Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular
Autor(a) principal: | |
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Data de Publicação: | 2017 |
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/20405 |
Resumo: | The aim of this dissertation is to identify the pertinent elements to the curricular organization of the Field Education Degree developed at the Federal Institute of Education, Science and Technology of Pará (IFPA), in view of the teachers' training process, the practices developed in the spaces / times of their pedagogical formative itineraries and the construction of policies aimed at an emancipatory education of the subjects of the field. In order to do so, it focuses its studies on the subject of curricular organization based on the curriculum of the Degree in Field Education course on IFPA. The investigative process is anchored in the qualitative research of the case study type, with two stages: a semi-structured interview with the management of the course and followed by the analysis of documents, more specifically the Pedagogical Project of the course (PPC ) And evaluation reports of the learners-educators on the community time. This study is based on the contributions of authors, specialists and researchers focused on pertinent issues. They are: Ramos (2004), Hage (2005), Gimeno Sacristán (2013). Moreira and Candau (2003), Frigotto (2006), Goodson (2013), Hamilton (1992), Freire (2005), Lopes and Macedo (2011), Apple (2006), Torres Santomé 2008), Silva (1999), Morin (2003), Arroyo (2006), Japiassú (1976), Ciavatta (2005), Nosella (2004), Gadotti (2004), Bernstein (1981), Thiesen and Oliveira Try curriculum; Caldart (2004, 2008), Caldart et al (2012), Hage (2014), Baptista (2003), Santos (2012), Arroyo (1999), Kolling (1999), Hage and Cruz (2015) Molina e Sá ), Molina (2015) to deal with Field Education; Chizzotti (2014) to deal with public-private issues. Through the analysis of the data collected, the results of the research are identified as the categories: Pedagogical alternation, curricular Integration and dialogue between knowledge, beyond the units of analysis, constitute the structuring pillars of the course that provide a democratic political character of inclusion of the voices of the subjects of the curriculum and the subjects of the field. In addition, the curriculum of the course, thought as a continuous process of construction effectively needs the intervention of curricular subjects aware of their role as protagonists of a new reality of Field Education |
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Chizzotti, Antoniohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4757158Z1Duarte, Adalcilena Helena Café2017-09-21T12:29:45Z2017-09-11Duarte, Adalcilena Helena Café. Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular. 2017. 101 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20405The aim of this dissertation is to identify the pertinent elements to the curricular organization of the Field Education Degree developed at the Federal Institute of Education, Science and Technology of Pará (IFPA), in view of the teachers' training process, the practices developed in the spaces / times of their pedagogical formative itineraries and the construction of policies aimed at an emancipatory education of the subjects of the field. In order to do so, it focuses its studies on the subject of curricular organization based on the curriculum of the Degree in Field Education course on IFPA. The investigative process is anchored in the qualitative research of the case study type, with two stages: a semi-structured interview with the management of the course and followed by the analysis of documents, more specifically the Pedagogical Project of the course (PPC ) And evaluation reports of the learners-educators on the community time. This study is based on the contributions of authors, specialists and researchers focused on pertinent issues. They are: Ramos (2004), Hage (2005), Gimeno Sacristán (2013). Moreira and Candau (2003), Frigotto (2006), Goodson (2013), Hamilton (1992), Freire (2005), Lopes and Macedo (2011), Apple (2006), Torres Santomé 2008), Silva (1999), Morin (2003), Arroyo (2006), Japiassú (1976), Ciavatta (2005), Nosella (2004), Gadotti (2004), Bernstein (1981), Thiesen and Oliveira Try curriculum; Caldart (2004, 2008), Caldart et al (2012), Hage (2014), Baptista (2003), Santos (2012), Arroyo (1999), Kolling (1999), Hage and Cruz (2015) Molina e Sá ), Molina (2015) to deal with Field Education; Chizzotti (2014) to deal with public-private issues. Through the analysis of the data collected, the results of the research are identified as the categories: Pedagogical alternation, curricular Integration and dialogue between knowledge, beyond the units of analysis, constitute the structuring pillars of the course that provide a democratic political character of inclusion of the voices of the subjects of the curriculum and the subjects of the field. In addition, the curriculum of the course, thought as a continuous process of construction effectively needs the intervention of curricular subjects aware of their role as protagonists of a new reality of Field EducationA presente dissertação tem como objetivo identificar os elementos pertinentes à organização curricular da Licenciatura em Educação do Campo desenvolvida no - Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA), tendo em vista o processo formativo dos docentes, as práticas desenvolvidas nos espaços/tempos pedagógicos de seus itinerários formativos e a construção de políticas voltadas a uma educação emancipatória dos sujeitos do campo. Para tanto, centra seus estudos na temática da organização curricular tomando como base de análise o currículo do curso de Licenciatura em Educação do Campo do IFPA. O processo investigativo ancora-se na pesquisa qualitativa do tipo estudo de caso comportando duas etapas: a realização de entrevista semi-estruturada com a gestão do curso e segue-se com a análise de documentos, mais especificamente, o Projeto Pedagógico do curso (PPC) e relatórios de avaliação dos educandos-educadores sobre o tempo comunidade. Este estudo respalda-se nas contribuições de autores,pesquisadores especialistas voltados às questões pertinentes.Destacam-se: Ramos (2004), Hage (2005), Gimeno Sacristán (2013). Moreira e Candau (2003), Frigotto (2006), Goodson (2013), Hamilton (1992), Freire (2005), Lopes e Macedo (2011), Apple (2006), Torres Santomé (1998, 2005), Moreira e Silva (2008), Silva (1999), Morin (2003), Arroyo (2006), Japiassú (1976), Ciavatta (2005), Nosella (2004), Gadotti (2004), Bernstein (1981), Thiesen e Oliveira (2012) para tratar de currículo; Caldart (2004, 2008), Caldart et al (2012), Hage (2014), Baptista (2003), Santos (2012), Arroyo (1999), Kolling (1999), Hage e Cruz (2015) Molina e Sá (2011), Molina (2015) para tratar sobre Educação do Campo; Chizzotti (2014) para tratar da temática público-privado. Mediante a análise dos dados coletados, apontam-se como resultados da pesquisa que as categorias: a Alternância Pedagógica, Integração curricular e Diálogo entre os conhecimentos, para além de unidades de análise, constituem-se como pilares estruturantes do curso em questão que propiciam ao mesmo um caráter político democrático de inclusão das vozes dos sujeitos do currículo e dos sujeitos do campo. Além disso, o currículo do curso pensado como processo contínuo de construção precisa efetivamente da ação/intervenção de sujeitos curriculares conscientes de seu papel como protagonistas de uma nova realidade de Educação do Campoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/43301/Adalcilena%20Helena%20Caf%c3%a9%20Duarte.