A base nacional comum curricular e os anos iniciais: um estudo de caso
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
|
Departamento: |
Educação em Ciências
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/22604 |
Resumo: | The National Common Curricular Base (BNCC) appears in the educational scenario as a new educational policy, of a normative character, this document defines the organic and progressive set of essential learning to be worked on in all Brazilian schools. In view of this reality, we seek to investigate understandings revealed by teachers working in the 4th and 5th year of Elementary Education in the municipal education network of Santiago-RS before the BNCC, during the period of its approval by the National Education Council. To this end, we organized and streamlined the Continuing Education Program: Science Teaching in the Early Years from BNCC, based on an initial diagnosis and profile construction, we detected the needs and desires of the group and organized a series of pedagogical workshops developed through mobilizing activities which sought to promote theoretical and practical reflections in the group, the development of collaborative actions, the construction of experimental activities with an emphasis on the specific area of Natural Sciences. It is a qualitative research, in the form of a case study. To this end, the production of individual and collective data, involved teacher and researcher records, in addition to questionnaires analyzed from the principles of Bardin's Content analysis (2010). As a result, we found that: the professors participated in the public consultation period of BNCC presenting general knowledge consistent with those published in institutional videos; as for the specific area of Natural Sciences, we conclude that they need further study; as for the comparison with the BNCC's Knowledge Objects with the Study Plans, we observed that they present divergences in face of the new proposal and need adaptation, however the professors affirm that the implementation is fully applicable. Furthermore, through the mobilizing activity of planning elaboration, we realized that the teachers stopped to explore the Thematic Unit Matter and Energy to the detriment of the others, which addresses knowledge closer to the reality of the Study Plans in force in the municipal school system, without consider interdisciplinary aspects and using experiments; already in carrying out the mobilizing activity of organizing the Objects of Knowledge collectively, we realized the strong influence that Didactic Books have on the curricular organization of this group of teachers. We conclude through the results presented that teachers need to participate in more continuing education programs in the Area of Natural Sciences, which use participatory methodologies aimed at theoretical and practical reflection enabling the construction of new knowledge and new ways of applying them. |
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2021-10-25T18:01:30Z2021-10-25T18:01:30Z2020-03-04http://repositorio.ufsm.br/handle/1/22604The National Common Curricular Base (BNCC) appears in the educational scenario as a new educational policy, of a normative character, this document defines the organic and progressive set of essential learning to be worked on in all Brazilian schools. In view of this reality, we seek to investigate understandings revealed by teachers working in the 4th and 5th year of Elementary Education in the municipal education network of Santiago-RS before the BNCC, during the period of its approval by the National Education Council. To this end, we organized and streamlined the Continuing Education Program: Science Teaching in the Early Years from BNCC, based on an initial diagnosis and profile construction, we detected the needs and desires of the group and organized a series of pedagogical workshops developed through mobilizing activities which sought to promote theoretical and practical reflections in the group, the development of collaborative actions, the construction of experimental activities with an emphasis on the specific area of Natural Sciences. It is a qualitative research, in the form of a case study. To this end, the production of individual and collective data, involved teacher and researcher records, in addition to questionnaires analyzed from the principles of Bardin's Content analysis (2010). As a result, we found that: the professors participated in the public consultation period of BNCC presenting general knowledge consistent with those published in institutional videos; as for the specific area of Natural Sciences, we conclude that they need further study; as for the comparison with the BNCC's Knowledge Objects with the Study Plans, we observed that they present divergences in face of the new proposal and need adaptation, however the professors affirm that the implementation is fully applicable. Furthermore, through the mobilizing activity of planning elaboration, we realized that the teachers stopped to explore the Thematic Unit Matter and Energy to the detriment of the others, which addresses knowledge closer to