Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo

Detalhes bibliográficos
Autor(a) principal: Masmo, Patrícia Luissa
Data de Publicação: 2024
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41330
Resumo: The problem that gave rise to this research is the disconnection between the theoretical and practical knowledge of the professional field and the theoretical-practical pedagogical knowledge in professional training. This thesis aims to investigate the influence of curriculum planning on the (effective) pedagogical action of teachers in professional education. The field investigated was Senac São Paulo from the perspective of its teachers in various units across the state. It is a mixed-method project of a qualiquantitative nature with integrated and simultaneous data collection and analysis strategies (CRESWELL, 2010). The research is structured based on Grounded Theory foundations (CHARMAZ, 2012), with the Paradigm of Complexity (MORIN, 2006) as the theoretical-methodological reference. To describe the practices, the processes and services of curriculum planning at Senac São Paulo were mapped, and for the research description, critical approaches to curriculum (CASALI, 2018) and planning in professional education were identified. Teachers' perceptions were analyzed, and conditions such as participation in institutional curriculum planning, teaching experience, and specific higher education were examined in depth. The procedures adopted for data collection were as follows: (1) Systematic Literature Review on Planning and Curriculum, especially those adopting multi-referential (ARDOINO, 1998) and intercultural (CANDAU, 2016) approaches in Professional Education, and (2) field research, using a questionnaire combining closed-ended (Likert scale) and open-ended questions. The questionnaire was validated by judges and a pre-test. Information was collected, organized, and categorized using SurveyMonkey, Excel, SPSS, and NVivo. Quantitative data were analyzed using Descriptive Statistics and the chi-squared test for variable associations. Qualitative data were coded (CHARMAZ, 2012) and subsequently analyzed in an integrated manner using quantitative data. The results of this research demonstrate that teachers are actively engaged, displaying an awareness of the complex dynamics involved in comprehensive professional education. We have identified perspectives that directly influence practice, leading to the proposal of a model that emphasizes the interconnection and mutual influence of curriculum-planning elements. The goal is to promote cohesion, establish connections between professional and pedagogical domains, and encourage autonomy and flexibility for contextualized adaptations
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spelling Casali, Alipiohttp://lattes.cnpq.br/7969272872511400http://lattes.cnpq.br/7679713979659720Masmo, Patrícia Luissa2024-04-12T13:45:14Z2024-04-12T13:45:14Z2024-03-19Masmo, Patrícia Luissa. Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo. 2024. Tese (Doutorado em Educação: Currículo) - Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2024.https://repositorio.pucsp.br/jspui/handle/handle/41330The problem that gave rise to this research is the disconnection between the theoretical and practical knowledge of the professional field and the theoretical-practical pedagogical knowledge in professional training. This thesis aims to investigate the influence of curriculum planning on the (effective) pedagogical action of teachers in professional education. The field investigated was Senac São Paulo from the perspective of its teachers in various units across the state. It is a mixed-method project of a qualiquantitative nature with integrated and simultaneous data collection and analysis strategies (CRESWELL, 2010). The research is structured based on Grounded Theory foundations (CHARMAZ, 2012), with the Paradigm of Complexity (MORIN, 2006) as the theoretical-methodological reference. To describe the practices, the processes and services of curriculum planning at Senac São Paulo were mapped, and for the research description, critical approaches to curriculum (CASALI, 2018) and planning in professional education were identified. Teachers' perceptions were analyzed, and conditions such as participation in institutional curriculum planning, teaching experience, and specific higher education were examined in depth. The procedures adopted for data collection were as follows: (1) Systematic Literature Review on Planning and Curriculum, especially those adopting multi-referential (ARDOINO, 1998) and intercultural (CANDAU, 2016) approaches in Professional Education, and (2) field research, using a questionnaire