Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar
Autor(a) principal: | |
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Data de Publicação: | 2014 |
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/9787 |
Resumo: | This thesis is focused on the implementation of the new Curriculum Proposal in the state of São Paulo from 2008 to 2010 in schools belonging to the Board of Education of Santos. From the analysis of the timing of implementation of Curriculum Proposal, some elements for a reflection of this process were outlined. The research had the objective of identifying factors that facilitate or hinder the deployment process, from the perspective of a supervisor, with the intent to analyze and identify possible solutions. For that, it was travelled the methodological path of the qualitative approach, in the perspective to interpret and reveal the contradictions and complexities of the investigated object from a critical-reflexive and ethical matrix. The research, even though predominantly qualitative, brings important quantitative data, which were taken into consideration. The following steps were fulfilled: observation conducted at schools; analysis of legal documents; and semi-structured interviews with the direction of the units, with the deputy directors, with teachers-coordinators and with two teachers of Portuguese and two teachers of Mathematical in each school selected for the research. Based on the interviews, responses were tabulated by hindering and facilitating factors in the implementation process, seeking also to identify the conditions under which the Proposal was implemented in schools. The purpose was to contribute to research in the area, bringing the voice of teachers and administrators, who had the opportunity of working directly with the process of implementation of the new Curriculum Proposal, point out some ways they believe to have been successful, others that were not as successful, but in analyzing their mistakes, will find directions for further changes. In the light of a theoretical framework which deals about a school for this new century, innovative projects, curriculum and educational reform processes of educational change and curriculum, the data were analyzed and discussed. It was realized that the method of implementation of the change process is much more important to business success than the nature of the desired change. The subjects presented as factors that facilitate teamwork and the role of the teacher-coordinator. As the main complicating factor, deployment strategy, claiming that the Curriculum Proposal itself was less discomforts than the way it was implemented. These results allow us to believe that strategies do not take into account local decisions on how to put into practice new projects can determine if teachers assimilate and continue to use them, or allowed to fall into disuse. Fortunately, even with a lot of resistance, the teachers and administrators did not allow the new Curriculum Proposal fell into disuse |
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Abramowicz, Merehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4594912T6Fernandes, Sandra Faria2016-04-27T14:31:23Z2014-09-182014-08-20Fernandes, Sandra Faria. Curriculum reform in schools: analysis of the process of implementing the Curriculum Proposal in the state of São Paulo a new look. 2014. 303 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/9787This thesis is focused on the implementation of the new Curriculum Proposal in the state of São Paulo from 2008 to 2010 in schools belonging to the Board of Education of Santos. From the analysis of the timing of implementation of Curriculum Proposal, some elements for a reflection of this process were outlined. The research had the objective of identifying factors that facilitate or hinder the deployment process, from the perspective of a supervisor, with the intent to analyze and identify possible solutions. For that, it was travelled the methodological path of the qualitative approach, in the perspective to interpret and reveal the contradictions and complexities of the investigated object from a critical-reflexive and ethical matrix. The research, even though predominantly qualitative, brings important quantitative data, which were taken into consideration. The following steps were fulfilled: observation conducted at schools; analysis of legal documents; and semi-structured interviews with the direction of the units, with the deputy directors, with teachers-coordinators and with two teachers of Portuguese and two teachers of Mathematical in each school selected for the research. Based on the interviews, responses were tabulated by hindering and facilitating factors in the implementation process, seeking also to identify the conditions under which the Proposal was implemented in schools. The purpose was to contribute to research in the area, bringing the voice of teachers and administrators, who had the opportunity of working directly with the process of implementation of the new Curriculum Proposal, point out some ways they believe to have been successful, others that were not as successful, but in analyzing their mistakes, will find directions for further changes. In the light of a