Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18663 |
Resumo: | This thesis has as its theme, interdisciplinarity and the teaching of Mathematics in Integrated Secondary Education. It defends this type of teaching in the face of countless debates in regards to the new reforms to secondary school. The study has as a general objective to obtain signs of meaningful learning of Mathematical concepts through the use of interdisciplinary policy, from situations explored in the Technical Course in Electrical Engineering Integrated with Secondary School. With a qualititive approach, the study used ethnographic and case studies. Participant feedback, in-depth interviews and document analysis were performed, as well as classroom visits during the academic year of 2017. As references, the following were used, the Theory of Meaningful Learning by David Ausubel, the Theory of Conceptual Fields by Gérard Vergnaud and interdisciplinarity. The investigation reached the conclusion that there is a need, on the part of teachers, to know the peculiarities, characteristics and concepts of the course. It can be said that interdisciplinarity acts in Integrated Secondary School as a means by which integration occurs, while being subject to the interdisciplinary policy used by the teacher, with engagement of the adminstration to offer the pedagogical support that the teacher needs and by the terms established in the pedagogical mission of the institution, which possesses full independence in its formulation. The institution, in the administrative role, needs to make available instances amongst the teachers to develop there lessons. For there to be an integration between subjects, it is important that the teachers take notice of the planned content of other course subjects in their totality to help in joint planning, which increases the importance of a pedagogical degree for the teachers, since this can help lessen the challenges of the teaching profession. Interdisciplinary work should be based on dialogue and present itself as an endless journey of experiences, to be made on the way to interdisciplinarity. There are interdisciplinary proposals that have been being developed in the course that have shown themselves as differential and diversified experiences that help shape students to be creative, inquisitive and prepared for academic or professional life. The study also showed that the Integrated Secondary School is an alternative to Secondary School, which is supported by the course’s historical success. There is a high demand in the regional community, even though it still needs more propagation in regards to the offered opportunities; all of its students have an expectation to enter into the working world, or continue studying in the area of their choice; the teachers are qualified and enjoy some of the best work conditions to perform their duties; the institution incourages students and teachers to capacity, promoting actions of various natures. The methodological actions were developed in a class of first years and bases itself on situations looking to meaningful learning and on the interdisciplinary flow. Approaching the planned content through the building of knowledge, integration and exploration of the subject of Electral Engineering I provided meaningful learning, because the student percieved the existing relations between the areas and their applications. The results were satisfactory because proof of meaningful learning was collected: the students showed themselves to be inclined to learn and the teacher intended to reach this favorable disposition within the students. More over, they recognized the importance of the differentiated work, increased vocabulary and the capacity to articulate the new propositions. Previous knowledge was considered and examined, and the material was developed to be potentially meaningful. Working with the subjects en masse with dialogue amongst the teachers, contributed to the studenst acquiring a global comprehension of the world, helping them to articulate their knowledge and act critically. These results present themselves as a catalyst to stir the discussions about Professional Education, Integrated Secondary School and interdisciplinarity, all of which require studies, research and actions that involve production of knowledge in several areas and that should be steadfast in an institution that values quality education. |
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2019-10-24T11:46:40Z2019-10-24T11:46:40Z2018-12-03http://repositorio.ufsm.br/handle/1/18663This thesis has as its theme, interdisciplinarity and the teaching of Mathematics in Integrated Secondary Education. It defends this type of teaching in the face of countless debates in regards to the new reforms to secondary school. The study has as a general objective to obtain signs of meaningful learning of Mathematical concepts through the use of interdisciplinary policy, from situations explored in the Technical Course in Electrical Engineering Integrated with Secondary School. With a qualititive approach, the study used ethnographic and case studies. Participant feedback, in-depth interviews and document analysis were performed, as well as classroom visits during the academic year of 2017. As references, the following were used, the Theory of Meaningful Learning by David Ausubel, the Theory of Conceptual Fields by Gérard Vergnaud and interdisciplinarity. The investigation reached the conclusion that there is a need, on the part of teachers, to know the peculiarities, characteristics and concepts of the course. It can be said that interdisciplinarity acts