AS TOMADAS DE DECISÃO NA CONTEXTUALIZAÇÃO CURRICULAR

Abstract

This article aims to discuss curriculum as deliberation, and not such as merely a syllabus or a technical artefact; curriculum as something that involves functions, competences and actors. In this sense, the authors follow, among others, Schawb, Lundgren, Grundy, Stenhouse and McCutcheon’s theoretical contributions, discussing and analyzing the different contextualizations and steps of the curricula deliberation and also discusses the actors’ competences in the decision-making process. The authors emphasize the debate on the distributions of power among decision-makers, highlighting the rules of the students in that curricular partnership and the curricular leadership of the teachers. The article considers that the study of curricular decision-making, understood as part of a project that involves practices and ideas and implies at a continuum of decisions in different levels and contexts, is crucial to improve the quality of the schooling process.