Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/10678 |
Resumo: | The present research aims to describe and analyze the relationship between the proposal of integrated curriculum of the undergraduate course in Medicine, Federal University of São Carlos (UFSCar) and the conceptions manifested by its teachers on curriculum and curricular integration. For this, the study of the Pedagogical Project of this course was carried out, with emphasis on its reference framework and its structural framework. The research was carried out by means of interviews with 11 teachers who work in the course, being chosen based on predetermined criteria. These criteria took into account the duration of the course and the activity / cycle in which they acted in the course and were determined based on the hypotheses that: a) the teachers who acted in the course from the beginning would have conceptions more coherent with what is proposed in the PPC than the newcomers; b) there would be a difference between the conceptions of teachers who work in the different educational cycles of the course. After the interviews, the data were transcribed literally and then organized, tabulated and analyzed in the light of the theoretical framework used. It was possible, through this research, to analyze the type of curricular integration proposed in the mentioned pedagogical project of course and to describe the conceptions of curriculum and curricular integration manifested by its teachers. As results, we find conceptions of curricular integration that approximate what is foreseen in the PPC of the course, but according to the participants of the research, this integration is not effective as is foreseen in the PPC. It was also possible to verify that all the interviewees participated in training activities when they entered the course, and that most of the teachers interviewed conceive the curriculum only in its formal dimension, that is, as an official document. It was also possible to verify that the participants of the research did not oppose what is included in the Pedagogical Project of the course, but affirm that this project needs to be revisited and reformulated based on its more than ten years of operation, stating what has been successful and adapting what is not in accordance with the provisions of the PPC. Finally, the hypotheses presented were not confirmed, since all 11 teachers interviewed presented conceptions of curricular integration very close to what is presented in the PPC of the course, regardless of the activity / cycle in which they work and the year of admission as a teacher. |
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Rodrigues, Aline de Fatima CruzLima, Emília Freitas dehttp://lattes.cnpq.br/5515637339275988http://lattes.cnpq.br/2273183179891834505205f3-80f1-47f0-8b16-ae3323f57c052018-11-21T12:32:25Z2018-11-21T12:32:25Z2018-09-10RODRIGUES, Aline de Fatima Cruz. Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10678.https://repositorio.ufscar.br/handle/ufscar/10678The present research aims to describe and analyze the relationship between the proposal of integrated curriculum of the undergraduate course in Medicine, Federal University of São Carlos (UFSCar) and the conceptions manifested by its teachers on curriculum and curricular integration. For this, the study of the Pedagogical Project of this course was carried out, with emphasis on its reference framework and its structural framework. The research was carried out by means of interviews with 11 teachers who work in the course, being chosen based on predetermined criteria. These criteria took into account the duration of the course and the activity / cycle in which they acted in the course and were determined based on the hypotheses that: a) the teachers who acted in the course from the beginning would have conceptions more coherent with what is proposed in the PPC than the newcomers; b) there would be a difference between the conceptions of teachers who work in the different educational cycles of the course. After the interviews, the data were transcribed literally and then organized, tabulated and analyzed in the light of the theoretical framework used. It was possible, through this research, to analyze the type of curricular integration proposed in the mentioned pedagogical project of course and to describe the conceptions of curriculum and curricular integration manifested by its teachers. As results, we find conceptions of curricular integration that approximate what is foreseen in the PPC of the course, but according to the participants of the research, this integration is not effective as is foreseen in the PPC. It was also possible to verify that all the interviewees participated in training activities when they entered the course, and that most of the teachers interviewed conceive the curriculum only in its formal dimension, that is, as an official document. It was also possible to verify that the participants of the research did not oppose what is included in the Pedagogical Project of the course, but affirm that this project needs to be revisited and reformulated based on its more than ten years of operation, stating what has been successful and adapting what is not in accordance with the provisions of the PPC. Finally, the hypotheses presented were not confirmed, since all 11 teachers interviewed presented conceptions of curricular integration very close to what is presented in the PPC of the course, regardless of the activity / cycle in which they work and the year of admission as a teacher.A presente pesquisa busca descrever e analisar as relações entre a proposta de currículo integrado do curso de graduação em Medicina, da Universidade Federal de São Carlos (UFSCar) e as concepções manifestadas por seus docentes sobre currículo e integração curricular. Para isso, foi realizado o estudo do Projeto Pedagógico deste curso (PPC), com destaque para seu marco referencial e seu marco estrutural. A pesquisa foi realizada por meio de entrevistas com 11 docentes que atuam no curso, sendo esses escolhidos com base em critérios pré-determinados. Esses critérios levaram em consideração o tempo de atuação no curso e a atividade/ciclo em que atuavam no curso e foram determinados com base nas hipóteses de que: a) os docentes que atuavam no curso desde seu início teriam concepções mais coerentes com o que está proposto no PPC do que os ingressantes mais recentemente; b) haveria diferença entre as concepções de docentes que atuam nos diferentes ciclos educacionais do curso. Após a realização das entrevistas, os dados foram transcritos literalmente e, em seguida, organizados, tabulados e analisados à luz do referencial teórico utilizado. Foi possível, através desta pesquisa, analisar o tipo de integração curricular proposto no referido projeto pedagógico de curso e descrever as concepções de currículo e integração curricular manifestadas por seus docentes. Como resultados, encontramos concepções de integração curricular que se aproximam do que está previsto no PPC do curso, porém, segundo os participantes da pesquisa, essa integração não se efetiva tal qual está prevista no referido PPC. Também foi possível verificarmos que todos os entrevistados participaram de atividades formativas quando ingressaram no curso, e que a maior parte deles concebe o currículo apenas em sua dimensão formal, ou seja, como um documento oficial. Foi possível, ainda, verificarmos que os participantes da pesquisa não se manifestaram contrários ao que está posto no PPC, mas afirmam que há necessidade desse projeto ser revisitado e reformulado com base em seus mais de dez anos de funcionamento, afirmando o que tem dado certo e adequando o que não está de acordo com o previsto no PPC. Por fim, as hipóteses apresentadas não se confirmaram, pois, os professores entrevistados apresentaram concepções de integração curricular muito próximas ao que é apresentado no PPC do curso, independentemente da atividade/ciclo em que atuam e do ano de ingresso como docente.