Posicionamento identitário em contextos de implementação de agendas educativas no Chile. O caso dos professores de história e a reforma da disciplina no currículo escolar.

DOI:

https://doi.org/10.19137/praxiseducativa-2024-280118

Palavras-chave:

Reforma educativa; identidade; professor do ensino secundário; investigação pedagógica; entrevista qualitativa

Resumo

Antes da eclosão das mobilizações sociais de outubro/2019, o currículo do ensino secundário chileno foi modificado. A reforma envolveu transformações na disciplina de História. A literatura argumenta que as mudanças curriculares têm um impacto nas práticas pedagógicas, nos professores e nas identidades docentes. Esta investigação explora o posicionamento identitário assumido por quatro professores de História face às transformações curriculares da sua disciplina. Os resultados da investigação qualitativa dão conta da identidade docente declarada aquando da implementação inicial da reforma curricular; esboça um discurso de posicionamento que rejeita os pressupostos ideológicos da mudança curricular e revela um posicionamento identitário que (re)localiza as dimensões mais relevantes da identidade docente construída pelos professores. Aliás, revela também um posicionamento crítico face a uma reforma curricular que impõe uma nova ordem ao estatuto profissional dos professores, expressa na fragilização do exercício da autonomia dos professores de História.

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Infografía con presentación del tema, metodología y aportes del artículo

Publicado

2024-01-05

Como Citar

Guzmán Palacios, L. A. (2024). Posicionamento identitário em contextos de implementação de agendas educativas no Chile. O caso dos professores de história e a reforma da disciplina no currículo escolar. Praxis Educativa, 28(1), 1–21. https://doi.org/10.19137/praxiseducativa-2024-280118

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