Abstract

LIMA, Elmo de Souza. Continuing education as a space for curricular reorientation: theoretical-methodological reflections. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.103-125.  Epub Oct 15, 2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180071.

Critical studies from education have brought several contributions for the construction of educational and curricular proposals directed to the appreciation of cultural practices of different social groups and for the production of knowledge that enable social change. However, the development of critical and contextualized educational projects is associated with the implementation of educator training policies that encourage critical understanding of the socio-historical and cultural context and the development of educational practices grounded in political critical-emancipatory principles. The research aimed to investigate how critical reflections developed from the training - research enables the reorientation of the curriculum. From the theoretical-methodological contributions of the action critical research was possible to problematize the socio-historical and cultural context the educational project of the school, favoring the identification of challenges and possibilities regarding the reorientation curricular proposal in the perspective of contextualization and interdisciplinarity. In this process, educators focus on the reflection of educational practices, permeated by an understanding of the socio-historical and cultural context, resulting in the appropriation of the political and philosophical principles that underpin the educational project under development, as well as the construction of pedagogical and curricular activities aimed at social transformation.

Keywords : Contextualization; Continuing Education; Reorientation Curriculum.

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