in Integrated Secondary School as a means by which integration occurs, while being subject to the interdisciplinary policy used by the teacher, with engagement of the adminstration to offer the pedagogical support that the teacher needs and by the terms established in the pedagogical mission of the institution, which possesses full independence in its formulation. The institution, in the administrative role, needs to make available instances amongst the teachers to develop there lessons. For there to be an integration between subjects, it is important that the teachers take notice of the planned content of other course subjects in their totality to help in joint planning, which increases the importance of a pedagogical degree for the teachers, since this can help lessen the challenges of the teaching profession. Interdisciplinary work should be based on dialogue and present itself as an endless journey of experiences, to be made on the way to interdisciplinarity. There are interdisciplinary proposals that have been being developed in the course that have shown themselves as differential and diversified experiences that help shape students to be creative, inquisitive and prepared for academic or professional life. The study also showed that the Integrated Secondary School is an alternative to Secondary School, which is supported by the course’s historical success. There is a high demand in the regional community, even though it still needs more propagation in regards to the offered opportunities; all of its students have an expectation to enter into the working world, or continue studying in the area of their choice; the teachers are qualified and enjoy some of the best work conditions to perform their duties; the institution incourages students and teachers to capacity, promoting actions of various natures. The methodological actions were developed in a class of first years and bases itself on situations looking to meaningful learning and on the interdisciplinary flow. Approaching the planned content through the building of knowledge, integration and exploration of the subject of Electral Engineering I provided meaningful learning, because the student percieved the existing relations between the areas and their applications. The results were satisfactory because proof of meaningful learning was collected: the students showed themselves to be inclined to learn and the teacher intended to reach this favorable disposition within the students. More over, they recognized the importance of the differentiated work, increased vocabulary and the capacity to articulate the new propositions. Previous knowledge was considered and examined, and the material was developed to be potentially meaningful. Working with the subjects en masse with dialogue amongst the teachers, contributed to the studenst acquiring a global comprehension of the world, helping them to articulate their knowledge and act critically. These results present themselves as a catalyst to stir the discussions about Professional Education, Integrated Secondary School and interdisciplinarity, all of which require studies, research and actions that involve production of knowledge in several areas and that should be steadfast in an institution that values quality education.A presente tese possui como temática a interdisciplinaridade e o ensino de Matemática no Ensino Médio Integrado. Defende-se esta modalidade de ensino diante das inúmeras discussões em torno da nova reformulação do Ensino Médio. O estudo possui como objetivo geral obter indícios de aprendizagem significativa de conceitos de Matemática por meio da adoção de uma atitude interdisciplinar, a partir de situações contextualizadas no Curso Técnico em Eletrotécnica Integrado ao Ensino Médio. Com abordagem qualitativa, a pesquisa adotou como metodologias o estudo do tipo etnográfico e o estudo de caso. Foram realizadas observações participantes, entrevistas em profundidade, análise de documentos e adentrou-se em sala de aula durante o ano letivo de 2017. Como referencial teórico foram adotadas a Teoria da Aprendizagem Significativa de David Ausubel, a Teoria dos Campos Conceituais de Gérard Vergnaud e interdisciplinaridade. A investigação chegou ao entendimento de que há necessidade, por parte dos professores, de conhecer as singularidades, características e concepções do curso. Pode-se dizer que a interdisciplinaridade insere-se no Ensino Médio Integrado como um meio para que ocorra a integração, mas que está subordinada à atitude interdisciplinar adotada pelo professor, ao engajamento da gestão em oferecer o respaldo pedagógico que o professor necessita e aos termos estipulados no projeto pedagógico da instituição, que possui total autonomia em sua elaboração. A instituição, no papel da gestão, necessita disponibilizar momentos entre os professores para desenvolverem seus estudos. Para que haja a integração entre as disciplinas, é importante que os professores tomem conhecimento do conteúdo programático das disciplinas do curso em sua totalidade para auxiliar no planejamento em conjunto, o que reforça a importância da formação pedagógica para os docentes, pois essa pode contribuir para que os desafios da prática docente sejam minimizados. O trabalho interdisciplinar deve ser pautado no diálogo e se apresenta como uma jornada incessante de experiências a ser percorrida a caminho da interdisciplinaridade. Há propostas interdisciplinares que vêm sendo desenvolvidas no curso que se demonstraram como experiências diferenciadas e diversificadas que auxiliam para formar estudantes pesquisadores, criativos e preparados para a vida acadêmica ou