O trabalho com projetos no Ensino Médio: possibilidades formativas

Detalhes bibliográficos
Autor(a) principal: Paes, Lisandra
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/21466
Resumo: This research aims to report the experiences of teachers involved in the realization of projects integrated into a high school and, from them, identify the teaching view on work with integrated projects, detect the difficulties in its development and to point out ways of contributing to the pedagogical coordinator and the continuing training that can minimize the obstacles pointed out, as well as assist in the development of projects. The moment of writing of this research is singular, as it occurs during the national discussions on changes in high school, also occurring during the training meetings developed in the Municipal Secretary of Education of Sao Paulo with the eight schools of the network that offer this stage of teaching, bringing to the fore the necessity of transformations, presented as viable from the reflective formation of the teaching staff and the theoretical foundation of the pedagogical coordinators. Structured in two major theoretical axes, which interconnect and complement each other, this research brings the writings of Imbernón (2000), Nóvoa (1997), Tardif (2003), Alarcão (2010), Canary (2006) and Garcia (1997), among others, as the basis of the first axis, the teaching training from the perspective of a reflective professional, knowledge producer, from the action of the pedagogical coordinator, cited in authors such as Placco, Almeida and Souza (2015), André (2016), Pessoa e Roldão (2015), which discuss the formation based on collaborative and participatory moments, exchange of experiences, transformers of pedagogical practice. The second axis addressed in this work is the development of integrated projects, under the light, mainly, of Japiassu (1976), Martins (2005 and 2013) and Hernández (1998 and 2007), whose texts they explain the need for educational proposals that transcend borders and find a link between the different areas of knowledge, and present the work with integrated projects as one of the ways to meet this need. The qualitative analysis of responses to the questionnaires applied to teachers is used, and concludes that the greatest difficulties in the development of projects can be carried out through continuing training, provided that this is a space of exchanges and privileges the experiential learning of teachers, in a collaborative way, articulated by the coordinator pedagogical dialogic and cooperatively. The formative possibilities for the development of integrated projects therefore go using strategies such as dual conceptualization or thematic research, that privilege the dialogue and sharing experiences
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spelling Passarelli, Lílian Maria Ghiurohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4866335A6Paes, Lisandra2018-09-28T12:26:04Z2018-08-29Paes, Lisandra. O trabalho com projetos no Ensino Médio: possibilidades formativas. 2018. 153 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21466This research aims to report the experiences of teachers involved in the realization of projects integrated into a high school and, from them, identify the teaching view on work with integrated projects, detect the difficulties in its development and to point out ways of contributing to the pedagogical coordinator and the continuing training that can minimize the obstacles pointed out, as well as assist in the development of projects. The moment of writing of this research is singular, as it occurs during the national discussions on changes in high school, also occurring during the training meetings developed in the Municipal Secretary of Education of Sao Paulo with the eight schools of the network that offer this stage of teaching, bringing to the fore the necessity of transformations, presented as viable from the reflective formation of the teaching staff and the theoretical foundation of the pedagogical coordinators. Structured in two major theoretical axes, which interconnect and complement each other, this research brings the writings of Imbernón (2000), Nóvoa (1997), Tardif (2003), Alarcão (2010), Canary (2006) and Garcia (1997), among others, as the basis of the first axis, the teaching training from the perspective of a reflective professional, knowledge producer, from the action of the pedagogical coordinator, cited in authors such as Placco, Almeida and Souza (2015), André (2016), Pessoa e Roldão (2015), which discuss the formation based on collaborative and participatory moments, exchange of experiences, transformers of pedagogical practice. The second axis addressed in this work is the development of integrated projects, under