Class, authorship and recognition: implications for research on basic education curricula in Brazil
DOI:
https://doi.org/10.15448/1981-2582.2017.2.27026Keywords:
Authorship. Basic school. Education research. Tachers. Researchers.Abstract
This article questions the authorship recognition in the relations between researchers in education and basic education school, a subject linked to the theme of integrity in research. In order to do this, aspects of academic research in education and basic school in Brazil are initially introduced and contributions are presented to think about the class in its authorial dimension as well as the implications of this for curriculum research. Through this work we seek to give visibility to the possibilities of thinking the lesson as a text, indicating the potentialities and limits of these perspectives and highlighting some of the challenges they present for curriculum researchers and for teachers in general.
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References
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