Curriculum Guidelines For Education Research Articles

‘Acceptance of diversity’…but not too much? (Restricted) pathways towards transgender and intersex inclusivity in sex education curriculum guidelines

AbstractPositive representation of LGBTQIA+ perspectives in curriculum can help improve well‐being of transgender and intersex students. However, research on sex education curriculum indicates that the experiences of intersex and transgender students are largely absent in the respective curriculum or constructed as other, pathologized or stigmatized. These discourses of silence and stigmatization negatively affect transgender and intersex students and prevent all students from getting informed and affirmative sex education on gender and body diversity. This study explores how curriculum documents for sex education in Europe and Germany may be facilitating or limiting the (de‐hierarchized) inclusion of diversity regarding gender and sex/body characteristics. The study employs a structuring qualitative content analysis. Thematic summaries and analysis through the lens of heteronormativity are used to examine how diverse subjectivities are made (in)visible, normalized or othered through the lexical choices and the general framing of the curriculum documents, as well as how binary categorizations are deconstructed and power relations subverted. Key findings indicate that some curricula, while strongly promoting diversity or explicitly including intersex and transgender as topics, are worded in ways that contribute to the normalization of cisgender and endosex experiences, while transgender or intersex perspectives are either fully silenced or othered. The data also reveal power‐critical approaches, in which transgender and intersex are affirmatively included, cis‐ and endonormativity is disrupted and which encourage a critical engagement with societal power relations.

The representation of sustainable development goals in a national curriculum: a content analysis of Taiwan’s 12-Year Basic Education Curriculum Guidelines

Despite the increasing focus on incorporating the Sustainable Development Goals (SDGs) into education through curriculum mainstreaming, related research remains lacking. This study explored the representation of SDGs in Taiwan’s national curriculum in terms of selection and organization. Through a content analysis of the social studies and natural sciences curriculum guidelines, the findings revealed that SDG-related content comprises a minor part of the guidelines and is not well organized, possibly due to limitations on discipline characteristics and curriculum types. A subtle but complex implicit curriculum reflects neoliberalism, which addresses SDG-related issues through market mechanisms and shifts the focus from power, politics, and citizenship to consumers’ choices and lifestyles. The results provide a reference for policymakers and educators in re-examining underrepresented SDGs and dimensions and organizing them coherently. They also bridge the gap between the international framework and national curricula, laying the foundation for international comparisons, discussions, and debates on ESD.

APLINKOSAUGINĖS NUOSTATOS: BŪSIMŲJŲ ANKSTYVOJO UGDYMO MOKYTOJŲ POZICIJA

It is important to focus on the environmental awareness of pre-service teachers, as their decisions as future professionals can have an impact not only on the environment, but also on the education of the next generation. On the other hand, it is also useful for teachers to be aware of trends in students' environmental attitudes in order to be able to emphasise one or other of the sustainable development goals in the context of the curriculum. The main research question is what environmental attitudes have been developed by pre-service preschool, pre-primary and primary school teachers. The study is a mixed-method (qualitative and quantitative) pilot study. The study was carried out between January and March 2023. The participants were 136 university students, pre-service pre-school, pre-primary and primary education teachers (pre-service early childhood teachers). The survey instrument used a 22-item scale. The statements were scored using an interval 5-point Likert scale. The quantitative data obtained from the survey were analysed using descriptive statistics. The mean, standard deviation and significance index of the statements were calculated. Environmental attitudes, like any other attitudes, influence human behaviour. Students have learned these behaviours from their parents and teachers since they were children. What they have expressed in this study is the result of many years of education and experience. Students are very clear about the importance of recycling, they are in favour of preserving biodiversity, conserving heat, responsible consumption in general, etc. It is likely that pre-service teachers, having developed environmental attitudes and skills in practical environmental activities, will base their future professional life on these values and will transfer their experience to their learners in new contexts. Environmental attitudes are becoming increasingly important as the ideas of sustainable development and sustainable living are reflected in the curriculum guidelines for pre-school education (2023) and in the pre-primary and primary curricula (2022). Students' attitudes towards environmentalism reflect their relationship with the environment, and the high significance indexes (Sis) suggest that synergies are developing in the human-nature system. However, this calls for a new in-depth study of environmental attitudes. Keywords: environmental attitudes, early education, human behaviour, pre-service teachers, science education.