the light, mainly, of Japiassu (1976), Martins (2005 and 2013) and Hernández (1998 and 2007), whose texts they explain the need for educational proposals that transcend borders and find a link between the different areas of knowledge, and present the work with integrated projects as one of the ways to meet this need. The qualitative analysis of responses to the questionnaires applied to teachers is used, and concludes that the greatest difficulties in the development of projects can be carried out through continuing training, provided that this is a space of exchanges and privileges the experiential learning of teachers, in a collaborative way, articulated by the coordinator pedagogical dialogic and cooperatively. The formative possibilities for the development of integrated projects therefore go using strategies such as dual conceptualization or thematic research, that privilege the dialogue and sharing experiencesEsta pesquisa tem como objetivo relatar as experiências dos professores envolvidos na realização de projetos integrados em uma escola de Ensino Médio e, a partir delas, identificar a visão docente sobre o trabalho com projetos integrados, detectar as dificuldades no seu desenvolvimento e apontar formas de contribuição do coordenador pedagógico e da formação continuada que possam minimizar os obstáculos apontados, bem como auxiliar no desenvolvimento de projetos. O momento de escrita desta pesquisa é singular, pois ocorre durante as discussões nacionais relativas às mudanças no Ensino Médio, ocorridas também durante os encontros formativos desenvolvidos na Secretaria Municipal de Educação de São Paulo junto às oito escolas da rede que oferecem esta etapa de ensino, trazendo à tona a necessidade de transformações, apresentadas como viáveis a partir da formação reflexiva do corpo docente e do embasamento teórico dos coordenadores pedagógicos. Estruturada em dois grandes eixos teóricos, que se interligam e se completam, esta pesquisa traz os escritos de Imbernón (2000), Nóvoa (1997), Tardif (2003), Alarcão (2010), Canário (2006) e Garcia (1997), entre outros, como base do primeiro eixo, a formação docente sob a perspectiva de um profissional reflexivo, produtor de conhecimentos, a partir da ação do coordenador pedagógico, citada em autores como Placco, Almeida e Souza (2015), André (2016), Pessoa e Roldão (2015), que discutem a formação baseada em momentos colaborativos e participativos, de troca de experiências, transformadores da prática pedagógica. O segundo eixo abordado neste trabalho é o desenvolvimento de projetos integrados, sob a luz, principalmente, de Japiassu (1976), Martins (2005 e 2013) e Hernández (1998 e 2007), cujos textos explicam a necessidade de propostas educativas que ultrapassem fronteiras e encontrem um elo entre as diferentes áreas do conhecimento, e apresentam o trabalho com projetos integrados como uma das maneiras de atender a esta necessidade. Utiliza-se da análise qualitativa das respostas aos questionários aplicados aos docentes, e conclui que as maiores dificuldades no desenvolvimento de projetos podem ser sanadas por meio da formação continuada, desde que esta seja um espaço de trocas e privilegie os saberes experienciais dos professores, de maneira colaborativa, articulada pelo coordenador pedagógico dialógica e cooperativamente. As possibilidades formativas para o desenvolvimento de projetos integrados, portanto, perpassam pelo uso de estratégias como a dupla conceitualização ou a investigação temática, que privilegiam o diálogo e a partilha de experiênciasapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/46787/Lisandra%20Paes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoProfessores - ProjetosFormação continuadaEnsino MédioTeachers - ProjectsContinuing trainingHigh schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOO trabalho com projetos no Ensino Médio: possibilidades formativasWorking with projects in High School: formative possibilitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLisandra Paes.pdf.txtLisandra Paes.pdf.txtExtracted texttext/plain283678https://repositorio.pucsp.br/xmlui/bitstream/handle/21466/4/Lisandra%20Paes.pdf.txt7cf7dcbe9c1d63c1b8f0941da07c4202MD54ORIGINALLisandra Paes.pdfLisandra Paes.pdfapplication/pdf3125704https://repositorio.pucsp.br/xmlui/bitstream/handle/21466/2/Lisandra%20Paes.pdfa2f3af4c7075831a5c8e1d3b7c8b5659MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/21466/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51THUMBNAILLisandra Paes.pdf.jpgLisandra Paes.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/21466/3/Lisandra%20Paes.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD53handle/214662022-04-28 15:51:02.705oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T18:51:02Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv O trabalho com projetos no Ensino Médio: possibilidades formativas