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarCurrículoIntegração CurricularEnsino SuperiorCurriculumCurricular integrationHigher educationCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::CURRICULOCurrículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciamCurriculum and curricular integration in an undergraduate course in medicine: conceptions manifested by the teachers who experienceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline6006000f6fc182-bb60-4660-9267-80aa895417bdinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdfDISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdfapplication/pdf1916637https://repositorio.ufscar.br/bitstream/ufscar/10678/1/DISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdffd038e312e85501f9aa7b1a46ab8b96cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/10678/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTDISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdf.txtDISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdf.txtExtracted texttext/plain265663https://repositorio.ufscar.br/bitstream/ufscar/10678/5/DISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdf.txt46828e57a9b75d5d9f5810f57b8a91b8MD55THUMBNAILDISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdf.jpgDISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdf.jpgIM Thumbnailimage/jpeg7549https://repositorio.ufscar.br/bitstream/ufscar/10678/6/DISSERTACAO_FINAL_ALINE_CRUZ_RODRIGUES.pdf.jpg356b358c1f1f1cb6b8dca3e2dd0e03faMD56ufscar/106782023-09-18 18:31:17.764oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:17Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
dc.title.alternative.eng.fl_str_mv |
Curriculum and curricular integration in an undergraduate course in medicine: conceptions manifested by the teachers who experience |
title |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
spellingShingle |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam Rodrigues, Aline de Fatima Cruz Currículo Integração Curricular Ensino Superior Curriculum Curricular integration Higher education CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
title_full |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
title_fullStr |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
title_full_unstemmed |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
title_sort |
Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam |
author |
Rodrigues, Aline de Fatima Cruz |
author_facet |
Rodrigues, Aline de Fatima Cruz |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/2273183179891834 |
dc.contributor.author.fl_str_mv |
Rodrigues, Aline de Fatima Cruz |
dc.contributor.advisor1.fl_str_mv |
Lima, Emília Freitas de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5515637339275988 |
dc.contributor.authorID.fl_str_mv |
505205f3-80f1-47f0-8b16-ae3323f57c05 |
contributor_str_mv |
Lima, Emília Freitas de |
dc.subject.por.fl_str_mv |
Currículo Integração Curricular Ensino Superior |
topic |
Currículo Integração Curricular Ensino Superior Curriculum Curricular integration Higher education CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Curriculum Curricular integration Higher education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
The present research aims to describe and analyze the relationship between the proposal of integrated curriculum of the undergraduate course in Medicine, Federal University of São Carlos (UFSCar) and the conceptions manifested by its teachers on curriculum and curricular integration. For this, the study of the Pedagogical Project of this course was carried out, with emphasis on its reference framework and its structural framework. The research was carried out by means of interviews with 11 teachers who work in the course, being chosen based on predetermined criteria. These criteria took into account the duration of the course and the activity / cycle in which they acted in the course and were determined based on the hypotheses that: a) the teachers who acted in the course from the beginning would have conceptions more coherent with what is proposed in the PPC than the newcomers; b) there would be a difference between the conceptions of teachers who work in the different educational cycles of the course. After the interviews, the data were transcribed literally and then organized, tabulated and analyzed in the light of the theoretical framework used. It was possible, through this research, to analyze the type of curricular integration proposed in the mentioned pedagogical project of course and to describe the conceptions of curriculum and curricular integration manifested by its teachers. As results, we find conceptions of curricular integration that approximate what is foreseen in the PPC of the course, but according to the participants of the research, this integration is not effective as is foreseen in the PPC. It was also possible to verify that all the interviewees participated in training activities when they entered the course, and that most of the teachers interviewed conceive the curriculum only in its formal dimension, that is, as an official document. It was also possible to verify that the participants of the research did not oppose what is included in the Pedagogical Project of the course, but affirm that this project needs to be revisited and reformulated based on its more than ten years of operation, stating what has been successful and adapting what is not in accordance with the provisions of the PPC. Finally, the hypotheses presented were not confirmed, since all 11 teachers interviewed presented conceptions of curricular integration very close to what is presented in the PPC of the course, regardless of the activity / cycle in which they work and the year of admission as a teacher. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-21T12:32:25Z |
dc.date.available.fl_str_mv |
2018-11-21T12:32:25Z |
dc.date.issued.fl_str_mv |
2018-09-10 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
RODRIGUES, Aline de Fatima Cruz. Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10678. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10678 |
identifier_str_mv |
RODRIGUES, Aline de Fatima Cruz. Currículo e integração curricular em um curso de graduação em medicina: concepções manifestadas pelos docentes que o vivenciam. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10678. |
url |
https://repositorio.ufscar.br/handle/ufscar/10678 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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