The Curricular Knowledge Construction in Portugal. Historical, Economic, Social and Cultural Features
Instituto de Ciências da Educação Universidade Lusófona de Humanidades e Tecnologias Lisboa, Portugal
This paper is written under an international project entitled RIAIPE (Rede Ibero-Americana de Investigação em Políticas Educativas ? Iberian-American Network of Investigation in Educational Policies), where investigators analyze the influences of globalization in educational policies and try to build alternative indicators related to equity and social inclusion.
We consider knowledge as a social process, produced by multiple actors who act in different fields or levels. And this knowledge has a role in the process of political decisions. In this task we are considering the political mobilization of knowledge by the macro level actors, such as political actors. So, we will first identify the main political actors responsible for political decision in each political cycle.
Our understanding is that policies and educational change configure processes, based on policies cycles and contexts (Bowe at al, 1992; Ball, 1994) and the connection of internal and external movements, such as social, political or economic movements, that influence educational reform cycles (Goodson, 2008).
We will analyze the new modes of governance and regulation expressed in the curriculum policies recommended at the international level and the related curriculum policies implemented in Portugal. We start from the idea that national states reconfigure global policies taken by international/ transnational organizations, such as OECD and European Union (Estrela & Teodoro, 2009), as it is important to understand how national policies are impregnated of international forces (Teodoro, 2003, 2007).
We seek to describe the context of influence and the context of policy text production in each policy cycle between 1971 and 2009. We also to correlate the curricular policies proposed with the historical, economic, social and cultural contexts shaping each political cycle.
Our study will imply critical analysis of legal texts related to curricular policies in Portugal between 1971 and 2009 and documents, reports, opinions and proposals from national organizations, such as professional teachers associations and unions, and international organizations, such as European Union, OECD, World Bank and UNESCO.