Como as mudanças nas políticas educacionais em Xangai têm influenciado as trajetórias dos professores na construção do currículo?
DOI:
https://doi.org/10.46789/edugeo.v12i22.1219Palavras-chave:
Currículo, Professores de Geografia, Práticas curriculares, Reforma Gaokao, ChinaResumo
O artigo explora o envolvimento dos professores de Xangai com o currículo de Geografia no contexto das mudanças políticas do exame Gaokao. O estudo é parte de uma pesquisa de doutorado em andamento, que integra estruturas curriculares existentes (LAMBERT, 2015; PRIESTLEY et al, 2021). Neste texto será considerado, em primeiro lugar, como a reforma Gaokao afeta o status da Geografia escolar, os professores de Geografia e estudantes em Xangai. Por meio de entrevistas semiestruturadas, os participantes construíram junto com a pesquisadora diagramas sobre suas práticas curriculares (curriculum making). Esses diagramas serão apresentados na forma de dois coortes: professores do pré e pós-reforma. Por fim, o artigo propõe um potencial comunicativo da prática curricular transcultural. O processo de elaboração do diagrama oferece um recurso para professores e formadores de professores no sentido de imaginar uma forma diferente na interpretação dos papéis dos docentes em sala de aula em seus trabalhos.
Palavras-chave
Currículo, Professores de Geografia, Práticas curriculares, Reforma Gaokao, China.
How have the changing policies in Shanghai influenced Geography teachers' stories of curriculum making?
Abstract
The paper explores Shanghai teachers’ engagement with the geography curriculum within the changing Gaokao policies. The study is part of an ongoing doctorate project which creatively integrates existing curriculum making frameworks. In this paper, how the Gaokao reform affects geography’s status among schools, teachers and students in Shanghai will first be considered. This research further develops two curriculum making frameworks to design the empirical study. Through semi-structured interviews, the participants and the researcher co-constructed curriculum making diagrams. These diagrams will be presented in two cohorts: pre-Reform and post-Reform teachers. In the end, the paper proposes a cross-cultural communicative potential for curriculum making. The diagram making process provides a tool for teachers and teacher educators to imagine different interpretations of classroom teachers’ roles in their work.
Keywords
Curriculum, Geography teachers, Curriculum making, Gaokao, China.
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Referências
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