Sustainability in Business Administration programs in Brazil: what curricula changes have taken place in the past ten years?

PurposeThis study aims to analyze the extent to which sustainability and its related core aspects have been integrated in the curricula of Business Administration programs in Brazilian federal public universities over the past ten years.Design/methodology/approachA longitudinal exploratory study, with a descriptive scope, was carried out to evaluate the changes that have occurred in the curricula between the years 2011 and 2021. The analysis focused on the Pedagogical Project of the Business Administration programs offered by the Brazilian federal universities identified in the e-Ministry of Education’s (MEC) database of higher educational institutions and course registration. From the total number of federal universities identified in the e-MEC, about 90% were considered for the research.FindingsThe number of courses related to sustainability in Business Administration programs increased considerably in ten years. However, these courses still represent a low percentage of hours in the overall curriculum. Moreover, almost a third of Business Administration programs may produce graduates who have never addressed sustainability during their studies.Research limitations/implicationsThis research does not consider other aspects of the curriculum beyond courses, nor does it collect primary data that allows for inferences about the transversal nature of the theme.Practical implicationsThis study contributes to monitoring the performance of Brazilian federal universities teaching sustainability and its related core aspects in Business Administration programs. This updated panorama may aid in the search for strategies to expand actions related to education for sustainability (EfS) in educational institutions (EIs).Social implicationsThis study presents some of the impacts of implementing the national environmental education curriculum guidelines. This study encourages discussion about EfS in Business Administration programs and in public EIs, which are important actors for promoting sustainable development.Originality/valueTo the best of the authors’ knowledge, this is the first longitudinal study that maps the courses related to sustainability in Business Administration programs at Brazilian federal public universities. This study offers the first responses to a broad and complex topic, of a region and disciplinary field, of which there are not many studies done, opening doors to subsequent investigations.

BNCC, Educação Infantil e as intervenções do mercado: alguns apontamentos

O presente artigo tem como objetivo abordar e analisar as competências na Educação Infantil – direitos de aprendizagem – ainda que de forma incipiente e como elas estão descritas nos documentos pedagógicos. A metodologia utilizada para este fim permeou-se pela abordagem qualitativa subsidiada em Bardin (1977) com recorte para revisão bibliográfica e análise documental. O trabalho encontra-se subdividido em quatro tópicos, são eles: o primeiro, em que apresentamos os documentos que serão analisados e o processo de construção da Base Nacional Comum Curricular (BNCC), o segundo tópico, na qual deixamos em evidência os seguintes termos: as competências, habilidades, atitude e experiência, estes constam nos documentos que subsidiam a educação básica, como as Diretrizes Curriculares Nacionais para Educação e a BNCC, já no terceiro momento problematizamos a intervenção do mercado na educação pública. Por último, evidenciamos as fragilidades da educação causadas pelas intervenções do mercado por meio das políticas públicas educacionais. Palavras-chave: BNCC, educação infantil, direitos de aprendizagem, competências. BNCC, Early Childhood Education and market interventions: some notes ABSTRACT. This article aims to address and analyze the competencies in Early Childhood Education - learning rights - even if incipiently and how they are described in pedagogical documents. The methodology used to this end was permeated by the qualitative approach subsidized by Bardin (1977) with a cut to literature review and document analysis. The work is divided into four topics, they are: the first, in which we present the documents that will be analyzed and the process of construction of the Common National Curricular Base (BNCC), the second topic, in which we highlight the following terms: skills, abilities, attitude and experience, these are contained in the documents that subsidize basic education, as the National Curriculum Guidelines for Education and the BNCC, already in the third moment we problematize the market intervention in public education. Finally, we highlight the weaknesses of education caused by market interventions through public educational policies. Keywords: BNCC, child education, learning rights, skills. BNCC, Educación Infantil e intervenciones de mercado: algunas notas RESUMEN. Este artículo pretende abordar y analizar las competencias en Educación Infantil -derechos de aprendizaje- aunque sea de forma incipiente y cómo se describen en los documentos pedagógicos. La metodología utilizada para este fin fue permeada por el abordaje cualitativo subsidiado en Bardin (1977) con corte de revisión de literatura y análisis de documentos. El trabajo se subdivide en cuatro temas, ellos son: el primero, en el cual presentamos los documentos que serán analizados y el proceso de construcción de la Base Curricular Nacional Común (BNCC), el segundo tema, en el cual dejamos en evidencia los siguientes términos: habilidades, destrezas, actitud y experiencia, estos están contenidos en los documentos que subsidian la educación básica, como los Lineamientos Curriculares Nacionales para la Educación y las BNCC, ya en el tercer momento problematizamos la intervención del mercado en la educación pública. Por último, destacamos las debilidades de la educación causadas por las intervenciones del mercado a través de las políticas públicas educativas. Palabras clave: BNCC, educación infantil, derechos de aprendizaje, competencias.

