UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW

Detalhes bibliográficos
Autor(a) principal: Kreuz, Kelly Karine
Data de Publicação: 2020
Outros Autores: Leite, Fabiane de Andrade
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/783
Resumo: Discussions about the curriculum in Basic Education have been recurrent in the current brazilian context, in which it seeks to qualify the processes of teaching and learning in the classroom. The aim of the present study was to analyze understandings of teachers in the field of Natural Sciences about the school curriculum. Through research of a qualitative nature, academic studies obtained at the Brazilian Digital Library of Theses Dissertations were used as an object of investigation, which showed different understandings among teachers organized in the analysis categories: content-naive, content-critic and critic-eflective. The content-naive category predominated in the researches analyzed, which reveal understandings restricted to curricular documents and, still, it shows difficulties for teachers to recognize their role in curriculum construction. With the study, it is reiterated statements already made in the academic literature, which trigger the distance between the theoretical production about the curriculum and the reality of the schools.
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spelling UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEWCOMPREENSÕES DE PROFESSORES DE CIÊNCIAS ACERCA DE CURRÍCULO ESCOLAR: UMA REVISÃO BIBLIOGRÁFICAScience CurriculumContent-naïveCritical-reflectiveCurrículo de CiênciasConteudista-ingênuoCrítico-reflexivaDiscussions about the curriculum in Basic Education have been recurrent in the current brazilian context, in which it seeks to qualify the processes of teaching and learning in the classroom. The aim of the present study was to analyze understandings of teachers in the field of Natural Sciences about the school curriculum. Through research of a qualitative nature, academic studies obtained at the Brazilian Digital Library of Theses Dissertations were used as an object of investigation, which showed different understandings among teachers organized in the analysis categories: content-naive, content-critic and critic-eflective. The content-naive category predominated in the researches analyzed, which reveal understandings restricted to curricular documents and, still, it shows difficulties for teachers to recognize their role in curriculum construction. With the study, it is reiterated statements already made in the academic literature, which trigger the distance between the theoretical production about the curriculum and the reality of the schools.Discussões acerca do currículo na Educação Básica têm sido recorrentes no contexto atual brasileiro, em que se busca qualificar os processos de ensinar e aprender em sala de aula. O objetivo do estudo foi analisar compreensões de professores de Ciências da Natureza acerca de currículo escolar. Por meio de uma pesquisa de natureza qualitativa utilizou-se como objeto de investigação, estudos acadêmicos obtidos na BDBTD, que evidenciaram distintas compreensões entre os professores organizadas nas categorias de análise: compreensão conteudista-ingênuo sobre currículo escolar, compreensão curricular sob a perspectiva conteudista-crítica e currículo escolar sob uma compreensão crítico-reflexiva. A categoria compreensão conteudista-ingênuo sobre currículo escolar predominou nas pesquisas analisadas, que revelam compreensões restritas aos documentos curriculares e, ainda, evidencia dificuldades de os professores reconhecerem seu papel na construção curricular. Com o estudo, reitera-se afirmações já realizadas na literatura acadêmica, que deflagram o distanciamento entre produção teórica acerca do currículo e  realidade das escolas.Revista Prática Docente2020-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCiênciasCiênciasCiênciasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/78310.23926/RPD.2526-2149.2020.v5.n2.p1211-1233.id783Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 2 (2020): May to August 2020; 1211-1233Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 2 (2020): Mayo a agosto 2020; 1211-1233Revista Prática Docente; v. 5 n. 2 (2020): Maio a Agosto de 2020 (Fluxo contínuo); 1211-12332526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/783/360Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessKreuz, Kelly KarineLeite, Fabiane de Andrade2022-06-03T13:01:46Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/783Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:01:46Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
COMPREENSÕES DE PROFESSORES DE CIÊNCIAS ACERCA DE CURRÍCULO ESCOLAR: UMA REVISÃO BIBLIOGRÁFICA
title UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
spellingShingle UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
Kreuz, Kelly Karine
Science Curriculum
Content-naïve
Critical-reflective
Currículo de Ciências
Conteudista-ingênuo
Crítico-reflexiva
title_short UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
title_full UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
title_fullStr UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
title_full_unstemmed UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
title_sort UNDERSTANDINGS OF SCIENCE TEACHERS ABOUT SCHOOL CURRICULUM: A BIBLIOGRAPHIC REVIEW
author Kreuz, Kelly Karine
author_facet Kreuz, Kelly Karine
Leite, Fabiane de Andrade
author_role author
author2 Leite, Fabiane de Andrade
author2_role author
dc.contributor.author.fl_str_mv Kreuz, Kelly Karine
Leite, Fabiane de Andrade
dc.subject.por.fl_str_mv Science Curriculum
Content-naïve
Critical-reflective
Currículo de Ciências
Conteudista-ingênuo
Crítico-reflexiva
topic Science Curriculum
Content-naïve
Critical-reflective
Currículo de Ciências
Conteudista-ingênuo
Crítico-reflexiva
description Discussions about the curriculum in Basic Education have been recurrent in the current brazilian context, in which it seeks to qualify the processes of teaching and learning in the classroom. The aim of the present study was to analyze understandings of teachers in the field of Natural Sciences about the school curriculum. Through research of a qualitative nature, academic studies obtained at the Brazilian Digital Library of Theses Dissertations were used as an object of investigation, which showed different understandings among teachers organized in the analysis categories: content-naive, content-critic and critic-eflective. The content-naive category predominated in the researches analyzed, which reveal understandings restricted to curricular documents and, still, it shows difficulties for teachers to recognize their role in curriculum construction. With the study, it is reiterated statements already made in the academic literature, which trigger the distance between the theoretical production about the curriculum and the reality of the schools.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Ciências
Ciências
Ciências
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/783
10.23926/RPD.2526-2149.2020.v5.n2.p1211-1233.id783
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/783
identifier_str_mv 10.23926/RPD.2526-2149.2020.v5.n2.p1211-1233.id783
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/783/360
dc.rights.driver.fl_str_mv Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 2 (2020): May to August 2020; 1211-1233
Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 2 (2020): Mayo a agosto 2020; 1211-1233
Revista Prática Docente; v. 5 n. 2 (2020): Maio a Agosto de 2020 (Fluxo contínuo); 1211-1233
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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