Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Goiás
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
|
Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.bc.ufg.br/tede/handle/tede/9820 |
Resumo: | The present research sought to identify and analyze the fundamentals, meaning and possibilities of body culture in an integrated curriculum in the context of full - time schools, having as an empirical basis one school of each Regional of the Municipal Education Network of Goiânia (RMEG). The problem of the curriculum in integral education emerges from the context of expansion of public policies to extend the school day that culminates in its implementation as a State policy, through the National Education Plan of 2014-2024, forming a hegemonic project of full-time integral education. The research had as its scientific-methodological basis the critical-dialectic conception. The research techniques included the bibliographic review on integral education in the digital libraries of the postgraduate programs based in the city of Goiânia (GO), UFG and PUC-GO, the documentary analysis of the Political-Pedagogical Projects (PPP) of the schools , the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents (PPPa) of the Municipal Secretariat of Education and Sport (SME) and the federal laws, decrees and ordinances that deal with this topic. In addition, semi-structured interviews were conducted with 20 teachers from 5 RMEG schools. The research results indicate that even in the face of the hegemonic project of full-time integral education in force in the country, which makes school time and space flexible, the conditions for the exercise of a full-time integral education proposal of resistance are given. These conditions go through a reformulation of the organization of the pedagogical work that articulates: the principles of the integrated curriculum; the recognition of body culture as language and knowledge; the expansion of continuing education; the mobilization of collective work and the achievement of better material and non-material conditions for teaching work. It was also identified that although it is not quantitatively enlarged, the body culture is demanded by the teachers. As an educational product of the research, a training course / workshop was developed that dealt with the central concepts of integral hegemonic education and resistance integral education, as well as elaborated a digital platform for a more comprehensive training course focused on the demands of RMEG teachers which addresses, in addition to an overview of the context and concepts of integral education, the sharing and analysis of experiences and didactic processes related to the possibilities of an integrated curriculum. |
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Rodrigues, Anegleyce Teodorohttp://lattes.cnpq.br/0836491961983667Rodrigues, Anegleyce TeodoroSilva, Hugo Leonardo Fonseca daRosa, Sandra Valéria LimontaDavid, Nivaldo Antonio Nogueirahttp://lattes.cnpq.br/1432791208521528Mendonça, Fernando Medeiros2019-07-11T12:35:47Z2019-06-13MENDONÇA, F. M. Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO. 2019. 219 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9820The present research sought to identify and analyze the fundamentals, meaning and possibilities of body culture in an integrated curriculum in the context of full - time schools, having as an empirical basis one school of each Regional of the Municipal Education Network of Goiânia (RMEG). The problem of the curriculum in integral education emerges from the context of expansion of public policies to extend the school day that culminates in its implementation as a State policy, through the National Education Plan of 2014-2024, forming a hegemonic project of full-time integral education. The research had as its scientific-methodological basis the critical-dialectic conception. The research techniques included the bibliographic review on integral education in the digital libraries of the postgraduate programs based in the city of Goiânia (GO), UFG and PUC-GO, the documentary analysis of the Political-Pedagogical Projects (PPP) of the schools , the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents (PPPa) of the Municipal Secretariat of Education and Sport (SME) and the federal laws, decrees and ordinances that deal with this topic. In addition, semi-structured interviews were conducted with 20 teachers from 5 RMEG schools. The research results indicate that even in the face of the hegemonic project of full-time integral education in force in the country, which makes school time and space flexible, the conditions for the exercise of a full-time integral education proposal of resistance are given. These conditions go through a reformulation of the organization of the pedagogical work that articulates: the principles of the integrated curriculum; the recognition of body culture as language and knowledge; the expansion of continuing education; the mobilization of collective work and the achievement of better material and non-material conditions for teaching work. It was also identified that although it is not quantitatively enlarged, the body culture is demanded by the teachers. As an educational product of the research, a training course / workshop was developed that dealt