the reality of the Study Plans in force in the municipal school system, without consider interdisciplinary aspects and using experiments; already in carrying out the mobilizing activity of organizing the Objects of Knowledge collectively, we realized the strong influence that Didactic Books have on the curricular organization of this group of teachers. We conclude through the results presented that teachers need to participate in more continuing education programs in the Area of Natural Sciences, which use participatory methodologies aimed at theoretical and practical reflection enabling the construction of new knowledge and new ways of applying them.A Base Nacional Comum Curricular (BNCC) surge no cenário educacional como uma nova política educacional, de caráter normativo, este documento define o conjunto orgânico e progressivo de aprendizagens essenciais a serem trabalhados em todas as escolas brasileiras. Frente a essa realidade, buscamos investigar entendimentos revelados por docentes atuantes no 4º e 5º ano do Ensino Fundamental da rede municipal de ensino de Santiago-RS perante a BNCC, durante o período de sua aprovação junto ao Conselho Nacional de Educação. Para tanto, organizamos e dinamizamos o Programa de Formação Continuada: Ensino de Ciências nos Anos Iniciais a partir da BNCC, partindo de um diagnóstico inicial e da construção do perfil, detectamos as necessidades e desejos do grupo e organizamos uma série de oficinas pedagógicas desenvolvidas através de atividades mobilizadoras as quais buscaram promover a reflexões teórico-práticas no grupo, o desenvolvimento de ações colaborativas, a construção de atividades experimentais com ênfase na área específica de Ciências da Natureza. Trata-se de uma pesquisa qualitativa, na forma de um estudo de caso. Para tanto, a produção de dados individuais e coletivos, envolveu registros dos docentes e da pesquisadora, além de questionários analisados a partir dos princípios da análise de Conteúdo de Bardin (2010). Como resultados constatamos que: os docentes participaram do período de consulta pública da BNCC apresentando conhecimentos gerais condizentes com os divulgados nos vídeos institucionais; quanto à área específica de Ciências da Natureza concluímos que necessitam de mais aprofundamento; quanto à comparação com os Objetos do Conhecimento da BNCC com os Planos de Estudos observamos que apresentam divergências perante a nova proposta e necessitam de adaptação, porém os docentes afirmam que a implementação é totalmente aplicável. Além disso, através da atividade mobilizadora de elaboração de planejamento percebemos que os docentes se detiveram na exploração na Unidade Temática Matéria e Energia em detrimento das demais, a qual aborda conhecimentos mais próximos da realidade dos Planos Estudos em vigência na rede municipal de ensino, sem considerar aspectos interdisciplinares e utilizando a realização de experimentos; já na realização da atividade mobilizadora de organização dos Objetos do Conhecimento de forma coletiva percebemos a forte influência que os Livros Didáticos exercem sobre a organização curricular deste grupo de docentes. Concluímos por meio dos resultados apresentados que os docentes necessitam de participação em mais programas de formação continuada na Área de Ciências da Natureza, os quais utilizem metodologias participativas voltadas a reflexão teórico-prática possibilitando a construção de novos saberes e novas formas de aplicação dos mesmos.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação continuadaPolítica pública educacionalCiências da naturezaEnsino fundamentalContinuing educationPublic educational policyNatural sciencesElementary schoolCNPQ::OUTROS::CIENCIASA base nacional comum curricular e os anos iniciais: um estudo de casoThe common curricular national base and the initial years: a case studyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSepel, Lenira Maria Nuneshttp://lattes.cnpq.br/9187175270021411Pessano, Edward Frederico CastroSauerwein, Ines Prieto SchmidtScheid, Neusa Maria Johnhttp://lattes.cnpq.br/0276460493806137Mariani, Vanessa de Cássia Pistóia90050000000860060060060047fd38b0-936c-4e6a-9fb0-0af2d716811d889c8120-4448-4001-a8a7-db0e435b80ec53f2594c-1acd-4758-85ee-bd9366deed12e136d563-e84a-457a-922e-ace412f9ab7eb0d46467-df4a-4153-8dda-92679a343104reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGQVS_2020_MARIANI_VANESSA.pdfTES_PPGQVS_2020_MARIANI_VANESSA.pdfTese de Doutoradoapplication/pdf28037483http://repositorio.ufsm.br/bitstream/1/22604/1/TES_PPGQVS_2020_MARIANI_VANESSA.pdf3212c7abc4bd588ff74ddf48ecd3f1e3MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
dc.title.alternative.eng.fl_str_mv |
The common curricular national base and the initial years: a case study |
title |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
spellingShingle |
A base nacional comum curricular e os anos iniciais: um estudo de caso Mariani, Vanessa de Cássia Pistóia Formação continuada Política pública educacional Ciências da natureza Ensino fundamental Continuing education Public educational policy Natural sciences Elementary school CNPQ::OUTROS::CIENCIAS |