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoEducação do Campo - CurrículoEducação ruralInstituto Federal de Educação, Ciência e Tecnologia do Pará - IFPAField Education - CurriculumRural educationFederal Institute of Education, Science and Technology of Pará (IFPA)CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOLicenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricularDegree in Field Education from the Federal Institute of Education, Science and Technology of Pará: studies on its curricular organizationinfo: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_SPTEXTAdalcilena Helena Café Duarte.pdf.txtAdalcilena Helena Café Duarte.pdf.txtExtracted texttext/plain232392https://repositorio.pucsp.br/xmlui/bitstream/handle/20405/4/Adalcilena%20Helena%20Caf%c3%a9%20Duarte.pdf.txta8a286560f379d8dfa3af799f6c1f393MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
dc.title.alternative.eng.fl_str_mv |
Degree in Field Education from the Federal Institute of Education, Science and Technology of Pará: studies on its curricular organization |
title |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
spellingShingle |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular Duarte, Adalcilena Helena Café Educação do Campo - Currículo Educação rural Instituto Federal de Educação, Ciência e Tecnologia do Pará - IFPA Field Education - Curriculum Rural education Federal Institute of Education, Science and Technology of Pará (IFPA) CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
title_full |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
title_fullStr |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
title_full_unstemmed |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
title_sort |
Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular |
author |
Duarte, Adalcilena Helena Café |
author_facet |
Duarte, Adalcilena Helena Café |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Chizzotti, Antonio |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4757158Z1 |
dc.contributor.author.fl_str_mv |
Duarte, Adalcilena Helena Café |
contributor_str_mv |
Chizzotti, Antonio |
dc.subject.por.fl_str_mv |
Educação do Campo - Currículo Educação rural Instituto Federal de Educação, Ciência e Tecnologia do Pará - IFPA |
topic |
Educação do Campo - Currículo Educação rural Instituto Federal de Educação, Ciência e Tecnologia do Pará - IFPA Field Education - Curriculum Rural education Federal Institute of Education, Science and Technology of Pará (IFPA) CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Field Education - Curriculum Rural education Federal Institute of Education, Science and Technology of Pará (IFPA) |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
The aim of this dissertation is to identify the pertinent elements to the curricular organization of the Field Education Degree developed at the Federal Institute of Education, Science and Technology of Pará (IFPA), in view of the teachers' training process, the practices developed in the spaces / times of their pedagogical formative itineraries and the construction of policies aimed at an emancipatory education of the subjects of the field. In order to do so, it focuses its studies on the subject of curricular organization based on the curriculum of the Degree in Field Education course on IFPA. The investigative process is anchored in the qualitative research of the case study type, with two stages: a semi-structured interview with the management of the course and followed by the analysis of documents, more specifically the Pedagogical Project of the course (PPC ) And evaluation reports of the learners-educators on the community time. This study is based on the contributions of authors, specialists and researchers focused on pertinent issues. They are: Ramos (2004), Hage (2005), Gimeno Sacristán (2013). Moreira and Candau (2003), Frigotto (2006), Goodson (2013), Hamilton (1992), Freire (2005), Lopes and Macedo (2011), Apple (2006), Torres Santomé 2008), Silva (1999), Morin (2003), Arroyo (2006), Japiassú (1976), Ciavatta (2005), Nosella (2004), Gadotti (2004), Bernstein (1981), Thiesen and Oliveira Try curriculum; Caldart (2004, 2008), Caldart et al (2012), Hage (2014), Baptista (2003), Santos (2012), Arroyo (1999), Kolling (1999), Hage and Cruz (2015) Molina e Sá ), Molina (2015) to deal with Field Education; Chizzotti (2014) to deal with public-private issues. Through the analysis of the data collected, the results of the research are identified as the categories: Pedagogical alternation, curricular Integration and dialogue between knowledge, beyond the units of analysis, constitute the structuring pillars of the course that provide a democratic political character of inclusion of the voices of the subjects of the curriculum and the subjects of the field. In addition, the curriculum of the course, thought as a continuous process of construction effectively needs the intervention of curricular subjects aware of their role as protagonists of a new reality of Field Education |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-09-21T12:29:45Z |
dc.date.issued.fl_str_mv |
2017-09-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Duarte, Adalcilena Helena Café. Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular. 2017. 101 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20405 |
identifier_str_mv |
Duarte, Adalcilena Helena Café. Licenciatura em Educação do Campo do Instituto Federal de Educação, Ciência e Tecnologia do Pará: estudos sobre sua organização curricular. 2017. 101 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
url |
https://tede2.pucsp.br/handle/handle/20405 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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