RESUMO: O presente artigo examina a natureza do conhecimento poderoso e os processos epistémicos e sociais subjacentes ao currículo do ensino técnico-profissional (ETP). Teoricamente, o artigo revisita criticamente o conceito de conhecimento poderoso enraizado no realismo social, e baseia-se na teoria de diferenciação curricular de Shay. Empiricamente, o artigo baseia-se na reforma do ETP em Moçambique e procede à reinterpretação das anteriores análises sociológicas da reforma. O artigo conclui que, no ETP, o currículo poderoso pode resultar da combinação de várias formas de conhecimento, nomeadamente teórico, prático, profissional e genérico; o currículo do ETP resulta da recontextualização dessas formas de conhecimento, por meio de processos de regulação social.
ABSTRACT: This paper examines the nature of powerful knowledge and the epistemic and social processes underlying the curriculum of technical and vocational education and training (TVET). Theoretically, the paper revisits critically the concept of powerful knowledge, rooted in social realism, and makes use of Shay’s theory of curriculum differentiation. Empirically, the paper re-examines earlier sociological analysis made to TVET reform in Mozambique. The paper argues that, in TVET, the powerful curriculum may result from a combination of different forms of knowledge, namely theoretical, practical, professional and generic; the curriculum of TVET results from the recontextualisation of these forms of knowledge, through processes of social regulation.
RÉSUMÉ: Cet article analyse la nature de la connaissance puissante et les processus épistémiques et sociaux sous-jacents au curriculum de l’enseignement technique et professionnel (ETP). Théoriquement, l’article revisite de façon critique le concept de connaissance puissante, enraciné dans le réalisme social, et il se sert de la théorie de différentiation curriculaire de Shay. Empiriquement, l’article réexamine les analyses sociologiques antérieures faites à l’égard de la réforme de l’ETP au Mozambique. L’article conclut que, pour l’ETP, le curriculum puissant peut dériver de la combinaison de différentes formes de connaissances, notamment celles qui sont théoriques, pratiques, professionnelles et génériques ; le curriculum de l’ETP dérive de la recontextualisation de ces formes de connaissances, à travers les processus de régulation sociale.
