Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/3314 |
Resumo: | The curriculum has occupied a prominent place in the landscape of contemporary educational reforms. In this work we focus on the production of a referential official curriculum of chemistry to secondary education in the State of Goiás. Throughout our investigation we relayed on studies that: a) had the objective to discuss aspects related to the purpose of teaching chemistry in secondary education, with emphasis on authors from Science/Chemistry education community; b) conduct discussions on curricular concepts, highlighting authors of the curriculum field; c) develop curriculum using research to theoretical and methodological approach of the continuous cicle of policies. The prospect of a continuous cicle policy is designed from the intertwining of texts / discourses that circulate among three basic contexts: the context of influence; context of defining texts, and practice context. In the policy cicles the texts / discourses are understood as product from social interactions, understood as relations of power , and are associated with different sets of meanings that articulate and fit into a greater or lesser degree , by recontextualizing processes in different contexts through which they circulate. The construction of the data was performed from the recording and transcript from the meeting of defining texts context, our analytical focus. We identified and examined three discourses privileged in the process of negotiating meanings of the proposal 1) discourse about the purposes of teaching chemistry, 2) discourse on the concepts of curriculum and 3) discourse about the criteria for selection and organization of content. We also highlight aspects of the movement of recontextualization internal context of defining texts, comparing the configuration of the first discursive formulations, developed in design meetings, those present in the final version given to curricular referential We conclude that :i) there is the attempt to articulate different purposes for teaching chemistry , with emphasis on the purpose of education for critical citizenship; ii) there is a defense of a broad conception of curriculum affiliated with the critical perspective , discourse that implies defense of a construction of a hybrid proposal between orientation and prescription , with a predominance of the first and critical of the way driving educational reform in the State; iii) the selection criteria adopted are of the "basic content" and "minimum contents" . The contents are organized by a conceptual bias, and articulated a design approach that takes learning to necessarily partial and can be performed at various levels of complexity. We also conclude that when considering the historicity and contingency associated curricular productions we giving it the status of “eternal challenge ". |
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Echeverría, Agustina Rosahttp://lattes.cnpq.br/5515276044247189Echeverría , Agustina RosaGauche, RicardoFerreira , Rogério Rogério Ferreirahttp://lattes.cnpq.br/9336274736346830Ribeiro Júnior, Ramon Marcelino2014-10-09T14:45:29Z2013-02-15RIBEIRO JÚNIOR, Ramon Marcelino. Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás. 2013. 206 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2013.http://repositorio.bc.ufg.br/tede/handle/tede/3314ark:/38995/001300000b9jrThe curriculum has occupied a prominent place in the landscape of contemporary educational reforms. In this work we focus on the production of a referential official curriculum of chemistry to secondary education in the State of Goiás. Throughout our investigation we relayed on studies that: a) had the objective to discuss aspects related to the purpose of teaching chemistry in secondary education, with emphasis on authors from Science/Chemistry education community; b) conduct discussions on curricular concepts, highlighting authors of the curriculum field; c) develop curriculum using research to theoretical and methodological approach of the continuous cicle of policies. The prospect of a continuous cicle policy is designed from the intertwining of texts / discourses that circulate among three basic contexts: the context of influence; context of defining texts, and practice context. In the policy cicles the texts / discourses are understood as product from social interactions, understood as relations of power , and are associated with different sets of meanings that articulate and fit into a greater or lesser degree , by recontextualizing processes in different contexts through which they circulate. The construction of the data was performed from the recording and transcript from the meeting of defining texts context, our analytical focus. We identified and examined three discourses privileged in the process of negotiating meanings of the proposal 1) discourse about the purposes of teaching chemistry, 2) discourse on the concepts of curriculum and 3) discourse about the criteria for selection and organization of content. We also highlight aspects of the movement of recontextualization internal context of defining texts, comparing the configuration of the first discursive formulations, developed in design meetings, those present in the final version given to curricular referential We conclude that :i) there is the attempt to articulate