Currículo: representações para os sujeitos da escola do campo na Maisa
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal Rural do Semi-Árido
|
Programa de Pós-Graduação: |
Programa de pós-graduação em Ambiente, Tecnologia e Sociedade
|
Departamento: |
Não Informado pela instituição
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufersa.edu.br/handle/tede/553 |
Resumo: | The research has as object of study curriculum and realization of the same from the development of pedagogical practices of teachers of a school field, and how curriculum bias the themes: environment, technology and society. As the main problem of this research, we bring the question of how the curriculum take account of environmental, technological and social issues, from the action of teachers. To understand these relationships made a cut in high school, so the following objectives were defined: to compare from the teachers' relations with the Operational Guidelines of Rural Education, elements that are as specific nature of schools, from the point of view of these subjects on the appropriation of environmental issues, technological, social and cultural rights; identify how materializes the curriculum relationship with the environment, technology and society; verify the representations assigned to the school curriculum by teachers; analyze the narratives of teachers on the development of its pedagogical action, challenges and possibilities of the curriculum in practice. The method to develop this study was qualitative research and methodological strategy of action research. Select this type of research to be associated with various forms of collective action, so use the high school Pact meetings and educational and administrative meetings of the school to which they call "training course" In addition, we use the dialogue of teachers, which were recorded and filmed, observe classrooms, students heard, we analyze the school official documents and conducted an open interview with the director and educational coordinator of the school. We seek to identify the concepts and methodological strategies used by teachers to enable their projects on the subject. We use the training course as a source of study, so we can build an in-depth look about the actions carried out in schools, especially in 2015, producing an analysis of the representations that teachers and educational staff have about the curriculum and its relationship with practice pedagogical, at the intersection of this with the disciplinary and interdisciplinary. There were several issues discussed and different nuances, but one of the main results is that the school has a history of developed extra classroom activities in these moments she stands out, and in this context the teachers can engage students in an active, participatory and collaborative, these activities the curriculum can interbreed with environmental issues, technology and society, and the representations that the school has curriculum is a formal, hierarchical curriculum, however, when he brings this curricular action for teaching practice and / or didactic action, other movements are built |
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Siqueira Filho, Valdemar13047372845Siqueira, Elisabete Stradiotto06760976851http://lattes.cnpq.br/8581489357094720Peixer, Zilma Isabel59362804972http://lattes.cnpq.br/372076943111768537815938434http://lattes.cnpq.br/8377752739498027http://lattes.cnpq.br/5431232062110460Medeiros, Maria de Lourdes Fernandes de2017-02-07T12:06:27Z2016-03-25MEDEIROS, Maria de Lourdes Fernandes de. Currículo: representações para os sujeitos da escola do campo na Maisa. 2016. 140 f. Dissertação (Mestrado) - Curso de Pós-graduação em Ambiente, Tecnologia e Sociedade, Universidade Federal Rural do Semi-Árido, Mossoró, 2016.http://repositorio.ufersa.edu.br/handle/tede/553The research has as object of study curriculum and realization of the same from the development of pedagogical practices of teachers of a school field, and how curriculum bias the themes: environment, technology and society. As the main problem of this research, we bring the question of how the curriculum take account of environmental, technological and social issues, from the action of teachers. To understand these relationships made a cut in high school, so the following objectives were defined: to compare from the teachers' relations with the Operational Guidelines of Rural Education, elements that are as specific nature of schools, from the point of view of these subjects on the