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

Measurement of the inclusive isolated-photon cross section in pp collisions at √s = 13 TeV using 36 fb−1 of ATLAS data

The differential cross section for isolated-photon production in pp collisions is measured at a centre-of-mass energy of 13 TeV with the ATLAS detector at the LHC using an integrated luminosity of 36.1 fb. The differential cross section is presented as a function of the photon transverse energy in different regions of photon pseudorapidity. The differential cross section as a function of the absolute value of the photon pseudorapidity is also presented in different regions of photon transverse energy. Next-to-leading-order QCD calculations from Jetphox and Sherpa as well as next-to-next-to-leading-order QCD calculations from Nnlojet are compared with the measurement, using several parameterisations of the proton parton distribution functions. The predictions provide a good description of the data within the experimental and theoretical uncertainties. [Figure not available: see fulltext.

Huebner, Dwayne, The Contradiction Between the Recreative and the Established, pp. 27-37 in James Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975.

Discusses the problem of reducing the gap between actuality and possibility, order and educating individuals in schools, past and future, and creating possibilities in an institutional setting

Huebner, Dwayne, The Search for Religious Metaphors in the Language of Education, Phenomenology +Pedagogy, 2(No. 2, 1984), 112-123.

Examines the use of religious metaphors in the language of education

Huebner, Dwayne, The Leadership Role in Curricular Change, pp. 133-151 in Marcella R. Lawler, ed., Strategies for Planned Curricular Innovation. New York: Teachers College Press, 1970.

Envisions the role of the curriculum leader in curriculum change

Huebner, Dwayne, The Redemption of Schooling: The Work of James B. Macdonald, The Journal of Curriculum Theorizing, 6(Fall, 1985), 28-34.

Gives a personal glimpse of the intellectual work of Macdonald

Huebner, Dwayne, Poetry and Power: The Politics of Curricular Development, pp. 271-282 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975.

Illustrates the political aspects of curriculum development in this 1973 speech to ASCD

Huebner, Dwayne, Toward a Remaking of Curricular Language, pp. 36-53 in William Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974.

Discusses the need for creating new language to convey new perspectives on curriculum; discusses children\u27s right to participate in public, political activities

Huebner, Dwayne, Notes Toward a Framework for Curriculum Inquiry, Journal of Curriculum and Supervision, 6 (Winter, 1991), 145-161.*

Distinguishes theoretical and ideological inquiry in curriculum; instructional and agential curricular events; and the relationships among these concepts

Huebner, Dwayne, The Tasks of the Curricular Theorist, pp. 212-230 in William F. Pinar, ed., The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum, 1999.*

Discusses the role of language in creating curriculum theory, in curriculum practice, and in curriculum research