O currículo como Mandala: um estudo de caso sobre a formação do licenciado em ciências biológicas

• Autor(a) principal: Feitosa, Raphael Alves
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• dARK ID: ark:/83112/001300001q5zt
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/7962
• topic: Science education; Teacher’s education; Ciências da vida - Estudo e ensino(Superior) - Fortaleza(CE); Professores de ciências - Formação - Fortaleza(CE); Professores de biologia - Formação - Fortaleza(CE); Abordagem interdisciplinar do conhecimento na educação; Mandala; Ensino reflexivo

Such text seeks to analyze the curricular practices in the curriculum of the course of Biological Sciences at UFC and their implications for teacher practice. The text brings epistemological framework as the historical and dialectical materialism, as well as presenting the theoretical study of the curriculum and the teacher reflection, through a theoretical articulation that we call curriculum as mandala. Methodologically, the research fits into a qualitative aspect, and has as basis the investigative case study, as we intend to investigate a contemporary phenomenon immersed in their daily reality. Chosen as document analysis tools on the pedagogical projects of the institution and the use of questionnaires and interviews with students, teachers and servers that make up the site investigation. Adding to this, we made a series of observations in a field notebook in which he recorded a series of informal conversations with teachers of the course investigated. As some results, this work shows that the formal curriculum gate bias "research", since a large portion of disciplines that are common to both modes – Teaches Education and Bachelor. Thus, we find in our results of this case study, it was worth noting the role assigned by teachers and learners to "other curricula within the curriculum" as the Programa de Educação Tutoria (PET) and the Programa Institucional de Bolsas de Iniciação a Docência (PIBID). The interdisciplinarity appears formally in some course areas, Instrumentalizações para o Estudo/Ensino de Ciências (IPEC), and Estudos Sócio-Históricos e Culturais da Educação. This interdisciplinarity has also appeared in the form of curriculum in action in the IPEC and field lessons. For students, graduates and teachers of the course activities are interdisciplinary in Instrumentalizations as they try to overcome the fragmentation of the academic world, through actions and projects linking the disciplines around the process of didactic transposition of training content specific biologist for teaching performance in basic education. Likewise, the activities of tour, informally called the analyzed group of "field classes" also constituted themselves as possibilities curricular gathered educators from various areas of the curriculum around common shares.