Construction of an inclusive, emanc

Construction of an inclusive, emancipatory curriculum
by the educational community
The elaboration of this alternative curriculum occurred in 1999/2000. Students
with repeated school underachievement in SEUC were invited to apply for the
course. Candidates chose the vocational areas they were interested in. The selection
of two vocational areas resulted from these choices. Thus, the students participated
in the construction of this curriculum from the start, as several authors recommend
(Knowles, 1986; Secretaria de Estado da Educação e Inovação, 1996; Zittoun,
2004). The teachers were invited by the school board. This was an important step to
promote innovation based on teachers (Sebarroja, 2001).

Hasil (Bahasa Indonesia) 2:

Pembangunan yang inklusif, kurikulum emansipatoris
oleh komunitas pendidikan
Elaborasi kurikulum ini alternatif terjadi tahun 1999/2000. Siswa
dengan prestasi sekolah diulang di SEUC diundang untuk mengajukan permohonan
kursus. Calon memilih daerah kejuruan mereka tertarik. Pemilihan
dari dua daerah kejuruan dihasilkan dari pilihan ini. Dengan demikian, siswa berpartisipasi
dalam pembangunan kurikulum ini dari awal, karena beberapa penulis merekomendasikan
(Knowles, 1986; Secretaria de Estado da Educação e Inovação, 1996; Zittoun,
2004). Para guru diundang oleh dewan sekolah. Ini merupakan langkah penting untuk
mempromosikan inovasi berdasarkan guru (Sebarroja, 2001).