NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ensino em Perspectivas |
Texto Completo: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718 |
Resumo: | Work nucleus, Research and Social Practice (NTPPS) is a curricular component that integrates the diversified part of the curriculum of full-time public schools in Ceará. The methodological proposal seeks to promote the development of socio-emotional skills at school, which spans the three grades of High School, with a focus on discussion: school and family (1st grade), the community (2nd grade) and the world of work (3rd grade). series). This article aims to analyze the effectiveness of this component from the teachers' perceptions. The theoretical basis resumes the discussion on the concept of curriculum through authors such as Lopes and Macedo, who consider it as a historical construction, defend the model of education based on democratic precepts, on the interdisciplinary approach. The research applied semi-structured questionnaires to teachers of Writing and Geography subjects. The results show that teachers perceive their work as interdisciplinary and transformative. |
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NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarityNúcleo de Trabalho, Pesquisa e Práticas Sociais (NTPPS) no currículo do ensino médio de tempo integral: uma análise da prática docente e a interdisciplinaridade.NTPPSCurrículoInterdisciplinaridadePrática docenteNTPPSCurriculumInterdisciplinarityTeaching PracticeWork nucleus, Research and Social Practice (NTPPS) is a curricular component that integrates the diversified part of the curriculum of full-time public schools in Ceará. The methodological proposal seeks to promote the development of socio-emotional skills at school, which spans the three grades of High School, with a focus on discussion: school and family (1st grade), the community (2nd grade) and the world of work (3rd grade). series). This article aims to analyze the effectiveness of this component from the teachers' perceptions. The theoretical basis resumes the discussion on the concept of curriculum through authors such as Lopes and Macedo, who consider it as a historical construction, defend the model of education based on democratic precepts, on the interdisciplinary approach. The research applied semi-structured questionnaires to teachers of Writing and Geography subjects. The results show that teachers perceive their work as interdisciplinary and transformative.O Núcleo de Trabalho, Pesquisa e Práticas Sociais (NTPPS) é um componente curricular que integra a parte diversificada do currículo das escolas de tempo integral da rede pública do Ceará. A proposta metodológica procura promover o desenvolvimento das competências socioemocionais na escola, que perpassa as três séries do Ensino Médio, com foco de discussão: a escola e a família (1ª série), a comunidade (2ª série) e o universo do trabalho (3ª série). O presente artigo objetiva analisar a efetivação deste componente a partir das percepções dos professores. O embasamento teórico retoma a discussão sobre o conceito de currículo através de autores como Lopes e Macedo, que o consideram como construção histórica, defendem o modelo de educação pautada nos preceitos democráticos, sobre a abordagem interdisciplinar. A pesquisa aplicou questionários semiestruturados a professores das disciplinas de Redação e Geografia. Os resultados apontam que os docentes percebem sua atuação como interdisciplinar e transformadora.EdUECE - Editora da Universidade Estadual do Ceará2023-01-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718Teaching in Perspectives; Vol. 4 No. 1 (2023): Ensino em Perspectivas; 1-14Enseñar en perspectivas; Vol. 4 Núm. 1 (2023): Ensino em Perspectivas; 1-14Ensino em Perspectivas; v. 4 n. 1 (2023): Ensino em Perspectivas; 1-142675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718/8268Copyright (c) 2023 Afonso Jampierry Silveira de Almeida, Jean Mac Cole Tavares Santos, Tamima Bastos Torres de Melohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlmeida, Afonso Jampierry Silveira deSantos, Jean Mac Cole TavaresMelo, Tamima Bastos Torres de2024-03-10T22:56:25Zoai:ojs.revistas.uece.br:article/8718Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2024-03-10T22:56:25Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity Núcleo de Trabalho, Pesquisa e Práticas Sociais (NTPPS) no currículo do ensino médio de tempo integral: uma análise da prática docente e a interdisciplinaridade. |
title |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity |
spellingShingle |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity Almeida, Afonso Jampierry Silveira de NTPPS Currículo Interdisciplinaridade Prática docente NTPPS Curriculum Interdisciplinarity Teaching Practice |
title_short |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity |
title_full |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity |
title_fullStr |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity |
title_full_unstemmed |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity |
title_sort |
NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity |
author |
Almeida, Afonso Jampierry Silveira de |
author_facet |
Almeida, Afonso Jampierry Silveira de Santos, Jean Mac Cole Tavares Melo, Tamima Bastos Torres de |
author_role |
author |
author2 |
Santos, Jean Mac Cole Tavares Melo, Tamima Bastos Torres de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Almeida, Afonso Jampierry Silveira de Santos, Jean Mac Cole Tavares Melo, Tamima Bastos Torres de |
dc.subject.por.fl_str_mv |
NTPPS Currículo Interdisciplinaridade Prática docente NTPPS Curriculum Interdisciplinarity Teaching Practice |
topic |
NTPPS Currículo Interdisciplinaridade Prática docente NTPPS Curriculum Interdisciplinarity Teaching Practice |
description |
Work nucleus, Research and Social Practice (NTPPS) is a curricular component that integrates the diversified part of the curriculum of full-time public schools in Ceará. The methodological proposal seeks to promote the development of socio-emotional skills at school, which spans the three grades of High School, with a focus on discussion: school and family (1st grade), the community (2nd grade) and the world of work (3rd grade). series). This article aims to analyze the effectiveness of this component from the teachers' perceptions. The theoretical basis resumes the discussion on the concept of curriculum through authors such as Lopes and Macedo, who consider it as a historical construction, defend the model of education based on democratic precepts, on the interdisciplinary approach. The research applied semi-structured questionnaires to teachers of Writing and Geography subjects. The results show that teachers perceive their work as interdisciplinary and transformative. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-11 |
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://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718 |
url |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718/8268 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
dc.source.none.fl_str_mv |
Teaching in Perspectives; Vol. 4 No. 1 (2023): Ensino em Perspectivas; 1-14 Enseñar en perspectivas; Vol. 4 Núm. 1 (2023): Ensino em Perspectivas; 1-14 Ensino em Perspectivas; v. 4 n. 1 (2023): Ensino em Perspectivas; 1-14 2675-9144 reponame:Ensino em Perspectivas instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Ensino em Perspectivas |
collection |
Ensino em Perspectivas |
repository.name.fl_str_mv |
Ensino em Perspectivas - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
ensino.perspectivas@gmail.com |
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