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O currículo move-se: um olhar político sobre o currículo no ensino básico português
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Como tem sido reconhecido em múltiplos trabalhos (Mouraz & Cosme, 2021; Pacheco & Maia, 2021; Roldão & Almeida, 2018), nomeadamente em estudos internacionais (Bolívar, 2019), o contexto contemporâneo português é hoje uma realidade educativo-política dinâmica, marcada por mudanças que se fazem sentir em diferentes níveis de deliberação curricular. Com efeito, com as alterações iniciadas em 2017 e generalizadas em 2018, o Ensino Básico português encontra-se num período de particular dinamismo curricular, cruzando influências provenientes das decisões JOURNAL OF SUPRANATIONAL POLICIES OF EDUCATION, ISSN 2340-6720
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normativas, dos discursos político-pedagógicos mais amplos e das vivências educativas concretas experienciadas em cada realidade escolar.
Contudo, à semelhança do que defende Giroux (2023), a ausência de historicidade na discussão e estudo incorre inevitavelmente num enfraquecimento analítico, pois é incapaz de atentar nos pressupostos ideológico-políticos que alicerçam e enquadram as opções concretas. Explicando por outras palavras, uma discussão que desconsidere a dimensão histórica conduzirá a um trabalho incapaz de reconhecer aos fundamentos - de dimensões políticas e ideológicas - que suportam, moldam e guiam as mudanças educativas que se almejam. Necessitamos, por conseguinte, de privilegiar uma reflexão mais ampla, que não se circunscreva a uma análise superficial de cada momento, mas que atente no modo como as influências internacionais, os documentos jurídico-normativos, os discursos políticos e os sistemas educativos se movimentam.
Na senda do apresentado, este artigo procura, acima de tudo, problematizar a concretude da realidade educativa portuguesa - em particular o Ensino Básico nacional - a partir das mudanças políticas vivenciadas neste século XXI. Para tal, privilegiar-se-á uma hermenêutica dialógica que considera as tendências internacionais no âmbito educativo, o contexto político, os documentos jurídico-normativos de referência com incidência nas opções curriculares, os documentos curriculares de âmbito nacional, em particular aqueles que se orientam para decisões transversais e para a educação cidadã das crianças.
As it has been recognized in multiple works (Mouraz & Cosme, 2021; Pacheco & Maia, 2019; Roldão & Almeida, 2018), namely in international studies (Bolívar, 2019), the contemporary Portuguese context is today a dynamic educational-political reality, marked by changes felt at different levels of curriculum deliberation. Indeed, with the changes initiated in 2017 and generalized in 2018, Portuguese Basic Education finds itself in a period of particular curricular dynamism, crossing influences from normative decisions, broader political-pedagogical discourses, and concrete educational experiences experienced in each school reality. However, similar to Giroux's argument (2023), the absence of historicity in the discussion and study inevitably leads to analytical weakening, as it fails to consider the ideological-political assumptions that underpin and frame specific choices. In other words, a discussion that disregards the historical dimension will lead to work incapable of recognizing the foundations - of political and ideological dimensions - that support, shape, and guide the desired educational changes. Therefore, we need to prioritize a broader reflection, not limited to a superficial analysis of each moment, but attentive to how international influences, legal-normative documents, political discourses, and educational systems move. In line with the above, this article seeks, above all, to problematize the concreteness of the Portuguese educational reality - particularly national Basic Education - based on the political changes experienced in the twenty-first century. To do so, we will prioritize a dialogical hermeneutics that considers international trends in education, the political context, reference legal-normative documents with implications for curricular options, national curricular documents, particularly those oriented towards cross-cutting decisions and the citizenship education of children.
As it has been recognized in multiple works (Mouraz & Cosme, 2021; Pacheco & Maia, 2019; Roldão & Almeida, 2018), namely in international studies (Bolívar, 2019), the contemporary Portuguese context is today a dynamic educational-political reality, marked by changes felt at different levels of curriculum deliberation. Indeed, with the changes initiated in 2017 and generalized in 2018, Portuguese Basic Education finds itself in a period of particular curricular dynamism, crossing influences from normative decisions, broader political-pedagogical discourses, and concrete educational experiences experienced in each school reality. However, similar to Giroux's argument (2023), the absence of historicity in the discussion and study inevitably leads to analytical weakening, as it fails to consider the ideological-political assumptions that underpin and frame specific choices. In other words, a discussion that disregards the historical dimension will lead to work incapable of recognizing the foundations - of political and ideological dimensions - that support, shape, and guide the desired educational changes. Therefore, we need to prioritize a broader reflection, not limited to a superficial analysis of each moment, but attentive to how international influences, legal-normative documents, political discourses, and educational systems move. In line with the above, this article seeks, above all, to problematize the concreteness of the Portuguese educational reality - particularly national Basic Education - based on the political changes experienced in the twenty-first century. To do so, we will prioritize a dialogical hermeneutics that considers international trends in education, the political context, reference legal-normative documents with implications for curricular options, national curricular documents, particularly those oriented towards cross-cutting decisions and the citizenship education of children.
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Curriculum Educational policy Basic education
Citation
Duarte, P. (2025). O currículo move-se: um olhar político sobre o currículo no ensino básico português. Journal of Supranational Policies of Education (JOSPOE), 21, 45–65. https://doi.org/10.15366/jospoe2025.21.003