WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS

Detalhes bibliográficos
Autor(a) principal: Pasqualli, Roberta
Data de Publicação: 2021
Outros Autores: Machado da Silva, Fabio, Gomes da Silva, Vitor, Popov Zambiasi Bazzi Oberderfer, Lara
Tipo de documento: Artigo
Idioma: por
Título da fonte: Teoria e Prática da Educação (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/58923
Resumo: It considers that the curricular integration is characterized as one of the pillars for the defragmentation of the teaching, for the materialization of the interdisciplinarity and for the integral formation of the student. In this direction, the objective of this text is to present aspects of the theory-practice relationship of the teachers of the integrated curriculum, also aiming to disseminate interdisciplinary practices on different themes in the school context. It was produced through bibliographic research, document analysis and observations of the practices of teachers in the integrated curriculum. Such approach is based on exploratory and descriptive research, through a qualitative and dialectical approach, following the movements and contradictions inherent to educational spaces. As a result, it is highlighted that the integrated curriculum emerges as a fruitful place to search for less conservative and more collective, less boring and more active teaching, a teaching that values the dialogic character of the act of teaching, always associated with learning and research.
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spelling WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPSEL TRABAJO COMO PRINCIPIO EDUCATIVO Y LA INVESTIGACIÓN COMO PRINCIPIO PEDAGÓGICO EN TALLERES INTEGRADOS DE INTEGRACIÓN AL BACHILLERATOTRABALHO COMO PRINCÍPIO EDUCATIVO E PESQUISA COMO PRINCÍPIO PEDAGÓGICO NAS OFICINAS DE INTEGRAÇÃO DO ENSINO MÉDIO INTEGRADOTeachingIntegrated CurriculumInterdisciplinarityDocenciaPlan de estudios integradoInterdisciplinariedadEnsinoCurrículo IntegradoInterdisciplinaridadeIt considers that the curricular integration is characterized as one of the pillars for the defragmentation of the teaching, for the materialization of the interdisciplinarity and for the integral formation of the student. In this direction, the objective of this text is to present aspects of the theory-practice relationship of the teachers of the integrated curriculum, also aiming to disseminate interdisciplinary practices on different themes in the school context. It was produced through bibliographic research, document analysis and observations of the practices of teachers in the integrated curriculum. Such approach is based on exploratory and descriptive research, through a qualitative and dialectical approach, following the movements and contradictions inherent to educational spaces. As a result, it is highlighted that the integrated curriculum emerges as a fruitful place to search for less conservative and more collective, less boring and more active teaching, a teaching that values the dialogic character of the act of teaching, always associated with learning and research.Considera que la integración curricular se caracteriza por ser uno de los pilares para la desfragmentación de la docencia, para la materialización de la interdisciplinariedad y para la formación integral del alumno. En esta dirección, el objetivo de este texto es presentar aspectos de la relación teoría-práctica de los docentes del currículo integrado, buscando también difundir prácticas interdisciplinarias sobre diferentes temáticas en el contexto escolar. Se produjo a través de la investigación bibliográfica, el análisis de documentos y la observación de las prácticas de los docentes en el currículo integrado. Dicho enfoque se basa en una investigación exploratoria y descriptiva, a través de un enfoque cualitativo y dialéctico, siguiendo los movimientos y contradicciones inherentes a los espacios educativos. Como resultado, se destaca que el currículo integrado surge como un espacio fecundo para la búsqueda de una enseñanza menos conservadora y más colectiva, menos aburrida y más activa, una enseñanza que valora el carácter dialógico del acto de enseñar, siempre asociado a aprendizaje e investigación.Considera que a integração curricular caracteriza-se como um dos pilares para a desfragmentação do ensino, para a materialização da interdisciplinaridade e para a formação integral do estudante. Nesta direção, o objetivo deste texto é apresentar a relação teoria-prática dos docentes do currículo integrado objetivando, também, difundir práticas interdisciplinares em temas diversos no contexto escolar. Foi produzido por meio da pesquisa bibliográfica, análise documental e observações das práticas de docentes do currículo integrado. Tal modo de abordagem se assenta como pesquisa exploratória e descritiva, por