BALANCE AND FLEXIBILITY IN CURRICULUM PLANNING: ANALYSIS OF PAULO TOMAZINHO'S MODEL AND ITS IMPLICATIONS FOR THE QUALITY OF EDUCATION

Abstract

This article investigates the impact of curriculum planning on the quality of education, with a special focus on the model proposed by Paulo Tomazinho. The model emphasizes the need for an integrated and flexible approach in the process of curriculum construction, highlighting the relevance of planning, designing, developing, and evaluating pedagogical practices in a cohesive way. Tomazinho's proposal advocates close coordination between these phases, promoting an integration that allows the curriculum not only to meet the immediate demands of society, but also to form critical citizens who are prepared to face the challenges of the contemporary world. The main objective of this study is to analyze the applicability of the principles defended by Tomazinho in the current educational scenario, taking into account the importance of three fundamental elements: neutrality, flexibility and curricular autonomy. The research is in line with the principles established by the Law of Guidelines and Bases of Education (LDB), which seeks to ensure an education that promotes inclusion, respects diversity and fosters critical and autonomous thinking. In this sense, the reflection on curricular neutrality appears as a highlight point, since the curriculum can be influenced by ideological and social forces that directly impact the teaching-learning process. The methodology used in this article is based on a documentary analysis, associated with a critical review of the existing literature on Tomazinho's model and Brazilian educational legislation. Through this approach, the main theoretical and practical contributions of the curriculum planning model were examined, as well as its limitations and challenges. The results of the research indicate that curricular flexibility, although essential to meet the diversity of educational demands, must always be accompanied by a critical reflection on the external influences that shape the curriculum. It is thus concluded that the balance between structure and flexibility is fundamental to promote quality education, capable of forming critical individuals, aware of their role in society and prepared to act in an autonomous and transformative way.

DOI:https://doi.org/10.56238/sevened2024.029-042