A gestão curricular na perspectiva da aprendizagem significativa Curriculum management from the perspective of meaningful learning
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Abstract
Curriculum management, as a substantial basis for decisions regarding what to teach and why, how, when, with what priorities, with what resources, and with what organization and outcomes, constitutes the components of the pedagogical category of teaching. This study, based on a bibliographic review, examines what curriculum management represents within an educational institution; the relationship between meaningful learning and curriculum management; and how teachers can be supported in curriculum management. Its objective is to reflect on curriculum management and its implications for students’ meaningful learning, through the presentation of a curriculum management system that enhances the possibility of establishing a perspective for the progression of students’ learning. The bibliographic and documentary analysis made it possible to establish that curriculum management is an unequivocal condition for the implementation of the process that takes place at the level of curriculum enactment, particularly through teachers’ activities in the classroom. Its outcome is reflected in changes in students’ behaviour, that is, in learning that is meaningful to them.
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