Banca de DEFESA: LEONEL VICENTE MENDES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LEONEL VICENTE MENDES
DATE: 18/08/2022
TIME: 15:00
LOCAL: FACED UFBA REMOTO
TITLE:

Itinerary of cirriculum policy for basic education in Guiné-Bissau 1971-2011: local knowledge and cultural diversity.

KEY WORDS:

Curriculum Policy; Guinea Bissau; Basic education; Cultural Diversity and Local Knowledge.

PAGES: 137
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

The present work seeks to understand the itinerancies of the basic education curriculum policy in Guinea-Bissau and its link with local diversities and epistemologies between the year of its independence and that of the implementation of the Basic Law of the Educational System (1973-2011). The research has as a structuring element the policy of the basic education curriculum in Guinea-Bissau and its link with local diversities and epistemologies. The research results indicate that curriculum policy has undergone several changes and discontinuities, resulting from educational reforms financed by International Organizations (IO), the process that began in the 1980s with economic liberalism. The impacts of these reforms are directly related to the absence of linking local knowledge and cultural diversities in the current basic education curriculum policy in Guinea-Bissau. Throughout the investigation, it was possible to understand, through the application of questionnaires, the perceptions of elementary school teachers from a public school "Quero Apreender" located in Ilondé in the Biombo region, about local knowledge and cultural diversities in the elementary school curriculum.The teachers were unanimous on the need to value local knowledge and cultural diversity in the school curriculum, and related such knowledge to the cultural aspects of some ethnic groups in Guinea-Bissau that are manifested in their social practice. Methodologically, the work was developed from a qualitative approach, it was possible to apply the questionnaires making an articulation through document analysis with theoretical bases based on the conception of curriculum policy, local knowledge and cultural diversities focusing on education, taking the reference in the works of Ball (2001); Goodson (2018); Macedo (2017); Gomes (2007); Candau (2002); Geertz (1997).

BANKING MEMBERS:
Presidente - 2198885 - ROBERTO SIDNEI ALVES MACEDO
Interna - 4349430 - DENISE MOURA DE JESUS GUERRA
Externo à Instituição - FERNANDO PINA TAVARES - UNILAB
Externa à Instituição - SILVIA MICHELE MACEDO - UFRB