meio de abordagem qualitativa e dialética, seguindo os movimentos e contradições próprios dos espaços educativos. Como resultados, destaca-se que o currículo integrado emerge como lugar profícuo de busca por um ensino menos tradicionalista e mais coletivo, menos enfadonho e mais ativo, um ensino que valorize o caráter dialógico do ato de ensinar, sempre associado ao aprender e ao pesquisar.Universidade Estadual de Maringá2021-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/5892310.4025/tpe.v24i3.58923Teoria e Prática da Educação; v. 24 n. 3 (2021); 26-412237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/58923/751375153255Copyright (c) 2021 Teoria e Prática da Educaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPasqualli, RobertaMachado da Silva, Fabio Gomes da Silva, VitorPopov Zambiasi Bazzi Oberderfer, Lara 2021-12-18T03:04:54Zoai:periodicos.uem.br/ojs:article/58923Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:43.189065Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true
dc.title.none.fl_str_mv WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
EL TRABAJO COMO PRINCIPIO EDUCATIVO Y LA INVESTIGACIÓN COMO PRINCIPIO PEDAGÓGICO EN TALLERES INTEGRADOS DE INTEGRACIÓN AL BACHILLERATO
TRABALHO COMO PRINCÍPIO EDUCATIVO E PESQUISA COMO PRINCÍPIO PEDAGÓGICO NAS OFICINAS DE INTEGRAÇÃO DO ENSINO MÉDIO INTEGRADO
title WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
spellingShingle WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
Pasqualli, Roberta
Teaching
Integrated Curriculum
Interdisciplinarity
Docencia
Plan de estudios integrado
Interdisciplinariedad
Ensino
Currículo Integrado
Interdisciplinaridade
title_short WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
title_full WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
title_fullStr WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
title_full_unstemmed WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
title_sort WORK AS AN EDUCATIONAL PRINCIPLE AND RESEARCH AS A PEDAGOGICAL PRINCIPLE IN INTEGRATED HIGH SCHOOL INTEGRATION WORKSHOPS
author Pasqualli, Roberta
author_facet Pasqualli, Roberta
Machado da Silva, Fabio
Gomes da Silva, Vitor
Popov Zambiasi Bazzi Oberderfer, Lara
author_role author
author2 Machado da Silva, Fabio
Gomes da Silva, Vitor
Popov Zambiasi Bazzi Oberderfer, Lara
author2_role author
author
author
dc.contributor.author.fl_str_mv Pasqualli, Roberta
Machado da Silva, Fabio
Gomes da Silva, Vitor
Popov Zambiasi Bazzi Oberderfer, Lara
dc.subject.por.fl_str_mv Teaching
Integrated Curriculum
Interdisciplinarity
Docencia
Plan de estudios integrado
Interdisciplinariedad
Ensino
Currículo Integrado
Interdisciplinaridade
topic Teaching
Integrated Curriculum
Interdisciplinarity
Docencia
Plan de estudios integrado
Interdisciplinariedad
Ensino
Currículo Integrado
Interdisciplinaridade
description It considers that the curricular integration is characterized as one of the pillars for the defragmentation of the teaching, for the materialization of the interdisciplinarity and for the integral formation of the student. In this direction, the objective of this text is to present aspects of the theory-practice relationship of the teachers of the integrated curriculum, also aiming to disseminate interdisciplinary practices on different themes in the school context. It was produced through bibliographic research, document analysis and observations of the practices of teachers in the integrated curriculum. Such approach is based on exploratory and descriptive research, through a qualitative and dialectical approach, following the movements and contradictions inherent to educational spaces. As a result, it is highlighted that the integrated curriculum emerges as a fruitful place to search for less conservative and more collective, less boring and more active teaching, a teaching that values the dialogic character of the act of teaching, always associated with learning and research.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/58923
10.4025/tpe.v24i3.58923
url https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/58923
identifier_str_mv 10.4025/tpe.v24i3.58923
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/58923/751375153255
dc.rights.driver.fl_str_mv Copyright (c) 2021 Teoria e Prática da Educação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Teoria e Prática da Educação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Teoria e Prática da Educação; v. 24 n. 3 (2021); 26-41
2237-8707
1415-837X
reponame:Teoria e Prática da Educação (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Teoria e Prática da Educação (Online)
collection Teoria e Prática da Educação (Online)
repository.name.fl_str_mv Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com
_version_ 1792207158295658496

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