From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs

Detalhes bibliográficos
Autor(a) principal: Lopes, Eduarda da Silva
Data de Publicação: 2022
Outros Autores: Leite, Fabiane de Andrade, Hermel, Erica do Espirito Santo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3270
Resumo: The objective of this article is to identify the curriculum theories presented in Pedagogical Projects of the Biological Sciences Degree Courses (PPCs) in the southern region of the country, considering the Federal Institutes of the southern region of the country, as well as to identify the concepts of Experimentation that are articulated to the curricular components (CCRs) of these courses. As a result, we evidenced the presence of contradictions specifically with regard to the curricular content, impregnated by the traditional or critical bias in the same intensity (in seven PPCs). For this, the creation of a higher frequency of Demonstrative Experimentation appeared frequently in 48 CCRs, followed by the Empiricist-Indus one, in 15 CCRs and pelative discourse, in ten CCRs, which does not characterize the congruence between the critical curriculum curricula and the conceptions of Experimentation that mostly spreads through demonstration. These results represent aspects that characterize the curriculum of undergraduate courses in Biology at Federal Institutes
id UCS-4_0ae88a60d77055ea5f0042414d1caa11
oai_identifier_str oai:ojs.pkp.sfu.ca:article/3270
network_acronym_str UCS-4
network_name_str Revista de Ensino de Ciências e Matemática - REnCiMa
repository_id_str
spelling From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCsDe las teorías del currículo a las concepciones de la Experimentación: contradicciones eminentes en los PPC de los Institutos FederalesDas teorias de currículo às concepções de Experimentação: contradições eminentes em PPCs de Institutos FederaisDiscursos CurricularesComponentes CurricularesEnsino de CiênciasCurriculum SpeechesCurricular ComponentsScience TeachingDiscursos CurricularesComponentes CurricularesEnseñanza de las CienciasThe objective of this article is to identify the curriculum theories presented in Pedagogical Projects of the Biological Sciences Degree Courses (PPCs) in the southern region of the country, considering the Federal Institutes of the southern region of the country, as well as to identify the concepts of Experimentation that are articulated to the curricular components (CCRs) of these courses. As a result, we evidenced the presence of contradictions specifically with regard to the curricular content, impregnated by the traditional or critical bias in the same intensity (in seven PPCs). For this, the creation of a higher frequency of Demonstrative Experimentation appeared frequently in 48 CCRs, followed by the Empiricist-Indus one, in 15 CCRs and pelative discourse, in ten CCRs, which does not characterize the congruence between the critical curriculum curricula and the conceptions of Experimentation that mostly spreads through demonstration. These results represent aspects that characterize the curriculum of undergraduate courses in Biology at Federal InstitutesEl objetivo de este artículo es identificar las teorías curriculares presentadas en los Proyectos Pedagógicos de las Carreras de Licenciatura en Ciencias Biológicas (PPC) en la región sur del país, considerando los Institutos Federales de la región sur del país, así como identificar las conceptos de Experimentación que se articulan a los componentes curriculares (CCRs) de estos cursos. Como resultado, evidenciamos la presencia de contradicciones específicamente en lo que se refiere a los contenidos curriculares, impregnados por el sesgo tradicional o crítico en la misma intensidad (en siete PPC). Para ello, la creación de una mayor frecuencia de Experimentación Demostrativa se presentó con frecuencia en 48 CCR, seguida por la Empirista-Indus, en 15 CCR y el discurso pelativo, en diez CCR, lo que no caracteriza la congruencia entre los currículos curriculares críticos y los concepciones de la Experimentación que se difunde mayoritariamente a través de la demostración. Tales resultados representan aspectos que caracterizan el currículo de los cursos de graduación en Biología en los Institutos FederalesO objetivo deste artigo é identificar as teorias de currículo presentes em Projetos Pedagógicos dos Cursos (PPCs) de licenciatura em Ciências Biológicas da região Sul do País, considerando os Institutos Federais da região Sul do País, bem como identificar as concepções de Experimentação que estão articuladas aos componentes curriculares (CCRs) destes