Interdisciplinaridade e pr?ticas pedag?gicas: reflex?es sobre o Curso T?cnico em Agricultura integrado ao ensino m?dio do c?mpus Amajari do Instituto Federal de Roraima

• Ano de defesa: 2013
• Autor(a) principal: Souza, Ivone Mary Medeiros de
• Orientador(a): Berenblum, Andrea Sonia
• Banca de defesa: Berenblum, Andrea Sonia, Santos, Ana Cristina Souza dos, Anjos, Maylta Brand?o dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Interdisciplinaridade; Pr?ticas Pedag?gicas; Curso T?cnico em Agricultura; Diretrizes Curriculares
• Palavras-chave em Inglês: Interdisciplinarity; Pedagogical Practices; Technical Course in Agriculture; Curriculum Guidelines
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/2521

With the objective of meet the need for Professional Education in the Municipality of Amajari, the Federal Institute of Roraima (IFRR) built the campus Amajari which offer the technical course in agriculture to ensure the construction of a globalizing knowledge and overcome boundaries of disciplines. It is understood, therefore, that the course syllabus is based on the principles of interdisciplinarity. It is known, however, that the implementation of an interdisciplinary practice requires planning, time and willingness of teachers and the management team. In addition, this process can show resistance by teachers who supporters of traditional teaching practices, unaware, or do not accept not value interdisciplinary procedures. From this perspective, the proposed research aimed to answer the following question: pedagogical practice developed in the technical course in agriculture campus Amajari complies with the purposes of interdisciplinarity, as prescribed plan your course? Sought to know how the actors involved in the teaching-learning process (teachers, course coordinators, pedagogical coordinators and director of education) have organized to put in practice the pedagogical methodology recommended in the course. To do so, we aim to identify and analyze the conceptions of teachers and educational managers about interdisciplinarity in teaching and meet the pedagogical practices developed in the technical course in agriculture campus Amajari. In the first stage of the research, analyzed the course plan, identifying the mission, vision and values that support the insertion of IFRR in the region. This research is supported by the theoretical works of Hilton Japiass?, Edgar Morin, Ivani Farm, Guiomar Mello, Heloise L?ck, and other authors who discuss the interdisciplinary perspective in education. Based on the concepts and theoretical foundations presented by these authors, was held the second phase of the research, a qualitative analysis of the statements of the management team and teachers Campus Amajari / IFRR obtained through semi-structured interviews, in order to search the coherence between the proposed methodology and pedagogical practice developed in the course defined in this study. It was evident the commitment of a group of teachers in implementing the proposed methodology of the course focus with the use of the design methodology. The practice of these teachers favors the integration of theory and practice, from the perspective that teaching activities can be planned and executed in order to give the student the starring role in the process of building their knowledge and their professional training. It was noticed, however, the gaps between the curriculum and the reality of students, belonging mostly to the ethnics groups Macuxi and Wapichana.