with the central concepts of integral hegemonic education and resistance integral education, as well as elaborated a digital platform for a more comprehensive training course focused on the demands of RMEG teachers which addresses, in addition to an overview of the context and concepts of integral education, the sharing and analysis of experiences and didactic processes related to the possibilities of an integrated curriculum.A presente pesquisa buscou identificar e analisar quais os fundamentos, o sentido e as possibilidades da cultura corporal num currículo integrado no contexto de escolas de tempo integral tendo como base empírica uma escola de cada Regional da Rede Municipal de Ensino de Goiânia (RMEG). O problema do currículo na educação integral emerge do contexto de expansão de políticas públicas de ampliação da jornada escolar que culmina na sua efetivação como política de Estado, por meio do Plano Nacional de Educação de 2014-2024, formando um projeto hegemônico de educação em tempo integral. A pesquisa teve como fundamento científico-metodológico a concepção crítico-dialética. As técnicas de pesquisa compreenderam a revisão bibliográfica sobre a educação integral nas bibliotecas digitais dos programas de pós-graduação com sede na cidade de Goiânia (GO) da UFG e PUC-GO, a análise documental dos Projetos Político- Pedagógicos (PPP) das escolas, da Proposta Político-Pedagógica para a Educação Fundamental da infância e da Adolescência (PPPa) da Secretaria Municipal de Educação e Esporte (SME) e das leis, decretos e portarias federais que tratam do tema. Além disso foram realizadas entrevistas semiestruturadas com 20 professores de 5 escolas da RMEG. Os resultados da investigação indicam que mesmo diante do projeto hegemônico de educação em tempo integral vigente no país, que flexibiliza tempos e espaços escolares, as condições para o exercício de uma proposta de educação integral em tempo integral de resistência estão dadas. Tais condições passam por uma reformulação da organização do trabalho pedagógico que articule: os princípios do currículo integrado; o reconhecimento da cultura corporal enquanto linguagem e conhecimento; a ampliação da formação continuada; a mobilização do trabalho coletivo e a conquista de melhores condições materiais e não-materiais para o trabalho docente. Identificou-se, ainda, que apesar de não estar quantitativamente ampliada, a cultura corporal é demandada pelos professores. Enquanto produto educacional da pesquisa, desenvolveu-se um curso/oficina de formação que tratou dos conceitos centrais da educação integral hegemônica e de resistência, bem como elaborou-se uma plataforma digital de curso de formação mais abrangente e centrada nas demandas dos professores da RMEG que aborda, além da visão geral do contexto e dos conceitos da educação integral, o compartilhamento e análise de experiências e os processos didáticos relativos às possibilidades de um currículo integrado.Submitted by Ana Caroline Costa (ana_caroline212@hotmail.com) on 2019-07-10T20:16:15Z No. of bitstreams: 2 Dissertação - Fernando Medeiros Mendonça - 2019.pdf: 4083129 bytes, checksum: 922f25416ca8fc1c37e250a480cab5b4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-07-11T12:35:47Z (GMT) No. of bitstreams: 2 Dissertação - Fernando Medeiros Mendonça - 2019.pdf: 4083129 bytes, checksum: 922f25416ca8fc1c37e250a480cab5b4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-07-11T12:35:47Z (GMT). No. of bitstreams: 2 Dissertação - Fernando Medeiros Mendonça - 2019.pdf: 4083129 bytes, checksum: 922f25416ca8fc1c37e250a480cab5b4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-06-13Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEGapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação integralEscola de tempo integralCurrículo integradoCultura corporalIntegral educationFull-time schoolIntegrated curriculumBody cultureCIENCIAS HUMANAS::EDUCACAODa assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GOFrom assistance to resistance: the integral education, integrated curriculum and body cultura in Goiânia-GO’s municipal network schoolsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6760778910420212860600600600600-2481939986799146269-240345818910352367-961409807440757778reponame:Biblioteca Digital de Teses e Dissertações da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALDissertação - Fernando Medeiros Mendonça - 2019.pdfDissertação - Fernando Medeiros Mendonça - 2019.pdfapplication/pdf4083129http://repositorio.bc.ufg.br/tede/bitstreams/a1b2db55-ea9d-4414-afbf-75c80a8cbbcf/download922f25416ca8fc1c37e250a480cab5b4MD55LICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
dc.title.alternative.eng.fl_str_mv |
From assistance to resistance: the integral education, integrated curriculum and body cultura in Goiânia-GO’s municipal network schools |
title |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
spellingShingle |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO Mendonça, Fernando Medeiros Educação integral Escola de tempo integral Currículo integrado Cultura corporal Integral education Full-time school Integrated curriculum Body culture CIENCIAS HUMANAS::EDUCACAO |
title_short |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
title_full |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