cursos. Como resultados, evidenciamos a presença de contradições especificamente no que se refere ao teor curricular, impregnado pelo viés tradicional ou crítico na mesma intensidade (em sete PPCs). Paralelamente a isso, a concepção de Experimentação demonstrativa apareceu com maior frequência em 48 CCRs, seguida da empirista-indutivista, em 15 CCRs e pela investigativa, em dez CCRs, o que caracteriza a não congruência entre os discursos curriculares críticos e as concepções de Experimentação que na sua maioria se disseminam pela demonstração. Tais resultados representam aspectos que caracterizam o currículo dos cursos de licenciatura em Biologia nos Institutos FederaisEditora Cruzeiro do Sul2022-03-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/327010.26843/rencima.v13n1a17Revista de Ensino de Ciências e Matemática; v. 13 n. 1 (2022): jan./mar.; 1-192179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3270/1748https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessLopes, Eduarda da SilvaLeite, Fabiane de AndradeHermel, Erica do Espirito Santo2023-04-22T00:54:56Zoai:ojs.pkp.sfu.ca:article/3270Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-22T00:54:56Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
De las teorías del currículo a las concepciones de la Experimentación: contradicciones eminentes en los PPC de los Institutos Federales
Das teorias de currículo às concepções de Experimentação: contradições eminentes em PPCs de Institutos Federais
title From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
spellingShingle From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
Lopes, Eduarda da Silva
Discursos Curriculares
Componentes Curriculares
Ensino de Ciências
Curriculum Speeches
Curricular Components
Science Teaching
Discursos Curriculares
Componentes Curriculares
Enseñanza de las Ciencias
title_short From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
title_full From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
title_fullStr From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
title_full_unstemmed From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
title_sort From curriculum theories to Experimentation conceptions: eminent contradictions in Federal Institutes' PPCs
author Lopes, Eduarda da Silva
author_facet Lopes, Eduarda da Silva
Leite, Fabiane de Andrade
Hermel, Erica do Espirito Santo
author_role author
author2 Leite, Fabiane de Andrade
Hermel, Erica do Espirito Santo
author2_role author
author
dc.contributor.author.fl_str_mv Lopes, Eduarda da Silva
Leite, Fabiane de Andrade
Hermel, Erica do Espirito Santo
dc.subject.por.fl_str_mv Discursos Curriculares
Componentes Curriculares
Ensino de Ciências
Curriculum Speeches
Curricular Components
Science Teaching
Discursos Curriculares
Componentes Curriculares
Enseñanza de las Ciencias
topic Discursos Curriculares
Componentes Curriculares
Ensino de Ciências
Curriculum Speeches
Curricular Components
Science Teaching
Discursos Curriculares
Componentes Curriculares
Enseñanza de las Ciencias
description The objective of this article is to identify the curriculum theories presented in Pedagogical Projects of the Biological Sciences Degree Courses (PPCs) in the southern region of the country, considering the Federal Institutes of the southern region of the country, as well as to identify the concepts of Experimentation that are articulated to the curricular components (CCRs) of these courses. As a result, we evidenced the presence of contradictions specifically with regard to the curricular content, impregnated by the traditional or critical bias in the same intensity (in seven PPCs). For this, the creation of a higher frequency of Demonstrative Experimentation appeared frequently in 48 CCRs, followed by the Empiricist-Indus one, in 15 CCRs and pelative discourse, in ten CCRs, which does not characterize the congruence between the critical curriculum curricula and the conceptions of Experimentation that mostly spreads through demonstration. These results represent aspects that characterize the curriculum of undergraduate courses in Biology at Federal Institutes
publishDate 2022
dc.date.none.fl_str_mv 2022-03-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3270
10.26843/rencima.v13n1a17
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3270
identifier_str_mv 10.26843/rencima.v13n1a17
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3270/1748
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 1 (2022): jan./mar.; 1-19
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
_version_ 1799306133038432256

Registros relacionados