appropriation of environmental issues, technological, social and cultural rights; identify how materializes the curriculum relationship with the environment, technology and society; verify the representations assigned to the school curriculum by teachers; analyze the narratives of teachers on the development of its pedagogical action, challenges and possibilities of the curriculum in practice. The method to develop this study was qualitative research and methodological strategy of action research. Select this type of research to be associated with various forms of collective action, so use the high school Pact meetings and educational and administrative meetings of the school to which they call "training course" In addition, we use the dialogue of teachers, which were recorded and filmed, observe classrooms, students heard, we analyze the school official documents and conducted an open interview with the director and educational coordinator of the school. We seek to identify the concepts and methodological strategies used by teachers to enable their projects on the subject. We use the training course as a source of study, so we can build an in-depth look about the actions carried out in schools, especially in 2015, producing an analysis of the representations that teachers and educational staff have about the curriculum and its relationship with practice pedagogical, at the intersection of this with the disciplinary and interdisciplinary. There were several issues discussed and different nuances, but one of the main results is that the school has a history of developed extra classroom activities in these moments she stands out, and in this context the teachers can engage students in an active, participatory and collaborative, these activities the curriculum can interbreed with environmental issues, technology and society, and the representations that the school has curriculum is a formal, hierarchical curriculum, however, when he brings this curricular action for teaching practice and / or didactic action, other movements are builtA pesquisa tem como objeto de estudo o currículo e efetivação do mesmo a partir do desenvolvimento das práticas pedagógicas dos professores de uma escola do campo, localizada na Cidade de Mossoró-RN e como viés do currículo as temáticas: ambiente, tecnologia e sociedade. Como problemática principal dessa pesquisa, trazemos a questão: como o currículo dar conta das questões ambientais, tecnológicas e sociais, a partir da ação dos professores. Para compreender essas relações fizemos um recorte no Ensino Médio, e por isso foram definidos os seguintes objetivos: comparar a partir das relações dos professores com as Diretrizes Operacionais da Educação do Campo, elementos que se constituem como especificidade das escolas do campo, do ponto de vista destes sujeitos sobre a apropriação das questões ambientais, tecnológicas, sociais e culturais; identificar como se materializa as relações do currículo com o ambiente, tecnologia e sociedade; verificar as representações atribuídas ao currículo escolar pelos professores; analisar as narrativas dos professores sobre o desenvolvimento de sua ação pedagógica, desafios e possibilidades do currículo na prática. O método para desenvolver esse estudo foi a pesquisa qualitativa e a estratégia metodológica da pesquisa-ação. Selecionamos este tipo de investigação por estar associada a diversas formas de ação coletiva, assim, usamos os encontros do Pacto do Ensino Médio e as reuniões pedagógicas e administrativas da escola ao qual denominamos de “percurso formativo”, além disso, utilizarmos os diálogos dos professores, que foram gravados e filmados, observamos as salas de aulas, ouvimos os estudantes, analisamos os documentos oficiais da escola e realizamos uma entrevista aberta com a diretora e a coordenadora pedagógica da escola. Buscamos conhecer as concepções e estratégias metodológicas utilizadas pelos professores para viabilizar os seus projetos sobre o tema. Utilizamos o percurso formativo como fonte de estudo, para podermos construir um olhar aprofundado acerca das ações realizadas no âmbito da escola, notadamente em 2015, produzindo uma análise acerca das representações que os professores e equipe pedagógica têm sobre o currículo e sua relação com a prática pedagógica, na interseção deste com a disciplinaridade e a interdisciplinaridade. Foram vários aspectos discutidos e nuances diversas, mas, um dos resultados principais é de que a escola possui um histórico de atividades desenvolvidas extra sala de