Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade do Oeste Paulista
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Mestrado em Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1128 |
Resumo: | The present work is in line with the research entitled “Formation and action of the teaching professional and educational practices”, part of the Master’s Degree Education Postgraduate Program of the University of Western São Paulo, and focuses on the teaching practice concerning the Geography Curriculum at full-time schools. The purpose of this research was to analyze the implementation and development of the Geography Curriculum at Elementary and Secondary schools pertaining to the full-time education program named “Programa Ensino Integral” (PEI), from the perspective of teachers and their pedagogical practices in the class room. This work aimed to understand how the teaching of Geography reveals itself in the class room pertaining to the PEI; to investigate which are the possibilities and limitations presented by the PEI to the development of the Geography Curriculum; to investigate the possibilities and limitations the PEI may offer to the Geography teaching practices; to describe and analyze the perception of the teachers of the PEI concerning the development of the Geography Curriculum. The methodology was based on a qualitative research approach, with a descriptive interpretative approach. The data collection was done through the application of a questionnaire, interviews with semi-structured script and classroom observations, conducted with five Geography teachers who act in the “Programa Ensino Integral” in Araçatuba/SP in Elementary and Secondary School. The data analysis setup three analytical axis from Bardin (2009) content analysis: Conceptions about education and teaching, Pedagogical work organization and management, and the teaching practice in the class room. The results show that, even in an innovative environment such as the PEI, there coexist teachers that rule their teaching practice on a conservative paradigm based on a Traditional Geography, and teachers that act on an innovative paradigm based on a Critical Geography. The data reveals that PEI offers facilitation elements to the teaching process, such as a distinguishing composition of the work day, a stronger pedagogical exam and the possibility of working with distinguished lessons. Notwithstanding, the excessive bureaucracy, the management model based on results and the student’s long stay in the class room are cited as elements which render the teaching practice difficult. The tutoring, the possibilities of interdisciplinary work among projects and the development of the curriculum reflect positively on the teaching practice. We conclude that this research give rise to discussion concerning the adjustments that may take place in the program in order to enhance itself and guarantee a better use of the possibilities it offers to teachers and students. |
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Gebran, Raimunda Abouhttp://lattes.cnpq.br/9159647879596364Alaniz, Erika Porcelihttp://lattes.cnpq.br/6828027491772575Rinaldi, Renata Portelahttp://lattes.cnpq.br/994703135975573533980396851http://lattes.cnpq.br/5216550210630923BARBOSA, Ronaldo Costa2019-02-07T13:52:56Z2018-04-26BARBOSA, Ronaldo Costa. Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral. 2018. 109 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2018.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1128The present work is in line with the research entitled “Formation and action of the teaching professional and educational practices”, part of the Master’s Degree Education Postgraduate Program of the University of Western São Paulo, and focuses on the teaching practice concerning the Geography Curriculum at full-time schools. The purpose of this research was to analyze the implementation and development of the Geography Curriculum at Elementary and Secondary schools pertaining to the full-time education program named “Programa Ensino Integral” (PEI), from the perspective of teachers and their pedagogical practices in the class room. This work aimed to understand how the teaching of Geography reveals itself in the class room pertaining to the PEI; to investigate which are the possibilities and limitations presented by the PEI to the development of the Geography Curriculum; to investigate the possibilities and limitations the PEI may offer to the Geography teaching practices; to describe and analyze the perception of the teachers of the PEI concerning the development of the Geography Curriculum. The methodology was based on a qualitative research approach, with a descriptive interpretative approach. The data collection was done through the application of a questionnaire, interviews with semi-structured script and classroom observations, conducted with five Geography teachers who act in the “Programa Ensino Integral” in Araçatuba/SP in Elementary and Secondary School. The data analysis setup three analytical axis from Bardin (2009) content analysis: Conceptions about education and teaching, Pedagogical work organization and