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Desde o desenvolvimento do PSSC (nos EUA) e dos currículos Nuffield (no Reino Unido), na década de 1960, houve uma grande diversidade de situações em que professores de vários níveis de ensino (secundário e universitário) colaboraram de modo a criar novos manuais escolares.
Alguns dos meus melhores amigos, nomeadamente Jon Ogborn (coordenador do currículo Advancing Physics), professor emérito da Universidade de Londres, estiveram envolvidos em diversos desses projectos. A sua influência e inspiração está, também, na base deste projecto.
Um texto inspirador de Jon Ogborn:
"My answers to the questions
“So here now are my answers to my two questions. First, teachers, not the developers, are the true owners of a curriculum development. This is not a sentimental point, seeking to give importance to teachers. It is a point of practical necessity. To do a job well is to feel in charge.
But there is also the sense of belonging. Only to the extent that the curriculum development has a strong vision that teachers can identify with, will there be something, a community, to belong to. So the sense of community is crucial too, and is worth much trouble and money in supporting.
Second, there is in a way no such thing as material ‘being taught in the way intended’. That ‘way’ cannot, in the nature of communication itself, be ‘transmitted’ without change. Certainly there is teaching of the material of which I, Jon Ogborn (or any other developer), approve or not. But our approval is not the point. It is best to assume, without evidence to the contrary, that changes have been made for what the teachers feel to be good reasons. If asked, we will express a view. But that view is just a part of an ongoing discussion about how to teach things, not a definitive end-point. It is not, after all, the developers who face your students in your classroom."