As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral
Autor(a) principal: | |
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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/21424 |
Resumo: | This study investigated the organization and management of the curriculum in the context of “fulltime” public elementary and middle school. The research theme is justified by the challenge of understanding different contexts and possibilities for “fulltime” schools. The research considered the guiding principles that are established in the official national and municipal documents, as well as the experiences of “fulltime” schools in Brazil, in a city in the state of São Paulo. This study questions how the curriculum in “fulltime” schools is being organized and managed, and presents two main questions: How is the curriculum of “fulltime” schools being organized and managed? What facets of knowledge are presented in the options available in the additional periods of “fulltime” schools”? The objective of this research focusses on identifying and analyzing the organization and management of the curriculum in the additional periods of “fulltime” schools, in order to map out and identify which facets of knowledge are offered in the activities that complement the curriculum in the regular school period. The theoretical foundations were based on the concepts of ideology and curriculum as defended by Michael Apple , curriculum as a social construction proposed by Ivor Goodson and powerful knowledge created by Michael Young. The methodology was founded on the illuminative evaluation approach described by Malcolm Parlett & David Hamilton. For this purpose, data was collected with teachers and pedagogical coordinators in two schools that have been offering “fulltime” projects in the city of São José dos Campos, as well as with the coordinator of the program of "fulltime" schools in the referred city, in order to identify how curriculum organization and management have been developed. The research results partiatlly comprove the hypotheses that were raised under three perspectives: the activities offered in the additional periods of the school are characterized by bringing a body of knowledge which is not delivered in the regular school hours; therefore, not clearly related to powerful knowledge; the school reproduces the same ideology both in its core curriculum and in the complementary activities which happen after school hours, and the activities offered in the “fulltime” program, after the school hours, are selected according to the social and cultural context of the school and its surroundings |
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Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8077353E6Andrade, Andrea Cianflone Zacharias de2018-09-19T10:17:59Z2018-07-23Andrade, Andrea Cianflone Zacharias de. As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral. 2018. 196 f. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21424This study investigated the organization and management of the curriculum in the context of “fulltime” public elementary and middle school. The research theme is justified by the challenge of understanding different contexts and possibilities for “fulltime” schools. The research considered the guiding principles that are established in the official national and municipal documents, as well as the experiences of “fulltime” schools in Brazil, in a city in the state of São Paulo. This study questions how the curriculum in “fulltime” schools is being organized and managed, and presents two main questions: How is the curriculum of “fulltime” schools being organized and managed? What facets of knowledge are presented in the options available in the additional periods of “fulltime” schools”? The objective of this research focusses on identifying and analyzing the organization and management of the curriculum in the additional periods of “fulltime” schools, in order to map out and identify which facets of knowledge are offered in the activities that complement the curriculum in the regular school period. The theoretical foundations were based on the concepts of ideology and curriculum as defended by Michael Apple , curriculum as a social construction proposed by Ivor Goodson and powerful knowledge created by Michael Young. The methodology was founded on the illuminative evaluation approach described by Malcolm Parlett & David Hamilton. For this purpose, data was collected with teachers and pedagogical coordinators in two schools that have been offering “fulltime” projects in the city of São José dos Campos, as well as with the coordinator of the program of "fulltime" schools in the referred city, in order to identify how curriculum organization and management have been developed. The research results partiatlly comprove the hypotheses that were raised under three perspectives: the activities offered in the additional periods of the school are characterized by bringing a body of knowledge which is not delivered in the regular school hours; therefore, not clearly related to powerful knowledge; the school reproduces the same ideology both in its core curriculum and in the complementary activities which happen after school hours, and the activities offered in the “fulltime” program, after the school hours, are selected according to the social and cultural context of the school and its surroundingsEste estudo investigou a organização e gestão do currículo no contexto de escolas públicas de ensino fundamental em tempo integral. A justificativa do tema da pesquisa consolidou-se pelo desafio de compreender diferentes contextos e possibilidades para a escola pública de tempo integral. A pesquisa considerou as diretrizes estabelecidas em documentos oficiais em âmbito nacional e municipal, assim como o conjunto de experiências de escolas de tempo integral no Brasil e em um município. O trabalho problematizou a organização e gestão do currículo nas escolas em tempo integral, estabelecendo duas perguntas centrais: Como está sendo realizada a organização e a gestão do currículo das escolas públicas em tempo integral? Quais são as facetas de conhecimento presentes na oferta do contra-turno nas Escolas de Tempo Integral? O objetivo da pesquisa concentrou-se em identificar e analisar a organização e gestão do currículo no contra-turno em Escolas de Tempo Integral, de modo a mapear e identificar as facetas de conhecimento presentes na oferta das atividades complementares da formação oferecida no turno regular, problematizando-as. A fundamentação teórica se baseou na concepção de ideologia e currículo conforme Michael Apple, no conceito de currículo como construção social proposto por Ivor Goodson, na concepção de conhecimento poderoso defendido por Michael Young e os procedimentos de pesquisa foram fundamentados na avaliação iluminativa segundo Malcolm Parlett e David Hamilton. Para tanto, a pesquisa realizada coletou informações de professores e de orientadoras pedagógicas de duas escolas que desenvolvem propostas de tempo integral, assim como da coordenadora do programa das escolas de tempo integral do município de São José dos Campos, para identificar como a organização e gestão do currículo nas escolas em tempo integral estão sendo realizadas no referido município. Os resultados comprovaram parcialmente as hipóteses estabelecidas sob três perspectivas: as atividades programadas no contra-turno se caracterizam por trazer um conhecimento não veiculado na parte curricular (mas nem sempre claramente relacionado com o "conhecimento poderoso"); a escola reproduz a ideologia vigente no turno regular e também no contra-turno, apesar do exercício das lideranças, da satisfação dos professores com o programa, mas muito em função dos recursos e da falta de clareza da proposta para a própria comunidade; e as atividades no contra-turno são selecionadas de acordo com as condições sociais e culturais em que a escola se encontraCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/46671/Andrea%20Cianflone%20Zacharias%20de%20Andrade.