title_short |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
title_full |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
title_fullStr |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
title_full_unstemmed |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
title_sort |
A base nacional comum curricular e os anos iniciais: um estudo de caso |
author |
Mariani, Vanessa de Cássia Pistóia |
author_facet |
Mariani, Vanessa de Cássia Pistóia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sepel, Lenira Maria Nunes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9187175270021411 |
dc.contributor.referee1.fl_str_mv |
Pessano, Edward Frederico Castro |
dc.contributor.referee2.fl_str_mv |
Sauerwein, Ines Prieto Schmidt |
dc.contributor.referee3.fl_str_mv |
Scheid, Neusa Maria John |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0276460493806137 |
dc.contributor.author.fl_str_mv |
Mariani, Vanessa de Cássia Pistóia |
contributor_str_mv |
Sepel, Lenira Maria Nunes Pessano, Edward Frederico Castro Sauerwein, Ines Prieto Schmidt Scheid, Neusa Maria John |
dc.subject.por.fl_str_mv |
Formação continuada Política pública educacional Ciências da natureza Ensino fundamental |
topic |
Formação continuada Política pública educacional Ciências da natureza Ensino fundamental Continuing education Public educational policy Natural sciences Elementary school CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Continuing education Public educational policy Natural sciences Elementary school |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
The National Common Curricular Base (BNCC) appears in the educational scenario as a new educational policy, of a normative character, this document defines the organic and progressive set of essential learning to be worked on in all Brazilian schools. In view of this reality, we seek to investigate understandings revealed by teachers working in the 4th and 5th year of Elementary Education in the municipal education network of Santiago-RS before the BNCC, during the period of its approval by the National Education Council. To this end, we organized and streamlined the Continuing Education Program: Science Teaching in the Early Years from BNCC, based on an initial diagnosis and profile construction, we detected the needs and desires of the group and organized a series of pedagogical workshops developed through mobilizing activities which sought to promote theoretical and practical reflections in the group, the development of collaborative actions, the construction of experimental activities with an emphasis on the specific area of Natural Sciences. It is a qualitative research, in the form of a case study. To this end, the production of individual and collective data, involved teacher and researcher records, in addition to questionnaires analyzed from the principles of Bardin's Content analysis (2010). As a result, we found that: the professors participated in the public consultation period of BNCC presenting general knowledge consistent with those published in institutional videos; as for the specific area of Natural Sciences, we conclude that they need further study; as for the comparison with the BNCC's Knowledge Objects with the Study Plans, we observed that they present divergences in face of the new proposal and need adaptation, however the professors affirm that the implementation is fully applicable. Furthermore, through the mobilizing activity of planning elaboration, we realized that the teachers stopped to explore the Thematic Unit Matter and Energy to the detriment of the others, which addresses knowledge closer to the reality of the Study Plans in force in the municipal school system, without consider interdisciplinary aspects and using experiments; already in carrying out the mobilizing activity of organizing the Objects of Knowledge collectively, we realized the strong influence that Didactic Books have on the curricular organization of this group of teachers. We conclude through the results presented that teachers need to participate in more continuing education programs in the Area of Natural Sciences, which use participatory methodologies aimed at theoretical and practical reflection enabling the construction of new knowledge and new ways of applying them. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-04 |
dc.date.accessioned.fl_str_mv |
2021-10-25T18:01:30Z |
dc.date.available.fl_str_mv |
2021-10-25T18:01:30Z |
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info:eu-repo/semantics/doctoralThesis |
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http://repositorio.ufsm.br/handle/1/22604 |
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http://repositorio.ufsm.br/handle/1/22604 |
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900500000008 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
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UFSM |
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Brasil |
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Educação em Ciências |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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