theoretical framework which deals about a school for this new century, innovative projects, curriculum and educational reform processes of educational change and curriculum, the data were analyzed and discussed. It was realized that the method of implementation of the change process is much more important to business success than the nature of the desired change. The subjects presented as factors that facilitate teamwork and the role of the teacher-coordinator. As the main complicating factor, deployment strategy, claiming that the Curriculum Proposal itself was less discomforts than the way it was implemented. These results allow us to believe that strategies do not take into account local decisions on how to put into practice new projects can determine if teachers assimilate and continue to use them, or allowed to fall into disuse. Fortunately, even with a lot of resistance, the teachers and administrators did not allow the new Curriculum Proposal fell into disuseEsta tese tem como tema central a implantação da nova Proposta Curricular no estado de São Paulo de 2008 a 2010, em escolas pertencentes à Diretoria de Ensino de Santos. A partir da análise do momento de implantação da Proposta Curricular, foram delineados alguns subsídios para a reflexão desse processo. A pesquisa teve como objetivo específico identificar fatores facilitadores e dificultadores no processo de implantação, a partir da ótica de uma supervisora, com a intenção de analisar e apontar possíveis soluções. Para tanto, percorreu-se o caminho metodológico da abordagem qualitativa, na perspectiva de interpretar e desvelar as contradições e complexidades do objeto investigado, a partir de uma matriz crítico-reflexiva e ética. A pesquisa, mesmo sendo predominantemente qualitativa, traz dados quantitativos que se mostraram importantes, e que, por isso, foram levados em consideração. Cumpriram-se as seguintes etapas: observação realizada nas unidades escolares; análise de documentos legais; e entrevistas semiestruturadas com a direção das unidades, com os vice-diretores, com os professores coordenadores e com dois professores de Português e dois de Matemática de cada escola selecionada para a pesquisa. Tomando como base as entrevistas, as respostas foram tabuladas por fatores dificultadores e facilitadores do processo de implantação, buscando, também, identificar as condições em que a Proposta foi implantada nas escolas. O propósito foi o de contribuir para a pesquisa na área, trazendo a voz dos professores e gestores, que tiveram a oportunidade de, trabalhando diretamente com o processo de implantação da nova Proposta Curricular, apontar alguns caminhos que acreditam ter tido sucesso e outros que não foram tão bem-sucedidos, mas que, na análise de seus desacertos, permitirão encontrar direções para novas mudanças. À luz de uma matriz teórica que versa a respeito de uma escola para esse novo século, projetos inovadores, reformas curriculares e educacionais, processos de mudanças educacionais e currículo, os dados foram analisados e discutidos. Percebeu-se que o método de implantação do processo de mudança é muito mais importante para o sucesso do empreendimento do que a natureza da mudança desejada. Os sujeitos da pesquisa apresentaram como fatores facilitadores o trabalho em equipe e o papel do professor coordenador. Como principal fator dificultador, a estratégia de implantação, alegando que a Proposta Curricular em si representou menos desconforto do que o modo como ela foi implantada. Esses resultados permitem crer que as estratégias que não levam em conta as decisões locais de como colocar em prática novos projetos podem determinar se os professores assimilam e continuam a usá-las, ou se permitem que caiam em desuso. Felizmente, mesmo com bastante resistência, os professores e gestores não permitiram que a nova Proposta Curricular caísse em desusoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22764/Sandra%20Faria%20Fernandes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoProcesso de mudançaReforma curricularProposta Curricular no estado de São PauloCurriculumChange processCurriculum reformCurriculum Proposal in the state of São PauloCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOReforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olharCurriculum reform in schools: analysis of the process of implementing the Curriculum Proposal in the state of São Paulo a new lookinfo: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_SPTEXTSandra Faria Fernandes.pdf.txtSandra Faria Fernandes.pdf.txtExtracted texttext/plain734161https://repositorio.pucsp.br/xmlui/bitstream/handle/9787/3/Sandra%20Faria%20Fernandes.pdf.txt1a7fc3d80cbc85449e1c3620f37042ccMD53ORIGINALSandra Faria Fernandes.pdfapplication/pdf1954449https://repositorio.pucsp.br/xmlui/bitstream/handle/9787/1/Sandra%20Faria%20Fernandes.pdf3eeda6c43a98d9a4e84a7029079e94bcMD51THUMBNAILSandra Faria Fernandes.pdf.jpgSandra Faria Fernandes.pdf.jpgGenerated Thumbnailimage/jpeg1954https://repositorio.pucsp.br/xmlui/bitstream/handle/9787/2/Sandra%20Faria%20Fernandes.pdf.jpg766b6f078b61843bcbc291d783c78669MD52handle/97872022-04-27 09:17:42.374oai:repositorio.pucsp.br:handle/9787Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T12:17:42Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