management, and the teaching practice in the class room. The results show that, even in an innovative environment such as the PEI, there coexist teachers that rule their teaching practice on a conservative paradigm based on a Traditional Geography, and teachers that act on an innovative paradigm based on a Critical Geography. The data reveals that PEI offers facilitation elements to the teaching process, such as a distinguishing composition of the work day, a stronger pedagogical exam and the possibility of working with distinguished lessons. Notwithstanding, the excessive bureaucracy, the management model based on results and the student’s long stay in the class room are cited as elements which render the teaching practice difficult. The tutoring, the possibilities of interdisciplinary work among projects and the development of the curriculum reflect positively on the teaching practice. We conclude that this research give rise to discussion concerning the adjustments that may take place in the program in order to enhance itself and guarantee a better use of the possibilities it offers to teachers and students.Este estudo se vinculou à linha de pesquisa intitulada “Formação e ação do profissional docente e práticas educativas”, do Programa de Pós-Graduação em Educação – Mestrado, da Universidade do Oeste Paulista e teve como temática a ação docente frente ao currículo de Geografia em escolas de ensino integral. O objetivo foi analisar a implementação e o desenvolvimento do currículo de Geografia no Ensino Fundamental e Médio de escolas do Programa Ensino Integral (PEI), a partir das percepções dos docentes e sua prática pedagógica na sala de aula. Buscou-se compreender como o ensino de Geografia se revela na concretude da sala de aula no PEI; investigar quais são as possibilidades e limitações que o PEI oferece para o desenvolvimento do currículo de Geografia; investigar quais são as possibilidades e limitações que o PEI oferece para a ação docente do professor de Geografia; descrever e analisar a percepção dos professores do PEI sobre o desenvolvimento do currículo para a disciplina de Geografia. A metodologia teve uma abordagem qualitativa, de caráter descritivo-interpretativo. Para coleta de dados utilizou-se a aplicação de um questionário fechado, entrevistas semiestruturadas e observação livre da ação docente, aplicadas a cinco docentes que atuam nas escolas participantes do PEI na cidade de Araçatuba/SP. Para as análises foram estruturados três eixos analíticos segundo Bardin (2009), a saber: Concepções de educação e ensino, Organização e gestão do trabalho pedagógico e Ação docente na sala de aula. Os resultados desta pesquisa apontaram que, mesmo em um ambiente inovador como o PEI, coexistem professores que pautam sua ação docente em um paradigma conservador com viés de uma Geografia Tradicional e professores que atuam sobre um paradigma inovador baseados em uma Geografia Crítica. Os dados revelaram que o PEI possui elementos facilitadores para a ação docente, como a composição diferenciada da jornada, o maior acompanhamento pedagógico e a possibilidade de trabalho com aulas diferencias. Entretanto, o excesso de burocracia, o modelo de gestão por resultados e a longa permanência do aluno na escola foram apontados como elementos dificultadores da ação docente. Refletem positivamente na ação do professor a tutoria, a possibilidade do trabalho interdisciplinar em projetos e o desenvolvimento do currículo. Concluímos que este estudo permite suscitar discussões sobre adequações que podem ser realizadas na estrutura do programa visando aperfeiçoá-lo e garantir um melhor aproveitamento das possibilidades que ele oferece aos docentes e alunos.Submitted by Renata Morais (rmorais@unoeste.br) on 2019-02-07T13:52:56Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ronaldo Costa Barbosa.pdf: 743242 bytes, checksum: 7947f5c20417570f52d4710d929a9a56 (MD5)Made available in DSpace on 2019-02-07T13:52:56Z (GMT). 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dc.title.por.fl_str_mv |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
dc.title.alternative.eng.fl_str_mv |
Teacher’s practice and geography teaching: limits and possibilities to the applicability of the curriculum in the "programa ensino integral" program |
title |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
spellingShingle |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral BARBOSA, Ronaldo Costa Ação Docente Currículo Educação Integral Ensino de Geografia Programa Ensino Integral Teacher’s Practice Geography Teaching Curriculum Teaching Program Integral Integral Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
title_full |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
title_fullStr |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
title_full_unstemmed |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
title_sort |
Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral |
author |
BARBOSA, Ronaldo Costa |
author_facet |
BARBOSA, Ronaldo Costa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gebran, Raimunda Abou |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9159647879596364 |
