Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue}
Resumo
This article aims at discussing development in an experience of engaging teachers and students in the design of the curriculum at a public school. It is grounded on a socio-historical perspective of learning and in (coteaching | cogenerative dialogue) as a theorethical-methodological approach. Data was gathered in a two-year project through interactions meetings at schools and analyzed through critical discourse analysis (transitivity) and conversational analysis. The results of the study point out that having had the opportunity to interact in co-plannings and redesigning the curriculum, new attitudes emerged. Furthermore, participating in more democratic spaces and being able to redesign their own curricula during teaching practicum had effects on how the participants perceive the participation of high school students. It is concluded that developing teachers' pedagogical capacity for curriculum design may influence the degree to which teachers engage in a principled, reform-oriented analysis when creating learning opportunities for students.
Downloads
DECLARAÇÃO DE ORIGINALIDADE E DIREITOS AUTORAIS
Declaro que o presente artigo é original, não tendo sido submetido à publicação em qualquer outro periódico nacional ou internacional, quer seja em parte ou em sua totalidade.
Os direitos autorais pertencem exclusivamente aos autores. Os direitos de licenciamento utilizados pelo periódico é a licença Creative Commons Attribution 4.0 (CC BY 4.0): são permitidos o compartilhamento (cópia e distribuição do material em qualquer suporte ou formato) e adaptação (remix, transformação e criação de material a partir do conteúdo assim licenciado para quaisquer fins, inclusive comerciais).
Recomenda-se a leitura desse link para maiores informações sobre o tema: fornecimento de créditos e referências de forma correta, entre outros detalhes cruciais para uso adequado do material licenciado.