aula, nestes momentos ela se destaca, e neste contexto os professores conseguem envolver os estudantes de forma ativa, participativa e colaborativa, nessas atividades o currículo consegue intercruzar com os temas ambiente, tecnologia e sociedade, e as representações que a escola tem de currículo é de um currículo formal, hierárquico, no entanto, quando traz essa ação curricular para a prática pedagógica e/ou ação didática, outros movimentos são construídosSubmitted by Socorro Pontes (socorrop@ufersa.edu.br) on 2017-02-07T12:06:27Z No. of bitstreams: 1 MariaLFM_DISSERT.pdf: 2241070 bytes, checksum: 0149e20b210b5bc7226b34707dc1b62d (MD5)Made available in DSpace on 2017-02-07T12:06:27Z (GMT). No. of bitstreams: 1 MariaLFM_DISSERT.pdf: 2241070 bytes, checksum: 0149e20b210b5bc7226b34707dc1b62d (MD5) Previous issue date: 2016-03-252017-02-06application/pdfhttp://repositorio.ufersa.edu.br/retrieve/1198/MariaLFM_DISSERT.pdf.jpgporUniversidade Federal Rural do Semi-ÁridoPrograma de pós-graduação em Ambiente, Tecnologia e SociedadeUFERSABrasilPercurso formativoAção pedagógicaProfessoresInterdisciplinaridadeIntegraçãoEstudantesTraining coursePedagogical actionTeachersInterdisciplinarityIntegration,StudentsCNPQ::CIENCIAS SOCIAIS APLICADASCurrículo: representações para os sujeitos da escola do campo na MaisaCurriculum: representations for the subject of the school field in Maisainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFERSAinstname:Universidade Federal Rural do Semi-Árido (UFERSA)instacron:UFERSAORIGINALMariaLFM_DISSERT.pdfMariaLFM_DISSERT.pdfapplication/pdf2241070http://200.137.6.41:8080/jspui/bitstream/tede/553/1/MariaLFM_DISSERT.pdf0149e20b210b5bc7226b34707dc1b62dMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://200.137.6.41:8080/jspui/bitstream/tede/553/2/license.txtbd3efa91386c1718a7f26a329fdcb468MD52TEXTMariaLFM_DISSERT.pdf.txtMariaLFM_DISSERT.pdf.txtExtracted Texttext/plain336597http://200.137.6.41:8080/jspui/bitstream/tede/553/3/MariaLFM_DISSERT.pdf.txta93b77ab097413a5b6ded852be042f83MD53THUMBNAILMariaLFM_DISSERT.pdf.jpgMariaLFM_DISSERT.pdf.jpgGenerated Thumbnailimage/jpeg4158http://200.137.6.41:8080/jspui/bitstream/tede/553/4/MariaLFM_DISSERT.pdf.jpg10b1a721ef3d75ba7289a478841f50dbMD54tede/5532018-05-23 10:03:46.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Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufersa.edu.br/ |
dc.title.por.fl_str_mv |
Currículo: representações para os sujeitos da escola do campo na Maisa |
dc.title.alternative.por.fl_str_mv |
Curriculum: representations for the subject of the school field in Maisa |
title |
Currículo: representações para os sujeitos da escola do campo na Maisa |
spellingShingle |
Currículo: representações para os sujeitos da escola do campo na Maisa Medeiros, Maria de Lourdes Fernandes de Percurso formativo Ação pedagógica Professores Interdisciplinaridade Integração Estudantes Training course Pedagogical action Teachers Interdisciplinarity Integration, Students CNPQ::CIENCIAS SOCIAIS APLICADAS |
title_short |
Currículo: representações para os sujeitos da escola do campo na Maisa |
title_full |
Currículo: representações para os sujeitos da escola do campo na Maisa |
title_fullStr |
Currículo: representações para os sujeitos da escola do campo na Maisa |
title_full_unstemmed |
Currículo: representações para os sujeitos da escola do campo na Maisa |
title_sort |
Currículo: representações para os sujeitos da escola do campo na Maisa |
author |
Medeiros, Maria de Lourdes Fernandes de |
author_facet |
Medeiros, Maria de Lourdes Fernandes de |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
37815938434 |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/8377752739498027 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5431232062110460 |
dc.contributor.advisor1.fl_str_mv |
Siqueira Filho, Valdemar |
dc.contributor.advisor1ID.fl_str_mv |
13047372845 |
dc.contributor.referee1.fl_str_mv |
Siqueira, Elisabete Stradiotto |
dc.contributor.referee1ID.fl_str_mv |
06760976851 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8581489357094720 |
dc.contributor.referee2.fl_str_mv |
Peixer, Zilma Isabel |
dc.contributor.referee2ID.fl_str_mv |
59362804972 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3720769431117685 |
dc.contributor.author.fl_str_mv |
Medeiros, Maria de Lourdes Fernandes de |
contributor_str_mv |
Siqueira Filho, Valdemar Siqueira, Elisabete Stradiotto Peixer, Zilma Isabel |
dc.subject.por.fl_str_mv |