dc.contributor.referee1.fl_str_mv |
Alaniz, Erika Porceli |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6828027491772575 |
dc.contributor.referee2.fl_str_mv |
Rinaldi, Renata Portela |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9947031359755735 |
dc.contributor.authorID.fl_str_mv |
33980396851 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5216550210630923 |
dc.contributor.author.fl_str_mv |
BARBOSA, Ronaldo Costa |
contributor_str_mv |
Gebran, Raimunda Abou Alaniz, Erika Porceli Rinaldi, Renata Portela |
dc.subject.por.fl_str_mv |
Ação Docente Currículo Educação Integral Ensino de Geografia Programa Ensino Integral |
topic |
Ação Docente Currículo Educação Integral Ensino de Geografia Programa Ensino Integral Teacher’s Practice Geography Teaching Curriculum Teaching Program Integral Integral Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher’s Practice Geography Teaching Curriculum Teaching Program Integral Integral Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present work is in line with the research entitled “Formation and action of the teaching professional and educational practices”, part of the Master’s Degree Education Postgraduate Program of the University of Western São Paulo, and focuses on the teaching practice concerning the Geography Curriculum at full-time schools. The purpose of this research was to analyze the implementation and development of the Geography Curriculum at Elementary and Secondary schools pertaining to the full-time education program named “Programa Ensino Integral” (PEI), from the perspective of teachers and their pedagogical practices in the class room. This work aimed to understand how the teaching of Geography reveals itself in the class room pertaining to the PEI; to investigate which are the possibilities and limitations presented by the PEI to the development of the Geography Curriculum; to investigate the possibilities and limitations the PEI may offer to the Geography teaching practices; to describe and analyze the perception of the teachers of the PEI concerning the development of the Geography Curriculum. The methodology was based on a qualitative research approach, with a descriptive interpretative approach. The data collection was done through the application of a questionnaire, interviews with semi-structured script and classroom observations, conducted with five Geography teachers who act in the “Programa Ensino Integral” in Araçatuba/SP in Elementary and Secondary School. The data analysis setup three analytical axis from Bardin (2009) content analysis: Conceptions about education and teaching, Pedagogical work organization and management, and the teaching practice in the class room. The results show that, even in an innovative environment such as the PEI, there coexist teachers that rule their teaching practice on a conservative paradigm based on a Traditional Geography, and teachers that act on an innovative paradigm based on a Critical Geography. The data reveals that PEI offers facilitation elements to the teaching process, such as a distinguishing composition of the work day, a stronger pedagogical exam and the possibility of working with distinguished lessons. Notwithstanding, the excessive bureaucracy, the management model based on results and the student’s long stay in the class room are cited as elements which render the teaching practice difficult. The tutoring, the possibilities of interdisciplinary work among projects and the development of the curriculum reflect positively on the teaching practice. We conclude that this research give rise to discussion concerning the adjustments that may take place in the program in order to enhance itself and guarantee a better use of the possibilities it offers to teachers and students. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-04-26 |
dc.date.accessioned.fl_str_mv |
2019-02-07T13:52:56Z |
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 |
BARBOSA, Ronaldo Costa. Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral. 2018. 109 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2018. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1128 |
identifier_str_mv |
BARBOSA, Ronaldo Costa. Ação docente e ensino de geografia: limites e possibilidades para a aplicabilidade do currículo no programa ensino integral. 2018. 109 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2018. |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1128 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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2617564530193333365 |
dc.relation.confidence.fl_str_mv |
500 500 600 |
dc.relation.department.fl_str_mv |
2617564530193333365 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UNOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Mestrado em Educação |
publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações da UNOESTE |
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Biblioteca Digital de Teses e Dissertações da UNOESTE - Universidade do Oeste Paulista (UNOESTE) |
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bdtd@unoeste.br |
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