Resumo

VIANNA, Nycollas Stefanello  e  RITTER, Jaqueline. The Conceptions of Colombian Teachers on the Curriculum of Chemistry in Middle Schools of Bogotá. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.49, pp.183-198.  Epub 01-Fev-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num49-9984.

In this article we present the results of a Master's Dissertation of a Graduate Program in Science Education of a federal public university in the south of Brazil. The research aimed to know the conceptions of Colombian teachers in relation to the curriculum of chemistry that they develop in the middle schools. Using the Discursive Textual Analysis it was recognized four final categories called "curricular activities with innovative experiences", "definitions of curriculum for teachers of Bogotá", "curriculum and its relation with the labor market" and "autonomy in the theoretical construction of the curriculum" The latter two categories in this article presented propositions which support the conception of curriculum as a cultural artifact, although the curriculum conception still remains as a document that governs the educational process. Some professors also declare some concern that the chemistry curriculum should prepare the student for the job market. It is understood that for the curriculum to be understood as a cultural artifact, it is important that the teacher feels himself as the protagonist of all the theoretical-practical dimensions of its creation, proposition, and development.

Palavras-chave : cultural artifact; curriculum concepts; education in sciences; job market.

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