Percurso formativo Ação pedagógica Professores Interdisciplinaridade Integração Estudantes Training course Pedagogical action Teachers Interdisciplinarity Integration, Students |
topic |
Percurso formativo Ação pedagógica Professores Interdisciplinaridade Integração Estudantes Training course Pedagogical action Teachers Interdisciplinarity Integration, Students CNPQ::CIENCIAS SOCIAIS APLICADAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS |
description |
The research has as object of study curriculum and realization of the same from the development of pedagogical practices of teachers of a school field, and how curriculum bias the themes: environment, technology and society. As the main problem of this research, we bring the question of how the curriculum take account of environmental, technological and social issues, from the action of teachers. To understand these relationships made a cut in high school, so the following objectives were defined: to compare from the teachers' relations with the Operational Guidelines of Rural Education, elements that are as specific nature of schools, from the point of view of these subjects on the appropriation of environmental issues, technological, social and cultural rights; identify how materializes the curriculum relationship with the environment, technology and society; verify the representations assigned to the school curriculum by teachers; analyze the narratives of teachers on the development of its pedagogical action, challenges and possibilities of the curriculum in practice. The method to develop this study was qualitative research and methodological strategy of action research. Select this type of research to be associated with various forms of collective action, so use the high school Pact meetings and educational and administrative meetings of the school to which they call "training course" In addition, we use the dialogue of teachers, which were recorded and filmed, observe classrooms, students heard, we analyze the school official documents and conducted an open interview with the director and educational coordinator of the school. We seek to identify the concepts and methodological strategies used by teachers to enable their projects on the subject. We use the training course as a source of study, so we can build an in-depth look about the actions carried out in schools, especially in 2015, producing an analysis of the representations that teachers and educational staff have about the curriculum and its relationship with practice pedagogical, at the intersection of this with the disciplinary and interdisciplinary. There were several issues discussed and different nuances, but one of the main results is that the school has a history of developed extra classroom activities in these moments she stands out, and in this context the teachers can engage students in an active, participatory and collaborative, these activities the curriculum can interbreed with environmental issues, technology and society, and the representations that the school has curriculum is a formal, hierarchical curriculum, however, when he brings this curricular action for teaching practice and / or didactic action, other movements are built |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-03-25 |
dc.date.accessioned.fl_str_mv |
2017-02-07T12:06:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MEDEIROS, Maria de Lourdes Fernandes de. Currículo: representações para os sujeitos da escola do campo na Maisa. 2016. 140 f. Dissertação (Mestrado) - Curso de Pós-graduação em Ambiente, Tecnologia e Sociedade, Universidade Federal Rural do Semi-Árido, Mossoró, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufersa.edu.br/handle/tede/553 |
identifier_str_mv |
MEDEIROS, Maria de Lourdes Fernandes de. Currículo: representações para os sujeitos da escola do campo na Maisa. 2016. 140 f. Dissertação (Mestrado) - Curso de Pós-graduação em Ambiente, Tecnologia e Sociedade, Universidade Federal Rural do Semi-Árido, Mossoró, 2016. |
url |
http://repositorio.ufersa.edu.br/handle/tede/553 |
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por |
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Universidade Federal Rural do Semi-Árido |
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Programa de pós-graduação em Ambiente, Tecnologia e Sociedade |
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UFERSA |
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Brasil |
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Universidade Federal Rural do Semi-Árido |
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