different purposes for teaching chemistry , with emphasis on the purpose of education for critical citizenship; ii) there is a defense of a broad conception of curriculum affiliated with the critical perspective , discourse that implies defense of a construction of a hybrid proposal between orientation and prescription , with a predominance of the first and critical of the way driving educational reform in the State; iii) the selection criteria adopted are of the "basic content" and "minimum contents" . The contents are organized by a conceptual bias, and articulated a design approach that takes learning to necessarily partial and can be performed at various levels of complexity. We also conclude that when considering the historicity and contingency associated curricular productions we giving it the status of “eternal challenge ".O currículo tem ocupado lugar de destaque no cenário de reformas educacionais contemporâneas. Neste trabalho, focalizamos a produção de um referencial curricular oficial de Química para o ensino médio Estado de Goiás. Em nosso percurso investigativo, buscamos aportes teóricos em estudos que: a) objetivam discutir aspectos referentes às finalidades do ensino de Química em nível médio, com ênfase em autores da comunidade de Educação em Ciências/Química; b) realizam discussões sobre concepções curriculares, destacando autores do campo do currículo; c) desenvolvem a pesquisa curricular utilizando a abordagem teóricometodológica do ciclo contínuo de políticas. A perspectiva do ciclo contínuo, a política é pensada a partir do entrelaçamento entre textos/discursos que circulam entre três contextos básicos: contexto de influência; contexto de definição dos textos; e contexto da prática. No ciclo de políticas, os textos/discursos são compreendidos como produções de relações sociais, entendidas como relações de poder, e estão associados a conjuntos de significados diversos que se articulam e se inserem, em maior ou menor grau, por processos de recontextualização, nos diferentes contextos pelos quais circulam. A construção dos dados foi realizada a partir da gravação e transcrição de reuniões do contexto de definição dos textos, nosso foco analítico. Identificamos e examinamos três discursos privilegiados no processo de negociação de significados da proposta: 1) discurso sobre as finalidades do ensino de Química; 2) discurso sobre as concepções de currículo; e 3) discurso sobre os critérios de seleção e organização dos conteúdos. Também destacamos aspectos relacionados aos movimentos de recontextualização internos ao contexto de definição dos textos, comparando a configuração das primeiras formulações discursivas, desenvolvidas nas reuniões de concepção, àquelas presentes na redação final dada ao referencial curricular. Concluímos destacando que: i) há a tentativa de articular diferentes finalidades para o ensino de Química, com ênfase na finalidade de formação para uma cidadania crítica; ii) existe a defesa de uma concepção ampla de currículo filiada à perspectiva crítica, discurso que implica a defesa da construção de uma proposta híbrida entre orientação e prescrição, com predomínio da primeira, e uma crítica à forma de condução da reforma educacional no Estado iii) Os critérios de seleção adotados são os de “conteúdo básico” e de “conteúdos mínimos”. Os conteúdos são organizados por um viés conceitual, e articulados a uma concepção de abordagem que toma a aprendizagem como necessariamente parcial e pode ser realizada em vários níveis de complexidade. Concluímos também que ao considerarmos a historicidade e contingência associadas das produções curriculares estamos conferindo-lhe estatuto de “eterno desafio”.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-09T12:12:13Z No. of bitstreams: 5 Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 - (1).pdf: 18838098 bytes, checksum: 7298ec1b6b491b09f8249f3367badf18 (MD5) Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 - (2).pdf: 18471211 bytes, checksum: 9eea9d52e971fb1601b89fc0162b2ef9 (MD5) Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 -(3).pdf: 18701428 bytes, checksum: 699a19864e83a2d5c16d811e042fc0d5 (MD5) Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 - (4).pdf: 15136906 bytes, checksum: 72aae4ab529f84a41bd46730541e5a0d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-09T14:45:29Z (GMT) No. of bitstreams: 5 Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 - (1).pdf: 18838098 bytes, checksum: 7298ec1b6b491b09f8249f3367badf18 (MD5) Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 - (2).pdf: 18471211 bytes, checksum: 9eea9d52e971fb1601b89fc0162b2ef9 (MD5) Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 -(3).pdf: 18701428 bytes, checksum: 699a19864e83a2d5c16d811e042fc0d5 (MD5) Dissertação - Ramon Marcelino Ribeiro Júnior - 2013 - (4).pdf: 15136906 bytes, checksum: 72aae4ab529f84a41bd46730541e5a0d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2014-10-09T14:45:29Z (GMT). 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dc.title.por.fl_str_mv |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
title |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
spellingShingle |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás Ribeiro Júnior, Ramon Marcelino Reformas curriculares Ciclo de políticas Ensino médio Química para cidadania Curriculum reform Cicle of policies Secondary education Chemistry for citizenship EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