title_fullStr |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
title_full_unstemmed |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
title_sort |
Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO |
author |
Mendonça, Fernando Medeiros |
author_facet |
Mendonça, Fernando Medeiros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rodrigues, Anegleyce Teodoro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0836491961983667 |
dc.contributor.referee1.fl_str_mv |
Rodrigues, Anegleyce Teodoro |
dc.contributor.referee2.fl_str_mv |
Silva, Hugo Leonardo Fonseca da |
dc.contributor.referee3.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.referee4.fl_str_mv |
David, Nivaldo Antonio Nogueira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1432791208521528 |
dc.contributor.author.fl_str_mv |
Mendonça, Fernando Medeiros |
contributor_str_mv |
Rodrigues, Anegleyce Teodoro Rodrigues, Anegleyce Teodoro Silva, Hugo Leonardo Fonseca da Rosa, Sandra Valéria Limonta David, Nivaldo Antonio Nogueira |
dc.subject.por.fl_str_mv |
Educação integral Escola de tempo integral Currículo integrado Cultura corporal |
topic |
Educação integral Escola de tempo integral Currículo integrado Cultura corporal Integral education Full-time school Integrated curriculum Body culture CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Integral education Full-time school Integrated curriculum Body culture |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present research sought to identify and analyze the fundamentals, meaning and possibilities of body culture in an integrated curriculum in the context of full - time schools, having as an empirical basis one school of each Regional of the Municipal Education Network of Goiânia (RMEG). The problem of the curriculum in integral education emerges from the context of expansion of public policies to extend the school day that culminates in its implementation as a State policy, through the National Education Plan of 2014-2024, forming a hegemonic project of full-time integral education. The research had as its scientific-methodological basis the critical-dialectic conception. The research techniques included the bibliographic review on integral education in the digital libraries of the postgraduate programs based in the city of Goiânia (GO), UFG and PUC-GO, the documentary analysis of the Political-Pedagogical Projects (PPP) of the schools , the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents (PPPa) of the Municipal Secretariat of Education and Sport (SME) and the federal laws, decrees and ordinances that deal with this topic. In addition, semi-structured interviews were conducted with 20 teachers from 5 RMEG schools. The research results indicate that even in the face of the hegemonic project of full-time integral education in force in the country, which makes school time and space flexible, the conditions for the exercise of a full-time integral education proposal of resistance are given. These conditions go through a reformulation of the organization of the pedagogical work that articulates: the principles of the integrated curriculum; the recognition of body culture as language and knowledge; the expansion of continuing education; the mobilization of collective work and the achievement of better material and non-material conditions for teaching work. It was also identified that although it is not quantitatively enlarged, the body culture is demanded by the teachers. As an educational product of the research, a training course / workshop was developed that dealt with the central concepts of integral hegemonic education and resistance integral education, as well as elaborated a digital platform for a more comprehensive training course focused on the demands of RMEG teachers which addresses, in addition to an overview of the context and concepts of integral education, the sharing and analysis of experiences and didactic processes related to the possibilities of an integrated curriculum. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-11T12:35:47Z |
dc.date.issued.fl_str_mv |
2019-06-13 |
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 |
MENDONÇA, F. M. Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO. 2019. 219 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/9820 |
identifier_str_mv |
MENDONÇA, F. M. Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO. 2019. 219 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/9820 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-6760778910420212860 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
-2481939986799146269 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
-961409807440757778 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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Universidade Federal de Goiás (UFG) |
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UFG |
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UFG |
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Biblioteca Digital de Teses e Dissertações da UFG |
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Biblioteca Digital de Teses e Dissertações da UFG |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tesesdissertacoes.bc@ufg.br ||tesesdissertacoes.bc@ufg.br |
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