摘要：Nas últimas duas décadas tem-se consolidado, à escala global, uma certa “narrativa” sobre o que deve ser a educação escolar materializada no currículo. Trata-se de uma “narrativa” que recebe contributos de entidades de diversa natureza e que, nas suas últimas versões, se afirma como de base humanista. Contudo, a análise dos documentos que a veiculam deixa perceber uma forte tendência no sentido de preparar “capital humano” destinado a um mercado de trabalho altamente competitivo. Dos aspectos que urge discutir, no sentido de reconduzir o currículo a essa base, destacam-se, neste trabalho, o fim ou fins últimos que essa educação deve perseguir (os quais solicitam a noção de perfectibilidade humana) e o conhecimento que tem por dever veicular (na medida em que constitui a herança de humanidade e pode contribuir para humanizar). Palavras chave: Narrativa Educativas. Educação Humanista. Currículo Escolar. From Humanistic “Narrative” to a Humanistic Education – An analysis of the school curriculum in the contemporaneity ABSTRACT In the past two decades, on a global scale, a certain “narrative” has been consolidated about what should be the school education materialized in the curriculum. It’s a “narrative” that receives contributions from diverse entities, and, in its more recent versions, affirms itself of a humanistic base. However, analysing the documents that bind it shows a clear tendency to prepare “human capital”, destined to a highly competitive labor market. Among the aspects that are to be discussed, in order to guide the curriculum to that base, this paper highlights the ultimate purpose that this education must pursue (which require the notion of human perfectibility) and that knowledge that it should bind (as it constitutes humanity’s heritage and it may contribute to humanising).
其他摘要：In the past two decades, on a global scale, a certain “narrative” has been
consolidated about what should be the school education materialized in the curriculum. It’s a “narrative” that receives contributions from diverse
entities, and, in its more recent versions, affi rms itself of a humanistic
base. However, analysing the documents that bind it shows a clear
tendency to prepare “human capital”, destined to a highly competitive
labor market. Among the aspects that are to be discussed, in order to
guide the curriculum to that base, this paper highlights the ultimate
purpose that this education must pursue (which require the notion
of human perfectibility) and that knowledge that it should bind (as it
constitutes humanity’s heritage and it may contribute to humanising).