profissional. A pesquisa também evidenciou que o Ensino Médio Integrado é uma alternativa para o Ensino Médio, o que se respalda pela exitosa história do curso. Possui grande procura pela comunidade da região, apesar de ainda necessitar de mais divulgação sobre as oportunidades oferecidas; todo o seu alunado possui perspectivas de ingressar no mundo do trabalho, ou prosseguir os estudos na área em que desejar seguir; os professores são qualificados e usufruem das melhores condições de trabalho para exercerem suas funções; a instituição incentiva alunos e professores à capacitação, promovendo ações de diversas naturezas. As ações metodológicas foram desenvolvidas em uma turma de primeiro ano e basearam-se nas situações com vistas à aprendizagem significativa e na corrente da interdisciplinaridade. Abordar o conteúdo programático mediante a construção do conhecimento, a integração e contextualização com a disciplina de Eletrotécnica I proporcionou aprendizagem significativa, pois o aluno percebeu as relações existentes entre as áreas e suas aplicações. Os resultados foram satisfatórios pois foram colhidas evidências de aprendizagem significativa: os alunos apresentaram-se predispostos para aprender e o professor intencionava alcançar essa predisposição favorável por parte dos alunos. Além disso, eles reconheceram a importância do trabalho diferenciado, ampliaram o vocabulário e a capacidade de articulação de novas proposições. Os conhecimentos prévios foram de alguma forma considerados e examinados, e o material foi desenvolvido de forma a se apresentar potencialmente significativo. Trabalhar com as disciplinas de forma agregada, com diálogo entre os professores, contribuiu para que o aluno adquirisse uma compreensão de mundo globalizada auxiliando-o a articular todos os conhecimentos e a agir de modo crítico. Esses resultados se apresentam como um provocador para acirrar as discussões sobre Educação Profissional, Ensino Médio Integrado e interdisciplinaridade, os quais demandam estudos, pesquisas e ações que envolvam produção de conhecimento em diversas áreas e que devem ser constantes numa instituição que preza por um ensino de qualidade.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMatemáticaEducação profissionalEnsino médio integradoInterdisciplinaridadeEletrotécnicaAprendizagem significativaCampos conceituaisMathematicsProfessional educationIntegrated secondary educationInterdisciplinarityElectrical engineeringMeaningful learningConceptual fieldsCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICACurso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridadeTechnical course in electrical engineering integrated with secondary education: mathematics in the flow of interdisciplinarityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisGarcia, Isabel Kreyhttp://lattes.cnpq.br/3865537547314234Santarosa, Maria Cecília Pereirahttp://lattes.cnpq.br/7310867402763253Neves, Joâo Cândido Moraeshttp://lattes.cnpq.br/5856640175502051Roos, Liane Teresinha Wendlinghttp://lattes.cnpq.br/9093687996155230Maraschin, Mariglei Severohttp://lattes.cnpq.br/4397982308559255Dorneles, Pedro Fernando Teixeirahttp://lattes.cnpq.br/5512659010248787http://lattes.cnpq.br/4580229597830138Antonello, Suziane Bopp200800000002600721b7070-8fc9-4ca9-a69c-9e4bc3efed050b1a433d-b799-42b0-970d-ebeb862212a5dbf69103-1ba6-465b-bbca-66ced9a0603cdb908c02-9e1f-4fdd-968c-e74f6f64d0b2237ff3f4-1044-4ec2-b2d9-92e2b4a7e1a2d1a1fb61-6008-408e-8440-a49ce35c79a41ebfb39e-e148-4b21-b86c-fafeea651563reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
dc.title.alternative.eng.fl_str_mv |
Technical course in electrical engineering integrated with secondary education: mathematics in the flow of interdisciplinarity |
title |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
spellingShingle |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade Antonello, Suziane Bopp Matemática Educação profissional Ensino médio integrado Interdisciplinaridade Eletrotécnica Aprendizagem significativa Campos conceituais Mathematics Professional education Integrated secondary education Interdisciplinarity Electrical engineering Meaningful learning Conceptual fields CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
title_full |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
title_fullStr |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
title_full_unstemmed |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
title_sort |
Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade |
author |
Antonello, Suziane Bopp |
author_facet |
Antonello, Suziane Bopp |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Garcia, Isabel Krey |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3865537547314234 |
dc.contributor.advisor-co1.fl_str_mv |
Santarosa, Maria Cecília Pereira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/7310867402763253 |
dc.contributor.referee1.fl_str_mv |
Neves, Joâo Cândido Moraes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5856640175502051 |
dc.contributor.referee2.fl_str_mv |
Roos, Liane Teresinha Wendling |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9093687996155230 |
dc.contributor.referee3.fl_str_mv |
Maraschin, Mariglei Severo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4397982308559255 |
dc.contributor.referee4.fl_str_mv |
Dorneles, Pedro Fernando Teixeira |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5512659010248787 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4580229597830138 |
dc.contributor.author.fl_str_mv |
Antonello, Suziane Bopp |
contributor_str_mv |
