325–1343, 1994.
REMANE, S.; CASALI, A. Reformas curriculares em Moçambique: das mudanças que se impõem aos pressupostos teórico-metodológicos. In: CONGRESSO NACIONAL DE EDUCAÇÃO, 9, 2013. Anais... [s/l], [s/d].
RIBEIRO, A. Desenvolvimento Curricular. Lisboa: Porto Editora,1999.
SHAY, S. Conceptualising curriculum differentiation in higher education. British Journal of Sociology of Education. p. 1-20, 2012.
SHIZIA, E. Indigenous knowledge system and curriculum. In: EMEAGWALI, G.; DEI, G. (ed.) African Indigenous knowledge and the disciplines. Springer: Sense, 2014, p. 113-129.
SHIZIA, E.; ABDI, A. Education for development. In: SHIZHA, E. (ed.). Remapping Africa in the Global Space: propositions for change. Springer, Sense, 2014. P.73-88
UNESCO. Education for all: The quality imperative. Paris: UNESCO, 2004.
VERSPOOR, A. M. At the Crossroads: Choices for Secondary Education in Sub-Saharan Africa. Washington: World Bank, 2008.
TEHIO, V. (ed.). Politiques publiques en éducation: l’exemple de réformes curriculaires. Sèvres: CIEP, 2010.
WHEELAHAN, L. The problem with CBT (and why constructivism makes things worse). Journal of Education and Work. v. 22, n. 3, p. 227-242, 2009.
WHEELAHAN, L. Why knowledge matters in curriculum: a social realist argument. London: Routledge, 2010.
WHITE, J. The Sociology of Knowledge. A Dialogue between John White and Michael Young. Education for Teaching. v. 98 p. 4-13, 1975.
WORLD BANK. Expanding opportunities and building competencies for young people: a new agenda for secondary education. Washington: World Bank, 2005.
YOUNG, M. Why educators must differentiate knowledge from experience. The Journal of the Pacific Circle Consortium for Education. v. 22, n. 1, p. 9-20, 2011.
YOUNG, M. Bringing knowledge back in: From social constructivist to social realism in the sociology of education. Londres: Routledge, 2008.
YOUNG, M. Knowledge and Control. Londres: Collier-Macmillan, 1971.
ZAVALE, N. Le néolibéralisme et l'éducation:vers l'émergence de l'approche par compétence sur les curricula scolaires. Saarbrücken: Presses Académiques Francophones, 2013a.
ZAVALE, N. Using Michael Young's analysis to examine the effects of Neo-liberalism on curricula in Mozambique. Policy Futures in Education. v. 11, n. 5, p. 621-636, 2013b.
VERSPOOR, A. M. At the Crossroads: choices for secondary education in sub-Saharan Africa. Washington. World Bank, 2008.
BONAL, X. Plus ça change… The World Bank global education policy and the Post-Washington Consensus. International Studies in Sociology of Education, vol. 12, n. 1, p. 3-22, 2002.
CHEVALLARD, Y.; JOSHUA, M. A. Un exemple d'analyse de la transposition didactique. Recherches en Didactique des Mathématiques, vol. 3, n. 2: 157-239, 1982.
CHEVALLARD, Y. La Transposition Didactique. Grenoble: La pensée sauvage, 1985.
GARUD, R. On the distinction between know-how, know-why and know-what, Advances in Strategic Management, vol. 14, p. 81-101, 1997.
LIMA VAZ, H. C. de L. Escritos de Filosofia VII: Raízes da modernidade. São Paulo: Loyola, 2002.
VERRET, M. Le Temps des Études. Paris: Champion, 1975.
