Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares
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/9788 |
Resumo: | The present research aims at studying the impact of the ways through which History teachers produce curricula knowledge and reflect about them, in the final years of Primary Education. The subjects that took part in this study were History teachers working in private schools from the east, south and centre-south zones in the city of São Paulo in the state of São Paulo, Brazil. This study begins with an investigation on the theoretical foundation that confers meaning to the pedagogical practice and curricula policies, through bibliographical survey and document analyses, always in reference to the contextualized application of the curricula and the reflective practice of the teachers. It demonstrates how History came about as a school subject and the developments that brought about the influence of the State over the History curricula. The methodology adopted, complemented by the bibliographical survey and document analyses, is based on a qualitative approach of the research carried out though in-depth inquiry, detailed testimonials and reflective interviews with the subjects involved. The results enabled a comprehensive understanding of the circumstances that influence teachers decisions, how they relate to the curricula knowledge and how they develop practical theories to sustain their actions. The study shows that teachers relate to the curricula both at personal and social levels. The decisions made in the classroom are usually based on subjective paradigms, either constructed from their own personal experiences or from the experiences they have within the school context, with students and other social agents. Together with teachers' decision process comes the reflection of their experience that leads them to the formulation of theories from and about their practice, a process that allows them to reinforce or reformulate their actions and their own professional development. Based on the reflective process of theory and practice, as they relate to the curricula, teachers have the chance to promote significant curricula changes |
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Brito, Regina Lúcia Giffoni Luz dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785548J0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784348U4Brandão, Sílvia Helena Antunes Bueno2016-04-27T14:31:23Z2014-09-252014-08-27Brandão, Sílvia Helena Antunes Bueno. History Teachers pedagogical practices and curricula knowledge in the final years of Primary Education. 2014. 135 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/9788The present research aims at studying the impact of the ways through which History teachers produce curricula knowledge and reflect about them, in the final years of Primary Education. The subjects that took part in this study were History teachers working in private schools from the east, south and centre-south zones in the city of São Paulo in the state of São Paulo, Brazil. This study begins with an investigation on the theoretical foundation that confers meaning to the pedagogical practice and curricula policies, through bibliographical survey and document analyses, always in reference to the contextualized application of the curricula and the reflective practice of the teachers. It demonstrates how History came about as a school subject and the developments that brought about the influence of the State over the History curricula. The methodology adopted, complemented by the bibliographical survey and document analyses, is based on a qualitative approach of the research carried out though in-depth inquiry, detailed testimonials and reflective interviews with the subjects involved. The results enabled a comprehensive understanding of the circumstances that influence teachers decisions, how they relate to the curricula knowledge and how they develop practical theories to sustain their actions. The study shows that teachers relate to the curricula both at personal and social levels. The decisions made in the classroom are usually based on subjective paradigms, either constructed from their own personal experiences or from the experiences they have within the school context, with students and other social agents. Together with teachers' decision process comes the reflection of their experience that leads them to the formulation of theories from and about their practice, a process that allows them to reinforce or reformulate their actions and their own professional development. Based on the reflective process of theory and practice, as they relate to the curricula, teachers have the chance to promote significant curricula changesA presente dissertação refere-se às práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental, com destaque para a relação destes com os saberes curriculares. O estudo investigou o modo como esses professores, a partir de suas experiências práticas, produzem saberes e refletem sobre eles. Foram sujeitos participantes dessa pesquisa, professores de História que atuam em escolas das zona leste, sul e centro-sul da cidade de São Paulo,Estado de São Paulo, e que pertencem à rede particular de ensino. Esse trabalho inicia-se com a fundamentação teória, instância na qual a pesquisa bibliográfica e a análise documental se configuram e atribuem significado às práticas pedagógicas e políticas curriculares com base na experiência contextualizada do currículo e da prática reflexiva.Apresenta o nascimento da História como disciplina escolar e sua trajetória no Brasil, destacando, também, o poder do Estado sobre o currículo de História.Em relação à metodologia adotada, segue-se em complemento à pesquisa bibliográfica e análise documental, pesquisa referenciada pela abordagem qualitativa, por meio da qual os sujeitos pesquisados contribuiram com depoimentos significativamente detalhados, mediante aprofundadas entrevistas reflexivas.Os resultados possibilitaram compreender as circunstâncias sob as quais os professores tomam suas decisões, se relacionam com os saberes curriculares e desenvolvem teorias práticas que sustentam suas ações. Nessa pesquisa verificou-se que os professores se relacionam com o currículo tanto de forma pessoal como de forma social. As decisões que tomam no contexto da sala de aula baseiam-se em parâmetros subjetivos, tanto naqueles constituídos por suas experiências pessoais, como nos que vivenciam no ambiente escolar, com os alunos e outros agentes sociais. Atrelado ao processo decisório dos professores implicada está a reflexão sobre suas experiências, que os remete à elaboração de teorias da e sobre a prática, movimento este que permite reforçar ou reformular suas ações, bem como, o desenvolvimento profissional. Com base no processo reflexivo teoria e prática, os docentes ao se relacionarem com o currículo têm a possibilidade de promover significativas mudanças curricularesCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22791/Silvia%20Helena%20Antunes%20Bueno%20Brandao.