Senior High School Student Perspectives on the School Curriculum After the Implementation of 2019 Curriculum Guidelines for 12-Year Basic Education

Senior High School Student Perspectives on the School Curriculum After the Implementation of 2019 Curriculum Guidelines for 12-Year Basic Education

Feasibility on the Integrated Teaching Method of Machine Learning Algorithm inside and outside Physical Education Class

School education, especially physical education, directly undertakes the tasks of “student physical fitness” and “student health promotion.” In the context of the policy to further strengthen quality training and promote education in all aspects, it is explicitly pointed out that “a sound physical fitness is a primary demand for serving the motherland and the country as a result of youth, and it reflects the vitality of the Chinese nation.” Therefore, the implementation of the National Physical Education Curriculum Guidelines and curriculum criteria for sports for Chinese College Students is the primary task of physical education. This study proposes machine learning-based teaching methods as an integrated teaching method inside and outside physical education. After conducting research and experiments on it, the experimental data show that after machine learning improves the integrated teaching of sports inside and outside, 50.51% of students are satisfied with the teaching, 40.4% are relatively satisfied, 6.06% feel average, and only 6.06% are dissatisfied. Compared with the previous part, the satisfaction rate has increased by 16.51%, the more satisfaction rate has increased by 4.4%, and the dissatisfaction rate has decreased by 16.97%. The practice has proved that the implementation of comprehensive teaching based on machine learning in physical education, integration of a student-led approach with a teacher-led role, promotes students’ interest in sports and improves students’ health concepts, which is in line with the current development trend of physical education.

Особенности формирования экологической культуры у младших школьников с легкой умственной отсталостью в учебной деятельности

The research aims to characterise the state of ecological culture formation in primary school students with intellectual disability, which in accordance with the Adapted Basic General Education Curriculum Guidelines includes the following: commitment to environmental behaviour, taking care of one’s own health, positive attitude to a healthy lifestyle and respect for nature. The paper considers the notion of “ecological culture”, presents the results of a practical study of ecological culture formation in younger schoolchildren with intellectual disability (according to the abovementioned criteria), draws conclusions and outlines prospects for further work. The research is novel in that it identifies the psychological and pedagogical features that lead to difficulties in ecological culture formation in schoolchildren with intellectual disability, i.e. underdevelopment of cognitive activities, difficulties in analysing, synthesising and perceiving information, emotional-volitional immaturity, difficulties in forming beliefs, views and feelings, difficulties in forming personal learning outcomes. As a result, the researchers have determined the areas and procedures for ecological culture formation in younger schoolchildren with intellectual disability on the basis of an activity approach, have developed and tested an algorithm for ecological culture formation in children of the specified category.

Proposal of Specialized Curriculum for Elementary Arts Teacher Education

Taiwan launched the Twelve-year Basic Education Curriculum Guidelines in 2019 and led the third wave of education reform at all levels. Arts education is included still in schools but faces the challenge of integrated teaching in elementary schools. In order to prepare preservice teachers to adopt the integrated model of arts education, arts teacher education needs a new structure of curriculum in the sense of competency-driven education. Thus, we construct and recommend an arts specialized curriculum for training elementary art teachers.