dc.title.alternative.eng.fl_str_mv Working with projects in High School: formative possibilities
title O trabalho com projetos no Ensino Médio: possibilidades formativas
spellingShingle O trabalho com projetos no Ensino Médio: possibilidades formativas
Paes, Lisandra
Professores - Projetos
Formação continuada
Ensino Médio
Teachers - Projects
Continuing training
High school
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short O trabalho com projetos no Ensino Médio: possibilidades formativas
title_full O trabalho com projetos no Ensino Médio: possibilidades formativas
title_fullStr O trabalho com projetos no Ensino Médio: possibilidades formativas
title_full_unstemmed O trabalho com projetos no Ensino Médio: possibilidades formativas
title_sort O trabalho com projetos no Ensino Médio: possibilidades formativas
author Paes, Lisandra
author_facet Paes, Lisandra
author_role author
dc.contributor.advisor1.fl_str_mv Passarelli, Lílian Maria Ghiuro
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4866335A6
dc.contributor.author.fl_str_mv Paes, Lisandra
contributor_str_mv Passarelli, Lílian Maria Ghiuro
dc.subject.por.fl_str_mv Professores - Projetos
Formação continuada
Ensino Médio
topic Professores - Projetos
Formação continuada
Ensino Médio
Teachers - Projects
Continuing training
High school
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Teachers - Projects
Continuing training
High school
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This research aims to report the experiences of teachers involved in the realization of projects integrated into a high school and, from them, identify the teaching view on work with integrated projects, detect the difficulties in its development and to point out ways of contributing to the pedagogical coordinator and the continuing training that can minimize the obstacles pointed out, as well as assist in the development of projects. The moment of writing of this research is singular, as it occurs during the national discussions on changes in high school, also occurring during the training meetings developed in the Municipal Secretary of Education of Sao Paulo with the eight schools of the network that offer this stage of teaching, bringing to the fore the necessity of transformations, presented as viable from the reflective formation of the teaching staff and the theoretical foundation of the pedagogical coordinators. Structured in two major theoretical axes, which interconnect and complement each other, this research brings the writings of Imbernón (2000), Nóvoa (1997), Tardif (2003), Alarcão (2010), Canary (2006) and Garcia (1997), among others, as the basis of the first axis, the teaching training from the perspective of a reflective professional, knowledge producer, from the action of the pedagogical coordinator, cited in authors such as Placco, Almeida and Souza (2015), André (2016), Pessoa e Roldão (2015), which discuss the formation based on collaborative and participatory moments, exchange of experiences, transformers of pedagogical practice. The second axis addressed in this work is the development of integrated projects, under the light, mainly, of Japiassu (1976), Martins (2005 and 2013) and Hernández (1998 and 2007), whose texts they explain the need for educational proposals that transcend borders and find a link between the different areas of knowledge, and present the work with integrated projects as one of the ways to meet this need. The qualitative analysis of responses to the questionnaires applied to teachers is used, and concludes that the greatest difficulties in the development of projects can be carried out through continuing training, provided that this is a space of exchanges and privileges the experiential learning of teachers, in a collaborative way, articulated by the coordinator pedagogical dialogic and cooperatively. The formative possibilities for the development of integrated projects therefore go using strategies such as dual conceptualization or thematic research, that privilege the dialogue and sharing experiences
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-09-28T12:26:04Z
dc.date.issued.fl_str_mv 2018-08-29
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv Paes, Lisandra. O trabalho com projetos no Ensino Médio: possibilidades formativas. 2018. 153 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/21466
identifier_str_mv Paes, Lisandra. O trabalho com projetos no Ensino Médio: possibilidades formativas. 2018. 153 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
url https://tede2.pucsp.br/handle/handle/21466
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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