A agenda do Legislativo Federal para as políticas curriculares no Brasil (1995-2007)
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2009-09
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Educação e Pesquisa
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Considerando a organização do Congresso Nacional instituída a partir da Constituição Federal de 1988, este trabalho tem o objetivo de investigar o papel do Poder Legislativo na formulação das políticas curriculares no Brasil, destacando e discutindo a agenda proposta no âmbito desse Poder para as matérias sobre esse tema. Para consecução desse objetivo, foram identificadas todas as proposições sobre educação apresentadas e concluídas no processo legislativo durante as 50ª, 51ª e 52ª legislaturas (1995-2007), analisando-se, entre estas, aquelas que tomam como objeto o currículo escolar. Dessa maneira, o trabalho analisa o processo legislativo de 29 proposições sobre currículo escolar, 3 das quais transformadas em norma jurídica. Conclui-se que o Poder Legislativo apresenta um fraco poder de agenda em relação às políticas curriculares, limitando suas propostas à criação ou à modificação de disciplinas escolares. Na concepção de política curricular expressa por meio das proposições apresentadas, é como se o currículo escolar se instituísse de fora para dentro das escolas, pelo somatório desarticulado de disciplinas pretensamente importantes para a minimização das mazelas sociais. Não são preocupações de tais projetos os objetivos precípuos da instituição escolar, mas as próprias problemáticas sociais que os inspiraram. Desconsideram o contexto da prática, revelando procedimentos para os quais o texto da política curricular parece fazer sentido em si mesmo, fora dos processos de recontextualização e hibridismo fundamentais para o entendimento das políticas curriculares como políticas culturais.
Considering the organization of the National Congress established since the 1988 Federal Constitution, the present work has as its purpose to investigate the role of the Legislative Power in the formulation of curriculum policies in Brazil, highlighting and discussing the agenda proposed within the sphere of that Power for the matters concerning this issue. To such end, all proposals about education presented and concluded in their legislative process during the 50th, 51st, and 52nd legislatures (1995-2007) were identified and, among these, those that took school curricula as their subject matter. In this way, the work analyzes the legislative process followed by 29 proposals about school curriculum, three of which eventually became legal norms. The conclusion was that the Legislative exerts little power to set the agenda for curriculum policies, limiting its proposals to the creation or modification of school disciplines. In the conception of curriculum policy expressed in the proposals presented it is as if the school curriculum was formed from the outside of the schools through the incongruous summation of disciplines supposedly relevant to minimize social flaws. The proposals do not seem to derive inspiration from the objectives germane to the school institution, but from the social problems themselves. They disregard the context of the practice, revealing procedures in which the text of the curriculum policy seems to make sense in itself, outside the processes of recontextualization and hybridism that are fundamental to understand curriculum policies as cultural policies.
Considering the organization of the National Congress established since the 1988 Federal Constitution, the present work has as its purpose to investigate the role of the Legislative Power in the formulation of curriculum policies in Brazil, highlighting and discussing the agenda proposed within the sphere of that Power for the matters concerning this issue. To such end, all proposals about education presented and concluded in their legislative process during the 50th, 51st, and 52nd legislatures (1995-2007) were identified and, among these, those that took school curricula as their subject matter. In this way, the work analyzes the legislative process followed by 29 proposals about school curriculum, three of which eventually became legal norms. The conclusion was that the Legislative exerts little power to set the agenda for curriculum policies, limiting its proposals to the creation or modification of school disciplines. In the conception of curriculum policy expressed in the proposals presented it is as if the school curriculum was formed from the outside of the schools through the incongruous summation of disciplines supposedly relevant to minimize social flaws. The proposals do not seem to derive inspiration from the objectives germane to the school institution, but from the social problems themselves. They disregard the context of the practice, revealing procedures in which the text of the curriculum policy seems to make sense in itself, outside the processes of recontextualization and hybridism that are fundamental to understand curriculum policies as cultural policies.
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Política educacional, Políticas curriculares, Disciplinas escolares, Poder Legislativo, Legislação Educacional, Educational policy, Curriculum policies, School disciplines, Legislative Power, Educational legislation