Bebês, materialidade e objetos técnicos na primeira infância no brasil e na frança

The main objective of this work is to discuss the materiality of relationships and experiences of infants in early childhood education, based on a dialogue with the Brazilian curriculum guidelines for Early Childhood Education in 3 municipalities in the state of São Paulo, and with the concepts of technical objects and individuation developed by Simondon. This is a qualitative research that uses bibliographic and documentary research as a methodology and the production of cartographies of scenes in which relationships between babies and objects are observed. The cartography used here is inspired by the records developed by Fernand Deligny (2015) and its appropriation for research with babies, as proposed by Julia Oliveira (2016). Research was carried out on this topic in the field of education, going through scientific articles and guiding documents for early childhood education. The authors mapped the paths and affections of babies and their relationships with objects in two distinct scenes that were collected within the scope of a collective project. It is a work that contributes to early childhood education in general and, specifically, to baby studies (Infantology, Babyhood studies).

Vocational High School Teachers’ Identification with Core Competency of 12-Year Basic Education Curriculum Guidelines and Its Pedagogical Transformation - Teaching Experience as Study

Vocational education is crucial for secondary education in Taiwan. With the rapid development of technology, social change, and industry needs, education change has been processed accordingly. “108 Curriculum Guidelines” indicated the idea and the goal of the curriculum to take core competency as a key aspect in secondary education courses. Thus, it is necessary to explore the relevance between teachers’ identification with the core competency of 12-year basic education curriculum guidelines and its pedagogical transformation. Considering the professional knowledge and practical skills of vocational teachers, it is hard to combine them with the core competency into courses for pedagogical transformation. Thus, we analyze the impact of teaching seniority on core competency and its pedagogical transformation by collecting survey data from teachers in vocational schools in Taiwan. Teaching seniority shows a significant difference from the core competency, further affecting pedagogical transformation. Therefore, we propose specific suggestions as follows. First, teachers need to be encouraged to attend workshops to strengthen core competency. Second, course discussion among teachers is required to combine core competencies into courses. Third, the increase of identification to a core competency for senior teachers is demanded to perform pedagogical transformation with teachers’ rich experiences.

ESTRUTURA CURRICULAR: REFLEXÕES SOBRE O ENSINO MÉDIO NO ESTADO DO PARÁ

The objective of this article is to understand how Para State has structured Secondary Education Curriculum since the publication of DCNEM - National Curriculum Guidelines for Secondary Education. This study was carried out by a documentary research, based on 761/1198, 078/2009, 191/2011 Resolutions and other official documents published by the Secretary of Education of Para State – SEDUC. The collected data reveals that due to regional diversity, precarious school infrastructure, and lack of qualified teachers, Law 13.415/17 hasn’t been implemented yet.

Reforms of Mathematics Curriculum Guidelines for Middle Education in Brazil and Paraguay

The construction of the National Common Curricular Base (NCCB) for the area of Mathematics and its High School Technologies in Brazil and the last update of the Mathematics Program for High School in Paraguay are prescribed curriculum documents in force for the teaching of Mathematics in these countries. The construction of each one of them exposed intense political elements and has been a constant target of conflicts and tensions in these countries. The policy cycle approach, established by sociologist Stephen J. Ball and collaborators, has usually been applied by curriculum policy researchers, as well as from other sectors. Therefore, it has been configured in an important methodological bias for the understanding of the documents’ approval processes from the contexts of production and influence, as well as the standards that guided this construction and the ideological constraints that emanate from the involvement of multilateral organisms. In order to achieve this objective, this article presents a comparative analysis of documents in specific circumstances during the processes of the recent reforms of the prescribed documents for mathematical learning in Brazil and Paraguay. It starts from the methodological phases of Comparative Education, summarized by Pilz (2012), by which it reflected on the vertical models and the reductionism and emptying of the area, as well as the contents as instruments of management and performance to meet the varied demands of the globalized world. The theoretical hybridization carried out in the study also pointed to a greater number of specific competences prescribed for the teaching of Mathematics in Brazil, and in Paraguay, a curriculum that prioritizes more functional Mathematics.