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBrasilFaculdade de EducaçãoEscolas públicas - Organização e administraçãoEscolas públicas - CurrículosEnsino em tempo integralEducação integralPublic school management and organizationPublic schools - CurriculaFull-time teachingIntegral educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOAs facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integralThe facets of knowledge in the curriculum organization and management of fulltime public schoolsinfo: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_SPTEXTAndrea Cianflone Zacharias de Andrade.pdf.txtAndrea Cianflone Zacharias de Andrade.pdf.txtExtracted texttext/plain457130https://repositorio.pucsp.br/xmlui/bitstream/handle/21424/4/Andrea%20Cianflone%20Zacharias%20de%20Andrade.pdf.txtc9482c34eb720b9ef19f7bc4d00a352eMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
dc.title.alternative.eng.fl_str_mv |
The facets of knowledge in the curriculum organization and management of fulltime public schools |
title |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
spellingShingle |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral Andrade, Andrea Cianflone Zacharias de Escolas públicas - Organização e administração Escolas públicas - Currículos Ensino em tempo integral Educação integral Public school management and organization Public schools - Curricula Full-time teaching Integral education CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
title_full |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
title_fullStr |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
title_full_unstemmed |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
title_sort |
As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral |
author |
Andrade, Andrea Cianflone Zacharias de |
author_facet |
Andrade, Andrea Cianflone Zacharias de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marin, Alda Junqueira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8077353E6 |
dc.contributor.author.fl_str_mv |
Andrade, Andrea Cianflone Zacharias de |
contributor_str_mv |
Marin, Alda Junqueira |
dc.subject.por.fl_str_mv |
Escolas públicas - Organização e administração Escolas públicas - Currículos Ensino em tempo integral Educação integral |
topic |
Escolas públicas - Organização e administração Escolas públicas - Currículos Ensino em tempo integral Educação integral Public school management and organization Public schools - Curricula Full-time teaching Integral education CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Public school management and organization Public schools - Curricula Full-time teaching Integral education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study investigated the organization and management of the curriculum in the context of “fulltime” public elementary and middle school. The research theme is justified by the challenge of understanding different contexts and possibilities for “fulltime” schools. The research considered the guiding principles that are established in the official national and municipal documents, as well as the experiences of “fulltime” schools in Brazil, in a city in the state of São Paulo. This study questions how the curriculum in “fulltime” schools is being organized and managed, and presents two main questions: How is the curriculum of “fulltime” schools being organized and managed? What facets of knowledge are presented in the options available in the additional periods of “fulltime” schools”? The objective of this research focusses on identifying and analyzing the organization and management of the curriculum in the additional periods of “fulltime” schools, in order to map out and identify which facets of knowledge are offered in the activities that complement the curriculum in the regular school period. The theoretical foundations were based on the concepts of ideology and curriculum as defended by Michael Apple , curriculum as a social construction proposed by Ivor Goodson and powerful knowledge created by Michael Young. The methodology was founded on the illuminative evaluation approach described by Malcolm Parlett & David Hamilton. For this purpose, data was collected with teachers and pedagogical coordinators in two schools that have been offering “fulltime” projects in the city of São José dos Campos, as well as with the coordinator of the program of "fulltime" schools in the referred city, in order to identify how curriculum organization and management have been developed. The research results partiatlly comprove the hypotheses that were raised under three perspectives: the activities offered in the additional periods of the school are characterized by bringing a body of knowledge which is not delivered in the regular school hours; therefore, not clearly related to powerful knowledge; the school reproduces the same ideology both in its core curriculum and in the complementary activities which happen after school hours, and the activities offered in the “fulltime” program, after the school hours, are selected according to the social and cultural context of the school and its surroundings |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-19T10:17:59Z |
dc.date.issued.fl_str_mv |
2018-07-23 |
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 |
Andrade, Andrea Cianflone Zacharias de. As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral. 2018. 196 f. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21424 |
identifier_str_mv |
Andrade, Andrea Cianflone Zacharias de. As facetas de conhecimento na organização e gestão do currículo em escolas públicas de tempo integral. 2018. 196 f. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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https://tede2.pucsp.br/handle/handle/21424 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
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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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