Class, authorship and recognition: implications for research on basic education curricula in Brazil

Authors

  • Luciano Mendes de Faria Filho Universidade Federal de Minas Gerais

DOI:

https://doi.org/10.15448/1981-2582.2017.2.27026

Keywords:

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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Author Biography

Luciano Mendes de Faria Filho, Universidade Federal de Minas Gerais

Professor Titular da Faculdade de Educação da UFMG, Coordenador do Projeto Pensar a Educação Pensar o Brasil - 1822/2022.

References

AREND T, Hannah. Entre o presente e o passado. 4. ed. São Paulo: Perspectiva, 1997.

BARTHES, Roland. A aula. São Paulo: Cutrix, s/d. GUMBRECHT, Hans U. Graciosidade e estagnação. Rio de Janeiro: Contraponto; Ed. PUC-Rio, 2012.

MATTOS, Ilmar R. Mas não somente assim! Leitores, autores, aulas como texto e o ensino-aprendizagem de história. Tempo, Rio de Janeiro, v. 11, n. 21, p. 5-16, jul./dez. 2006.

PENIN, Sonia T. de Sousa. A aula: espaço de conhecimento, lugar de cultura. Campinas: Papirus, 1994.

TILL Y, Charles. Contentious performances. New York: Cambridge University Press, 2008.

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Published

2017-08-30

How to Cite

Faria Filho, L. M. de. (2017). Class, authorship and recognition: implications for research on basic education curricula in Brazil. Educação, 40(2), 203–208. https://doi.org/10.15448/1981-2582.2017.2.27026

Issue

Vol. 40 No. 2 (2017): Dossier - Regulation of Research Ethics

Section

Dossier - Regulation of Research Ethics

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