dc.title.alternative.eng.fl_str_mv |
Curriculum reform in schools: analysis of the process of implementing the Curriculum Proposal in the state of São Paulo a new look |
title |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
spellingShingle |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar Fernandes, Sandra Faria Processo de mudança Reforma curricular Proposta Curricular no estado de São Paulo Curriculum Change process Curriculum reform Curriculum Proposal in the state of São Paulo CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
title_full |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
title_fullStr |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
title_full_unstemmed |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
title_sort |
Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar |
author |
Fernandes, Sandra Faria |
author_facet |
Fernandes, Sandra Faria |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abramowicz, Mere |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4594912T6 |
dc.contributor.author.fl_str_mv |
Fernandes, Sandra Faria |
contributor_str_mv |
Abramowicz, Mere |
dc.subject.por.fl_str_mv |
Processo de mudança Reforma curricular Proposta Curricular no estado de São Paulo |
topic |
Processo de mudança Reforma curricular Proposta Curricular no estado de São Paulo Curriculum Change process Curriculum reform Curriculum Proposal in the state of São Paulo CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Curriculum Change process Curriculum reform Curriculum Proposal in the state of São Paulo |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This thesis is focused on the implementation of the new Curriculum Proposal in the state of São Paulo from 2008 to 2010 in schools belonging to the Board of Education of Santos. From the analysis of the timing of implementation of Curriculum Proposal, some elements for a reflection of this process were outlined. The research had the objective of identifying factors that facilitate or hinder the deployment process, from the perspective of a supervisor, with the intent to analyze and identify possible solutions. For that, it was travelled the methodological path of the qualitative approach, in the perspective to interpret and reveal the contradictions and complexities of the investigated object from a critical-reflexive and ethical matrix. The research, even though predominantly qualitative, brings important quantitative data, which were taken into consideration. The following steps were fulfilled: observation conducted at schools; analysis of legal documents; and semi-structured interviews with the direction of the units, with the deputy directors, with teachers-coordinators and with two teachers of Portuguese and two teachers of Mathematical in each school selected for the research. Based on the interviews, responses were tabulated by hindering and facilitating factors in the implementation process, seeking also to identify the conditions under which the Proposal was implemented in schools. The purpose was to contribute to research in the area, bringing the voice of teachers and administrators, who had the opportunity of working directly with the process of implementation of the new Curriculum Proposal, point out some ways they believe to have been successful, others that were not as successful, but in analyzing their mistakes, will find directions for further changes. In the light of a theoretical framework which deals about a school for this new century, innovative projects, curriculum and educational reform processes of educational change and curriculum, the data were analyzed and discussed. It was realized that the method of implementation of the change process is much more important to business success than the nature of the desired change. The subjects presented as factors that facilitate teamwork and the role of the teacher-coordinator. As the main complicating factor, deployment strategy, claiming that the Curriculum Proposal itself was less discomforts than the way it was implemented. These results allow us to believe that strategies do not take into account local decisions on how to put into practice new projects can determine if teachers assimilate and continue to use them, or allowed to fall into disuse. Fortunately, even with a lot of resistance, the teachers and administrators did not allow the new Curriculum Proposal fell into disuse |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-09-18 |
dc.date.issued.fl_str_mv |
2014-08-20 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:31:23Z |
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 |
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Fernandes, Sandra Faria. Curriculum reform in schools: analysis of the process of implementing the Curriculum Proposal in the state of São Paulo a new look. 2014. 303 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/9787 |
identifier_str_mv |
Fernandes, Sandra Faria. Curriculum reform in schools: analysis of the process of implementing the Curriculum Proposal in the state of São Paulo a new look. 2014. 303 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
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