title_full |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
title_fullStr |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
title_full_unstemmed |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
title_sort |
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás |
author |
Ribeiro Júnior, Ramon Marcelino |
author_facet |
Ribeiro Júnior, Ramon Marcelino |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Echeverría, Agustina Rosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5515276044247189 |
dc.contributor.referee1.fl_str_mv |
Echeverría , Agustina Rosa |
dc.contributor.referee2.fl_str_mv |
Gauche, Ricardo |
dc.contributor.referee3.fl_str_mv |
Ferreira , Rogério Rogério Ferreira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9336274736346830 |
dc.contributor.author.fl_str_mv |
Ribeiro Júnior, Ramon Marcelino |
contributor_str_mv |
Echeverría, Agustina Rosa Echeverría , Agustina Rosa Gauche, Ricardo Ferreira , Rogério Rogério Ferreira |
dc.subject.por.fl_str_mv |
Reformas curriculares Ciclo de políticas Ensino médio Química para cidadania |
topic |
Reformas curriculares Ciclo de políticas Ensino médio Química para cidadania Curriculum reform Cicle of policies Secondary education Chemistry for citizenship EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Curriculum reform Cicle of policies Secondary education Chemistry for citizenship |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The curriculum has occupied a prominent place in the landscape of contemporary educational reforms. In this work we focus on the production of a referential official curriculum of chemistry to secondary education in the State of Goiás. Throughout our investigation we relayed on studies that: a) had the objective to discuss aspects related to the purpose of teaching chemistry in secondary education, with emphasis on authors from Science/Chemistry education community; b) conduct discussions on curricular concepts, highlighting authors of the curriculum field; c) develop curriculum using research to theoretical and methodological approach of the continuous cicle of policies. The prospect of a continuous cicle policy is designed from the intertwining of texts / discourses that circulate among three basic contexts: the context of influence; context of defining texts, and practice context. In the policy cicles the texts / discourses are understood as product from social interactions, understood as relations of power , and are associated with different sets of meanings that articulate and fit into a greater or lesser degree , by recontextualizing processes in different contexts through which they circulate. The construction of the data was performed from the recording and transcript from the meeting of defining texts context, our analytical focus. We identified and examined three discourses privileged in the process of negotiating meanings of the proposal 1) discourse about the purposes of teaching chemistry, 2) discourse on the concepts of curriculum and 3) discourse about the criteria for selection and organization of content. We also highlight aspects of the movement of recontextualization internal context of defining texts, comparing the configuration of the first discursive formulations, developed in design meetings, those present in the final version given to curricular referential We conclude that :i) there is the attempt to articulate different purposes for teaching chemistry , with emphasis on the purpose of education for critical citizenship; ii) there is a defense of a broad conception of curriculum affiliated with the critical perspective , discourse that implies defense of a construction of a hybrid proposal between orientation and prescription , with a predominance of the first and critical of the way driving educational reform in the State; iii) the selection criteria adopted are of the "basic content" and "minimum contents" . The contents are organized by a conceptual bias, and articulated a design approach that takes learning to necessarily partial and can be performed at various levels of complexity. We also conclude that when considering the historicity and contingency associated curricular productions we giving it the status of “eternal challenge ". |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-02-15 |
dc.date.accessioned.fl_str_mv |
2014-10-09T14:45:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
RIBEIRO JÚNIOR, Ramon Marcelino. Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás. 2013. 206 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2013. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/3314 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000b9jr |
identifier_str_mv |
RIBEIRO JÚNIOR, Ramon Marcelino. Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás. 2013. 206 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2013. ark:/38995/001300000b9jr |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/3314 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8628247000970657879 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
-264539188392646063 |
dc.relation.cnpq.fl_str_mv |
-4452917836576020174 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
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