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Curriculum reforms in educational field: Daily educational policies and practices and the limits of the application approach

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DOI:

https://doi.org/10.14507/epaa.29.5969

Keywords:

curriculum, educational policy, policy analysis, social structure, teacher education

Abstract

The process of building educational policies has caused tensions that reverberate in difficulties in analyzing and considering curricular practices, especially in contexts of social inequality. Educational policies and practices are at the interface between the political and educational fields, and are laden with disputes, conflicts and interests permeated by the search for the monopoly of power. The aim of this study was to theoretically investigate the modes of understanding, constitution, analysis and translation of daily educational policies and practices and their relation to political and educational fields and with the different social agents in that processes. The analyzes circumscribed three axes: 1) understanding the context of educational reforms; 2) analysis of the limits of the application paradigm of educational policies; 3) propositions of other paradigms for educational policies and practices today. It is concluded that the paradigmatic rupture of the ways of conceiving and making educational policies and practices that could break technical rationality and broaden the understandings of the policy cycle is very important, allowing the consolidation of curricular authorship and the valorization of the practice as a structuring locus of the teachers’ work.

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Author Biography

Luiz Gustavo Bonatto Rufino, Centro Universitário Unieduk – SP e Prefeitura Municipal de Paulínia – SP

Bacharel (2010) e Licenciado (2013) em Educação Física pela Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP Rio Claro e em Pedagogia (2020). Especialista em Docência do Ensino Superior (2013). Mestre pelo Programa Interdisciplinar em Desenvolvimento Humano e Tecnologias (2012). Doutor (2018) em Ciências da Motricidade pela UNESP Rio Claro, com estágio de pesquisa na Université de Montréal - UdeM – Canadá. Possui experiência profissional na docência em todos os níveis de ensino, em processos de formação inicial e continuados, produção de livros e outros materiais didáticos, consultorias e assessorias pedagógicas/educativas, em cursos e capacitações, na gestão físico-esportiva, em projetos sociais e políticas públicas e na área de lutas e artes marciais.

Published

2021-10-18

How to Cite

Rufino, L. G. B. (2021). Curriculum reforms in educational field: Daily educational policies and practices and the limits of the application approach. Education Policy Analysis Archives, 29, 135. https://doi.org/10.14507/epaa.29.5969

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