Imago, Imago, Imago

Response to Anchor Articl

Para a noção de transformação curricular

Neste artigo é evidenciada a relação entre currículo e conhecimento, abordando-se o conhecimento escolar na sua seleção, organização e transformação, a partir de uma revisão do conceito de transposição didática e da proposição dos conceitos de transformação curricular e transformação didática. Qualquer debate sobre o currículo exige a dilucidação do conhecimento e uma reflexão sobre os seus diversos significados, sobretudo quando a educação se torna num projeto amplo de questionamento da realidade social. Para além de várias questões colocadas acerca do conhecimento escolar e do modo como a sua organização pode ser realizada, procura-se centrar o debate numa reflexão sobre as fronteiras entre conhecimentos e esclarecer que, sobre essa temática, jamais poderão existir respostas fechadas.This article highlights the link between curriculum and knowledge, the approach of school knowledge’s selection, organization and transformation is based on a revision of the concept of didactic transposition and on the proposal of the concepts of curriculum and didactic transformation. Debates on curriculum demand an explanation and a reflection on the multiple meanings of knowledge mainly when education aims to be a broad project to contest social reality. It aims to focus the discussion on a reflection regarding the borders between knowledges and to show that in this subject there are never closed answers.Dans cet article est mis en évidence le rapport entre le curriculum et la connaissance, en abordant la connaissance scolaire dans sa sélection, son organisation et sa transformation à partir d’une révision du concept de transposition didactique et de la proposition des concepts de transformation du curriculum et de transformation didactique. Toute discussion sur le curriculum exige la dilucidation de la connaissance et une réflexion sur ses plusieurs signifiés, surtout quand l’éducation devient un projet plus large de mise en question de la réalité sociale. Au delà des plusieurs questions posées autour de la connaissance scolaire et de la manière comme son organisation peut être réalisée, on cherche á fixer le débat dans une réflexion sur les frontières entre connaissances et éclaircir que, sur cette thématique jamais ne pourront exister des réponses absolues.En este trabajo se pone en evidencia la relación entre el currículum y el conocimiento, abordándose el conocimiento escolar en su selección, organización y transformación desde una revisión del concepto de transposición didáctica y de la proposición de los conceptos de transformación curricular y transformación didáctica. Cualquier discusión sobre el currículum requiere la aclaración del conocimiento y una reflexión sobre sus diversos significados, especialmente cuando la educación se convierte en un proyecto más amplio de cuestionamiento de la realidad social. Además de varias preguntas sobre el conocimiento escolar y el modo en el que su organización puede tener lugar, se intenta centrar el debate en una reflexión sobre las fronteras entre conocimientos y aclarar que en esta temática jamás podrán existir respuestas cerradas.(undefined

Grumet, Madeleine R., The Politics of Presence, pp. 76-83 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pianr. New York: Routledge, 2017.

Gives a straight-forward representation of many of Pinar\u27s key ideas and personal traits--most especially his concepts of currere and autobiographical method

Grumet, Madeleine R., The Beauty Full Curriculum, Educational Theory, 39(Summer, 1989), 225-230.

Discusses the sense of beauty in curricular models and its characterization

Grumet, Madeleine R., Bodyreading, pp. 453-473 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988.

Shows how student meanings are amenable to phenomenological and feminist analysis

Grumet, Madeleine R., Songs and Situations: The Figure/Ground Relation in a Case Study of Currere, pp. 274-315 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978.

Describes currere as an analysis of students\u27 experiences and their use of it; presents a case study from a Rochester Theatre Festival

Grumet, Madeleine R., Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory, pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*

Describes value and process of using the autobiographical method of inquiry in curriculum

Grumet, Madeleine R., Conception, Contradiction and Curriculum, The Journal of Curriculum Theorizing, 3(Winter, 1981), 287-298.

Ventures into feminist social theory and draws implications for curriculum