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoCurrículo-educaçãoHistória-ensinoProfessoresEnsino fundamentalPráticas pedagógicasCurricula-educationHistory-teachingTeachersTeachingPrimary educationPedagogical practicesCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOPráticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curricularesHistory Teachers pedagogical practices and curricula knowledge in the final years of Primary Educationinfo: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_SPTEXTSilvia Helena Antunes Bueno Brandao.pdf.txtSilvia Helena Antunes Bueno Brandao.pdf.txtExtracted texttext/plain323117https://repositorio.pucsp.br/xmlui/bitstream/handle/9788/3/Silvia%20Helena%20Antunes%20Bueno%20Brandao.pdf.txta5b696c3a5fafe81c01e04a37a5af21aMD53ORIGINALSilvia Helena Antunes Bueno Brandao.pdfapplication/pdf939598https://repositorio.pucsp.br/xmlui/bitstream/handle/9788/1/Silvia%20Helena%20Antunes%20Bueno%20Brandao.pdf5f8ccf4c66db653c29d73b9219332e21MD51THUMBNAILSilvia Helena Antunes Bueno Brandao.pdf.jpgSilvia Helena Antunes Bueno Brandao.pdf.jpgGenerated Thumbnailimage/jpeg1942https://repositorio.pucsp.br/xmlui/bitstream/handle/9788/2/Silvia%20Helena%20Antunes%20Bueno%20Brandao.pdf.jpg60bb546cc84046668fbd99669da4ae88MD52handle/97882022-04-27 09:05:54.363oai:repositorio.pucsp.br:handle/9788Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T12:05:54Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
dc.title.alternative.eng.fl_str_mv |
History Teachers pedagogical practices and curricula knowledge in the final years of Primary Education |
title |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
spellingShingle |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares Brandão, Sílvia Helena Antunes Bueno Currículo-educação História-ensino Professores Ensino fundamental Práticas pedagógicas Curricula-education History-teaching Teachers Teaching Primary education Pedagogical practices CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
title_full |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
title_fullStr |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
title_full_unstemmed |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
title_sort |
Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares |
author |
Brandão, Sílvia Helena Antunes Bueno |
author_facet |
Brandão, Sílvia Helena Antunes Bueno |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Brito, Regina Lúcia Giffoni Luz de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785548J0 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784348U4 |
dc.contributor.author.fl_str_mv |
Brandão, Sílvia Helena Antunes Bueno |
contributor_str_mv |
Brito, Regina Lúcia Giffoni Luz de |
dc.subject.por.fl_str_mv |
Currículo-educação História-ensino Professores Ensino fundamental Práticas pedagógicas |
topic |
Currículo-educação História-ensino Professores Ensino fundamental Práticas pedagógicas Curricula-education History-teaching Teachers Teaching Primary education Pedagogical practices CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Curricula-education History-teaching Teachers Teaching Primary education Pedagogical practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
The present research aims at studying the impact of the ways through which History teachers produce curricula knowledge and reflect about them, in the final years of Primary Education. The subjects that took part in this study were History teachers working in private schools from the east, south and centre-south zones in the city of São Paulo in the state of São Paulo, Brazil. This study begins with an investigation on the theoretical foundation that confers meaning to the pedagogical practice and curricula policies, through bibliographical survey and document analyses, always in reference to the contextualized application of the curricula and the reflective practice of the teachers. It demonstrates how History came about as a school subject and the developments that brought about the influence of the State over the History curricula. The methodology adopted, complemented by the bibliographical survey and document analyses, is based on a qualitative approach of the research carried out though in-depth inquiry, detailed testimonials and reflective interviews with the subjects involved. The results enabled a comprehensive understanding of the circumstances that influence teachers decisions, how they relate to the curricula knowledge and how they develop practical theories to sustain their actions. The study shows that teachers relate to the curricula both at personal and social levels. The decisions made in the classroom are usually based on subjective paradigms, either constructed from their own personal experiences or from the experiences they have within the school context, with students and other social agents. Together with teachers' decision process comes the reflection of their experience that leads them to the formulation of theories from and about their practice, a process that allows them to reinforce or reformulate their actions and their own professional development. Based on the reflective process of theory and practice, as they relate to the curricula, teachers have the chance to promote significant curricula changes |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-09-25 |
dc.date.issued.fl_str_mv |
2014-08-27 |
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 |
dc.identifier.citation.fl_str_mv |
Brandão, Sílvia Helena Antunes Bueno. History Teachers pedagogical practices and curricula knowledge in the final years of Primary Education. 2014. 135 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/9788 |
identifier_str_mv |
Brandão, Sílvia Helena Antunes Bueno. History Teachers pedagogical practices and curricula knowledge in the final years of Primary Education. 2014. 135 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
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por |
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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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Pontifícia Universidade Católica de São Paulo |
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