Garcia, Isabel Krey Santarosa, Maria Cecília Pereira Neves, Joâo Cândido Moraes Roos, Liane Teresinha Wendling Maraschin, Mariglei Severo Dorneles, Pedro Fernando Teixeira |
dc.subject.por.fl_str_mv |
Matemática Educação profissional Ensino médio integrado Interdisciplinaridade Eletrotécnica Aprendizagem significativa Campos conceituais |
topic |
Matemática Educação profissional Ensino médio integrado Interdisciplinaridade Eletrotécnica Aprendizagem significativa Campos conceituais Mathematics Professional education Integrated secondary education Interdisciplinarity Electrical engineering Meaningful learning Conceptual fields CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Mathematics Professional education Integrated secondary education Interdisciplinarity Electrical engineering Meaningful learning Conceptual fields |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
This thesis has as its theme, interdisciplinarity and the teaching of Mathematics in Integrated Secondary Education. It defends this type of teaching in the face of countless debates in regards to the new reforms to secondary school. The study has as a general objective to obtain signs of meaningful learning of Mathematical concepts through the use of interdisciplinary policy, from situations explored in the Technical Course in Electrical Engineering Integrated with Secondary School. With a qualititive approach, the study used ethnographic and case studies. Participant feedback, in-depth interviews and document analysis were performed, as well as classroom visits during the academic year of 2017. As references, the following were used, the Theory of Meaningful Learning by David Ausubel, the Theory of Conceptual Fields by Gérard Vergnaud and interdisciplinarity. The investigation reached the conclusion that there is a need, on the part of teachers, to know the peculiarities, characteristics and concepts of the course. It can be said that interdisciplinarity acts in Integrated Secondary School as a means by which integration occurs, while being subject to the interdisciplinary policy used by the teacher, with engagement of the adminstration to offer the pedagogical support that the teacher needs and by the terms established in the pedagogical mission of the institution, which possesses full independence in its formulation. The institution, in the administrative role, needs to make available instances amongst the teachers to develop there lessons. For there to be an integration between subjects, it is important that the teachers take notice of the planned content of other course subjects in their totality to help in joint planning, which increases the importance of a pedagogical degree for the teachers, since this can help lessen the challenges of the teaching profession. Interdisciplinary work should be based on dialogue and present itself as an endless journey of experiences, to be made on the way to interdisciplinarity. There are interdisciplinary proposals that have been being developed in the course that have shown themselves as differential and diversified experiences that help shape students to be creative, inquisitive and prepared for academic or professional life. The study also showed that the Integrated Secondary School is an alternative to Secondary School, which is supported by the course’s historical success. There is a high demand in the regional community, even though it still needs more propagation in regards to the offered opportunities; all of its students have an expectation to enter into the working world, or continue studying in the area of their choice; the teachers are qualified and enjoy some of the best work conditions to perform their duties; the institution incourages students and teachers to capacity, promoting actions of various natures. The methodological actions were developed in a class of first years and bases itself on situations looking to meaningful learning and on the interdisciplinary flow. Approaching the planned content through the building of knowledge, integration and exploration of the subject of Electral Engineering I provided meaningful learning, because the student percieved the existing relations between the areas and their applications. The results were satisfactory because proof of meaningful learning was collected: the students showed themselves to be inclined to learn and the teacher intended to reach this favorable disposition within the students. More over, they recognized the importance of the differentiated work, increased vocabulary and the capacity to articulate the new propositions. Previous knowledge was considered and examined, and the material was developed to be potentially meaningful. Working with the subjects en masse with dialogue amongst the teachers, contributed to the studenst acquiring a global comprehension of the world, helping them to articulate their knowledge and act critically. These results present themselves as a catalyst to stir the discussions about Professional Education, Integrated Secondary School and interdisciplinarity, all of which require studies, research and actions that involve production of knowledge in several areas and that should be steadfast in an institution that values quality education. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-03 |
dc.date.accessioned.fl_str_mv |
2019-10-24T11:46:40Z |
dc.date.available.fl_str_mv |
2019-10-24T11:46:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/18663 |
url |
http://repositorio.ufsm.br/handle/1/18663 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
200800000002 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Bioquímica |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1801223848660566016 |