A pesquisa sobre currículo: opções teóricas e elementos empíricos

Abstract

This research had as its research object the bibliographic production of the teachers of the PostGraduate Programs in Education, evaluated with grades 6 and 7, by the Coordenação de Aperfeiçoamento de Pessoal do Ensino Superior (Capes), in the triennial evaluation released in 2013, comprising the years 2010-2012. The research for the elaboration of this thesis took place, specifically, with the articles published in Qualis A1 and A2 journals of the Postgraduate Programs in Education of the Southeast and South regions that are the regions where the institutions that house these programs are located. The problem question that guides this thesis is: which or which theoretical-methodological options and empirical elements are present in the research on curriculum developed and published in journals A1 and A2, by the teachers of the PostGraduate Programs in Education, in the three-year period 2010-2013? This is an exploratory research, in that it seeks to identify the theoretical options and the empirical material of research on curriculum, from the bibliographic production of the researchers participating in the Postgraduate Programs in Education, grades 6 and 7, 2010-2012. Initially, we worked the theoretical foundation that helped us in the analysis of empirical material, where was highlighted the importance of the theory that brought us the argument of the theoretically constructed object, in the development of the basic assumptions of scientific knowledge; in a second moment, we deal with research in education from the analyses of Aparecida Joly Gouveia (1971, 2005), Bernadete A. Gatti (2001), Marli André (2001), José Mário Pires Azanha (2011). After the concern with research in education, we turn our attention to the specific object of our research, the curriculum. With this theoretical elaboration, we arrived at the terms that instructed us in the survey of the empirical material. For the discussion of the thematic curriculum we refer to the contributions of Tomaz Tadeu da Silva (2010), Antônio Flávio Moreira (2002) and Alice Casimiro Lopes and Elizabeth Macedo (2011). Despite the non-identification of the findings sought, it was possible to identify important elements that denote research on curriculum in Brazil, considering the diversity of themes, ideas and thoughts about the curriculum presented by the various authors and that in this search for the identification of theoretical references and empirical approaches to this research object we find information that we believe will greatly contribute to the next identifications of educational research on the curriculum and its approaches which are: The articles that bring in their titles research focused specifically on the curriculum in the southeast and south regions, from 2010 to 2012, which were the main topics addressed in research on curriculum, among which were the most researched and which authors were most cited in the course of these researches.