combining closed-ended (Likert scale) and open-ended questions. The questionnaire was validated by judges and a pre-test. Information was collected, organized, and categorized using SurveyMonkey, Excel, SPSS, and NVivo. Quantitative data were analyzed using Descriptive Statistics and the chi-squared test for variable associations. Qualitative data were coded (CHARMAZ, 2012) and subsequently analyzed in an integrated manner using quantitative data. The results of this research demonstrate that teachers are actively engaged, displaying an awareness of the complex dynamics involved in comprehensive professional education. We have identified perspectives that directly influence practice, leading to the proposal of a model that emphasizes the interconnection and mutual influence of curriculum-planning elements. The goal is to promote cohesion, establish connections between professional and pedagogical domains, and encourage autonomy and flexibility for contextualized adaptationsO problema que deu origem à pesquisa é a desarticulação entre os saberes teórico-práticos do campo profissional e os saberes teórico-práticos pedagógicos na formação profissional. A tese tem por objetivo investigar quais as influências do planejamento curricular na (efetiva) ação pedagógica do docente na educação profissional. O campo investigado foi o Senac São Paulo, por intermédio do olhar dos seus professores, nas diversas unidades do estado. Trata-se de um projeto de método misto, de natureza qualiquantitativa, com estratégia de coleta e análise integradas e concomitantes (CRESWELL, 2010). A pesquisa está estruturada pelos fundamentos da Grouded Theory (CHARMAZ, 2012), e tem o Paradigma da Complexidade (MORIN, 2006) como referência teórico-metodológica. Para descrição das práticas foram mapeados os processos e serviços de planejamento curricular do Senac São Paulo, e para descrição da pesquisa foram identificadas as abordagens críticas de currículo (CASALI, 2018) e de planejamento da/na educação profissional. As percepções dos professores foram analisadas, e as condições já ter participado de planejamento curricular institucional, tempo de docência e formação superior específica em educação, examinadas em profundidade. Os procedimentos adotados para a coleta de dados foram: (1) Revisão Sistemática da Literatura, sobre Planejamento e Currículo, especialmente os que adotam as abordagens multirreferencial (ARDOINO, 1998) e intercultural (CANDAU, 2016); e (2) Pesquisa de campo, que utilizou um questionário combinando perguntas fechadas (em escala Likert) e abertas. O questionário produzido passou por validação de juízes e pré-teste. As informações foram coletadas, organizadas e categorizadas com auxílio de softwares SurveyMonkey, Excel, SPSS e NVivo. Os dados quantitativos, foram analisados pelo método de Estatística Descritiva e pelo teste qui-quadrado para associação de variáveis. Os dados qualitativos, foram codificados (CHARMAZ, 2012) e, posteriormente, analisados integrados aos quantitativos. Os resultados desta pesquisa demonstram que os professores atuam engajados, uma vez conscientes das complexas dinâmicas da formação profissional. Identificamos as perspectivas que impactam diretamente na prática, levando à proposição de um modelo que destaca a interconexão e influência mútua dos elementos do planejamento curricular, com o objetivo de promover coesão, estabelecer conexões entre os domínios profissional e pedagógico, e incentivar autonomia e flexibilidade para adaptações contextualizadasCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Pós-Graduação em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOCurrículoEducação ProfissionalPlanejamento curricularSenac São PauloCurriculumProfessional EducationCurriculum planningSenac São PauloPlanejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALPatricia Luissa Masmo.pdfapplication/pdf4560811https://repositorio.pucsp.br/xmlui/bitstream/handle/41330/1/Patricia%20Luissa%20Masmo.pdf1824d983816cebcc3664b81a6c351475MD51TEXTPatricia Luissa Masmo.pdf.txtPatricia Luissa Masmo.pdf.txtExtracted texttext/plain576546https://repositorio.pucsp.br/xmlui/bitstream/handle/41330/2/Patricia%20Luissa%20Masmo.pdf.txt7cee4568e584743b4d330f9ea2f99e52MD52THUMBNAILPatricia Luissa Masmo.pdf.jpgPatricia Luissa Masmo.pdf.jpgGenerated Thumbnailimage/jpeg1215https://repositorio.pucsp.br/xmlui/bitstream/handle/41330/3/Patricia%20Luissa%20Masmo.pdf.jpgc880a0c5af7b57efcf1ba5f7c64a695eMD53handle/413302024-08-30 19:24:36.305oai:repositorio.pucsp.br:handle/41330Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2024-08-30T22:24:36Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
title Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