Processing Analysis of Swift Playgrounds in a Children’s Computational Thinking Course to Learn Programming

Computational thinking courses can cultivate students’ ability to apply logic in the fields of mathematics and information science. The new 12-year Basic Education Curriculum Guidelines were implemented in Fall 2019 in Taiwan. Courses on computational thinking, problem solving, and programming are contained in the technology education field in junior and senior high schools. Swift Playgrounds is an innovative app for the iPad and Mac that makes learning Swift interactive and fun. No programming knowledge is required to use Swift Playgrounds, making it very suitable for beginners. This study was carried out by letting elementary school teachers and students participate in Swift Playgrounds computational thinking courses. By trying this app, teachers of different disciplines attempted to realize more learning situations. Students learned how to cope with functions and loop skills by playing with “Byte”, which is a character in Swift Playgrounds. There were three purposes for this study: first, designing a computational thinking course for the most basic part, “Hello! Byte”, in Swift Playgrounds; second, assigning elementary school teachers to assess the qualitative analysis of tasks in Swift Playgrounds; and third, assigning elementary school students to do the tasks and assign a difficulty index in Swift Playgrounds after learning with this app. The results show that most teachers considered this approach to be able to improve logical thinking and inferential capability after assessing, and most students considered functions and loops quite difficult after using the app. According to the students’ indices, about 86 percent of students considered that adding commands is easy, and about 37 percent of students considered that functions are easy. On the other hand, about 24 percent of students considered that applying the Slotted Stairways is difficult, and about 34 percent of students considered that using loops is hard. It is suggested that more instructions for the course or extendibility for classes is required.

Did Self-Directed Learning Curriculum Guidelines Change Taiwanese High-School Students’ Self-Directed Learning Readiness?

With the rapid changes in globalization and technology advancement, self-directed learning is argued repeatedly as a key competency needed to survive in the twenty-first century. In August 2019, the Taiwan Ministry of Education implemented the new Curriculum Guidelines for 12-Year Basic Education. Being Taiwan’s first official curriculum that promoted self-directed learning, this study contributed to the emerging knowledge of how the introduction of the curriculum guidelines affected students’ readiness for self-directed learning. Three cohorts of high school students from seven schools returned 10,020 valid surveys. The Self-Directed Learning Readiness Scale (SDLRS), a reputable instrument developed by Lucy Guglielmino (2000), was used in the study. The results provided a bird’s-eye view of evidence supporting our explanations for the positive, though slight, effect of implementing new curriculum guidelines in fostering self-directed high-school learners. Moreover, the progression of self-directed learning readiness appeared differently among schools and among different demographic associations. We suggest that future researchers both (a) qualitatively explore how specific latent variables were changed in different instructional interventions, and (b) conduct panel studies to advance our understanding of curriculum reform and learners’ self-direction.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40299-021-00582-w.

A proposal for food and nutrition education integrated into the preschool and elementary school curriculum.

Materials were prepared for schoolteachers and healthcare workers to support permanent initiatives in food and nutrition education in schools, integrated into the curriculum. The article presents the matrix of food and nutrition topics that served as the basis for producing these materials (Matrix) and the convergence between the approach adopted in the activities in the Activity Manuals comprising the series of materials and food dimensions, the principles of the Framework for Food and Nutrition Education for Public Policies (Framework for Food and Nutrition Education), and the Brazilian National Curriculum Guidelines for basic education. The Matrix allowed designing educational activities that foster an expanded approach to food and nutrition which is simultaneously crosscutting and integrated into the curriculum. The activities allowed dialogue with various components of the curriculum and linkage between them. The activities' convergence with the Framework for Food and Nutrition Education was expressed in the contextualization of food practices in the schoolchildren's territories and realities; in the problematical approach, which encourages critical thinking and the promotion of autonomy, both for educators and schoolchildren; and inter-sector planning through topics and action strategies that encourage collaboration between healthcare professionals and teachers. The initiative presented in this article thus strengthens the actions by food and nutrition education in schools and can expand teachers' repertoire in food and nutrition and contribute to its crosscutting and routine inclusion in the curriculum.

Aprendizagem cooperativa no Ensino Superior: relato de uma experiência

Cooperative Learning (CL) is a teaching and learning methodology that aims to overcome the traditional through cooperative activities; still little adopted in higher education, presupposes the formation of heterogeneous groups. This manuscript aims to report the experience lived in the discipline “Teaching Practice in Early Childhood Education” of a Pedagogy undergraduate class using the CL methodology. 35 students from São Paulo State University - UNESP, Bauru/SP/Brazil enrolled in the 2nd year participated. The procedures required: CL alignment; training and self-appointment of work teams; blog and logo creation; routine definition of classes; formative assessment. Each work team was provided with a notebook. The activities developed through the CL promoted: a) teacher education as recommended in the National Curriculum Guidelines for initial higher education (Resolution No. 02/2015); b) use of technological innovations; c) articulation with the coordinators so that all Bachelor Degrees offered at UNESP complied with the Complementary Curriculum Guidelines for the Training of Teachers for Basic Education in the Undergraduate Pedagogy, Normal and Undergraduate Courses (CEE Deliberation No. 154/2017). It is considered that the CL contributed to the formation of all actors involved through participatory, collaborative and supportive pedagogical actions - inclusive perspective -, preparing them for the challenges presented in the educational field.

