Curriculum development in Youth Education: Science education in the margins of precariousness and resistance
This research aims to understand the processes that create Youth Education science curricula. Supported by authors stemming from critical theories and by Freirean thought, it analyzes curriculum as a social construction shaped by the agency of educators in the face of structural conditions that defi...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Associação Brasileira de Ensino de Biologia (SBEnBio) |
| Repositorio: | Revista da SBEnBIO |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.renbio.org.br:article/1072 |
| Acceso en línea: | https://renbio.org.br/index.php/sbenbio/article/view/1072 |
| Access Level: | acceso abierto |
| Palabra clave: | Currículo EJA Teorias Críticas Paulo Freire Educação de Jovens e Adultos Curriculum Youth Education Critical Theories Youth and Adult Education Paulo Freire Teorías críticas Plan de estudios Educación de jóvenes y adultos |
| Sumario: | This research aims to understand the processes that create Youth Education science curricula. Supported by authors stemming from critical theories and by Freirean thought, it analyzes curriculum as a social construction shaped by the agency of educators in the face of structural conditions that define their actions. Through interviews, this paper highlights the paths that educators take when facing the challenge of overcoming a teacher-centric identity, by striving to achieve a professional performance of greater autonomy and the creation of curricular designs specific to Youth Education. This requires learning how to listen to the students, build dialogue, and combat their self-depreciation. |
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