spellingShingle Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
Masmo, Patrícia Luissa
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
Currículo
Educação Profissional
Planejamento curricular
Senac São Paulo
Curriculum
Professional Education
Curriculum planning
Senac São Paulo
title_short Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
title_full Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
title_fullStr Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
title_full_unstemmed Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
title_sort Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo
author Masmo, Patrícia Luissa
author_facet Masmo, Patrícia Luissa
author_role author
dc.contributor.advisor1.fl_str_mv Casali, Alipio
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/7969272872511400
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7679713979659720
dc.contributor.author.fl_str_mv Masmo, Patrícia Luissa
contributor_str_mv Casali, Alipio
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
topic CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
Currículo
Educação Profissional
Planejamento curricular
Senac São Paulo
Curriculum
Professional Education
Curriculum planning
Senac São Paulo
dc.subject.por.fl_str_mv Currículo
Educação Profissional
Planejamento curricular
Senac São Paulo
dc.subject.eng.fl_str_mv Curriculum
Professional Education
Curriculum planning
Senac São Paulo
description The problem that gave rise to this research is the disconnection between the theoretical and practical knowledge of the professional field and the theoretical-practical pedagogical knowledge in professional training. This thesis aims to investigate the influence of curriculum planning on the (effective) pedagogical action of teachers in professional education. The field investigated was Senac São Paulo from the perspective of its teachers in various units across the state. It is a mixed-method project of a qualiquantitative nature with integrated and simultaneous data collection and analysis strategies (CRESWELL, 2010). The research is structured based on Grounded Theory foundations (CHARMAZ, 2012), with the Paradigm of Complexity (MORIN, 2006) as the theoretical-methodological reference. To describe the practices, the processes and services of curriculum planning at Senac São Paulo were mapped, and for the research description, critical approaches to curriculum (CASALI, 2018) and planning in professional education were identified. Teachers' perceptions were analyzed, and conditions such as participation in institutional curriculum planning, teaching experience, and specific higher education were examined in depth. The procedures adopted for data collection were as follows: (1) Systematic Literature Review on Planning and Curriculum, especially those adopting multi-referential (ARDOINO, 1998) and intercultural (CANDAU, 2016) approaches in Professional Education, and (2) field research, using a questionnaire combining closed-ended (Likert scale) and open-ended questions. The questionnaire was validated by judges and a pre-test. Information was collected, organized, and categorized using SurveyMonkey, Excel, SPSS, and NVivo. Quantitative data were analyzed using Descriptive Statistics and the chi-squared test for variable associations. Qualitative data were coded (CHARMAZ, 2012) and subsequently analyzed in an integrated manner using quantitative data. The results of this research demonstrate that teachers are actively engaged, displaying an awareness of the complex dynamics involved in comprehensive professional education. We have identified perspectives that directly influence practice, leading to the proposal of a model that emphasizes the interconnection and mutual influence of curriculum-planning elements. The goal is to promote cohesion, establish connections between professional and pedagogical domains, and encourage autonomy and flexibility for contextualized adaptations
publishDate 2024
dc.date.accessioned.fl_str_mv 2024-04-12T13:45:14Z
dc.date.available.fl_str_mv 2024-04-12T13:45:14Z
dc.date.issued.fl_str_mv 2024-03-19
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Masmo, Patrícia Luissa. Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo. 2024. Tese (Doutorado em Educação: Currículo) - Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2024.
dc.identifier.uri.fl_str_mv https://repositorio.pucsp.br/jspui/handle/handle/41330
identifier_str_mv Masmo, Patrícia Luissa. Planejamento curricular na Educação Profissional: análise da percepção dos professores do Senac São Paulo. 2024. Tese (Doutorado em Educação: Currículo) - Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2024.
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