Docência nas fronteiras: quilombo, raça e gênero

Os quilombos no Brasil consistem no mais evidente mecanismo de enfrentamento ao sistema escravista, emblema da resistência coletiva que constitui a diáspora africana. Em 2012 foram publicadas as diretrizes curriculares nacionais para a educação escolar quilombola. As recomendações e desafios dessa modalidade de educação dirigem-se às professoras. Poderíamos falar então em uma docência quilombola? Esse artigo discute essa indagação a partir das narrativas de quatro professoras que se reconhecem quilombolas, se autodeclaram negras e atuam em escolas situadas nos territórios onde vivem. Seguimos nas trilhas das narrativas para evidenciar quem são e como se formaram docentes quilombolas e que deslocamentos produzem para a relação entre gênero e docência. O artigo está organizado em cinco tópicos. Após a introdução, discutimos os percalços da formação docente das professoras entrevistadas. No terceiro tópico refletimos sobre a relação gênero e raça e as desestabilizações que propõem a uma análise da profissão docente. No tópico seguinte, situamos as fronteiras em que constroem a docência quilombola e palavras finais

Further Study on Implementing Thematic Teaching in Preschool: A Needs Analysis Research

Thematic teaching has been introduced through the Malaysian Preschool Education Curriculum Guidelines (KPM, 1993) since 1993. This research is a preliminary review aimed at looking at the need to conduct further studies on the implementation of thematic teaching and to determine the focus of the research. This research explores the current understanding and practice of eight teachers from eight preschools in Selangor and Negeri Sembilan in implementing thematic teaching. Data collected for this research was based on document analysis, observations, and interviews. Findings of the research show that there were various levels of understanding and methods employed in implementing thematic teaching in the selected preschools. Teachers’ understanding is divided into several categories: 1) understanding thematic teaching as curriculum; 2) understanding thematic teaching as an approach; 3) the minimum understanding of thematic teaching; and 4) no understanding of thematic teaching at all. In terms of planning, only two of the teachers integrated thematic teaching in their annual, weekly, and daily lesson plans. The findings on the implementation of thematic teaching also show that teachers: 1) used thematic teaching as the basis of the curriculum; 2) applied thematic teaching as one of the teaching approaches; 3) used thematic teaching based on the requirements of the teaching and learning; and 4) had not used thematic teaching. This finding supports the need for further research on thematic teaching. A detailed research on the implementation of more practical and friendly thematic teaching for teachers that also fulfills the principles of implementation of such teaching and the overall developmental needs of children should be undertaken.

“O pré-escolar faz a diferença?” Políticas educativas na educação de infância e práticas pedagógicas

A identificação de práticas sociopedagógicas tendencialmente reprodutoras da forma escolar, e de currículos de coleção e modos de transmissão pedagógica formais que enfatizam a literacia, a numeracia e a ciência apontam para a reconfiguração da Educação de Infância como contexto de crescente escolarização e alunização precoce das crianças e como estratégia de prevenção socioeducativa do insucesso escolar. Na interlocução entre Sociologia da Infância, Sociologia da Educação e Ciências da Educação, analisa-se o rumo das recentes mudanças políticas da Educação de Infância no quadro internacional e nacional, recuando aos anos 90, e alguns dos seus efeitos ao nível das práticas pedagógicas. A reconstituição deste trajeto assenta na análise crítica de documentos oficiais, nomeadamente as novas Orientações Curriculares para a Educação Pré-Escolar (2016), e de observações realizadas em Jardins de Infância, públicos e privados, entre 2015 e 2017, em Portugal.
 Palavras-chave: Educação de infância; Políticas educativas; Práticas pedagógicas; Orientações curriculares para a educação pré-escolar