O CURRÍCULO LOCAL COMO ESPAÇO SOCIAL DE COEXISTÊNCIA DE DISCURSOS: ESTUDO DE CASO NOS DISTRITOS DE BÁRUÈ, DE SUSSUNDENGA E DA CIDADE DE CHIMOIO - MOÇAMBIQUE
O CURRÍCULO LOCAL COMO ESPAÇO SOCIAL DE COEXISTÊNCIA DE DISCURSOS: ESTUDO DE CASO NOS DISTRITOS DE BÁRUÈ, DE SUSSUNDENGA E DA CIDADE DE CHIMOIO - MOÇAMBIQUE
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O CURRÍCULO LOCAL COMO ESPAÇO SOCIAL DE COEXISTÊNCIA DE DISCURSOS: ESTUDO DE CASO NOS DISTRITOS DE BÁRUÈ, DE SUSSUNDENGA E DA CIDADE DE CHIMOIO - MOÇAMBIQUE
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发表时间：
2005
期刊：
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通讯作者：
J. P. Castiano
中科院分区：
文献类型：
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作者：
J. P. Castiano
本文探讨了通过在莫桑比克学校引入本地课程，本地知识与普遍知识之间对话的社会空间在多大程度上制度化。有人认为，地方课程不仅是两种知识、价值观和地方实践整合的空间，而且潜在地是两者协商、评估和验证的空间。本文还探讨了地方课程是否有可能克服通用课程知识与地方课程知识之间的“沉默共存”的问题。概述的论点是理论和经验的。理论论证使Hauntondjean的挪用和再挪用概念富有成效，探索了地方课程作为“话语共存空间”的假设。实证论证基于 2003 年 10 月和 11 月在 Barue、Sussundenga 地区和 Chimoio 市（莫桑比克马尼卡省）小学进行的实地研究。这些是第一批引入本地课程的试点学校。
The paper explores to which extent, trough the introduction of the Local Curriculum in Mozambican schools, a social space for dialog between local and universal knowledge is institutionalized. It is argued that the Local Curriculum is not only a space for the integration of both kinds of knowledge, of values and of local practices, but potentially it is a space of negotiation, evaluation and validation of both. The paper explores also the question of the possibility that Local Curriculum offers to overcome the «silent coexistence» between the universal and the local curriculum knowledge. The outlined arguments are theoretical and empirical. The theoretical argument, making fruitful the Hountondjean concepts of appropriation and of the reappropriation, explores the hypothesis of the Local Curriculum being a «space of the coexistence of the discourses». The empirical argument is based on the field studies undertaken during October and November 2003 in primary schools in the districts of Barue, Sussundenga and in the city of Chimoio (province of Manica, Mozambique). Those were the first pilot-schools to introduce the Local Curriculum.