Teacher conceptions about integrated high school in the Instituto Federal de Alagoas
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Publication Date: | 2020 |
Format: | Article |
Language: | por |
Source: | Trabalho & Educação (Online) |
Download full: | https://periodicos.ufmg.br/index.php/trabedu/article/view/19981 |
Summary: | This paper analyzes how the teachers of the Instituto Federal de Alagoas conceive the issue of integrated high school and the constitution of the curriculum that meets this demand. It aimed to understand the teachers' perceptions about integrated high school and the integrated curriculum, identifying the strategies used by teachers to promote the integrated curriculum and analyzing their difficulties in establishing it. It was carried out with 23 professors from the Instituto Federal de Alagoas and used bibliographic and documentary research as well as the questionnaire as methodological instruments. The results showed that teachers understand in part what integrated high school is all about and 78.3% use strategies that they believe promote it, although 82.6% have never received training to work with the integrated curriculum. In addition, most are able to establish partnerships with other teachers, even if there is no joint planning between them. This demonstrates the need to use strategies, such as training and workshops, so that teachers have a greater understanding of what the integrated curriculum is and of ways to promote it. It also points to the importance of promoting moments of integration, partnerships and planning among teachers. |
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Teacher conceptions about integrated high school in the Instituto Federal de AlagoasCONCEPÇÕES DOCENTES SOBRE ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DE ALAGOASEnsino médio integradoCurrículo integradoDocentesIntegrated high schoolIntegrated curriculumTeachersThis paper analyzes how the teachers of the Instituto Federal de Alagoas conceive the issue of integrated high school and the constitution of the curriculum that meets this demand. It aimed to understand the teachers' perceptions about integrated high school and the integrated curriculum, identifying the strategies used by teachers to promote the integrated curriculum and analyzing their difficulties in establishing it. It was carried out with 23 professors from the Instituto Federal de Alagoas and used bibliographic and documentary research as well as the questionnaire as methodological instruments. The results showed that teachers understand in part what integrated high school is all about and 78.3% use strategies that they believe promote it, although 82.6% have never received training to work with the integrated curriculum. In addition, most are able to establish partnerships with other teachers, even if there is no joint planning between them. This demonstrates the need to use strategies, such as training and workshops, so that teachers have a greater understanding of what the integrated curriculum is and of ways to promote it. It also points to the importance of promoting moments of integration, partnerships and planning among teachers.O presente trabalho tem como objetivo analisar como os docentes do Instituto Federal de Alagoas concebem a questão do ensino médio integrado e da constituição do currículo que atenda a essa demanda. Teve como objetivos compreender as percepções docentes sobre o ensino médio integrado e o currículo integrado, identificando as estratégias utilizadas pelos docentes para promover o currículo integrado e analisando suas dificuldades para estabelecê-lo. Foi realizado com 23 docentes do Instituto Federal de Alagoas e utilizou como instrumentos metodológicos a pesquisa bibliográfica e a documental, bem como o questionário. Os resultados apontaram que os docentes compreendem em parte de que se trata o ensino médio integrado e 78,3% utilizam estratégias que julgam promovê-lo, embora 82,6% nunca tenham recebido formação para trabalhar com o currículo integrado. Além disso, a maior parte consegue estabelecer parcerias com outros professores, mesmo que não haja planejamento conjunto entre eles. Isso demonstra a necessidade da utilização de estratégias, como formações e oficinas, para que os docentes tenham maior compreensão do que é o currículo integrado e de maneiras para promovê-lo. Aponta também para a importância da promoção de momentos de integração, parcerias e planejamento entre os docentes.Universidade Federal de Minas Gerais2020-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.ufmg.br/index.php/trabedu/article/view/1998110.35699/2238-037X.2020.19981Trabalho & Educação; Vol. 29 No. 2 (2020); 169-182Trabalho & Educação; Vol. 29 Núm. 2 (2020); 169-182Trabalho & Educação; Vol. 29 No 2 (2020); 169-182Trabalho & Educação; v. 29 n. 2 (2020); 169-1822238-037X1516-9537reponame:Trabalho & Educação (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/trabedu/article/view/19981/19738https://periodicos.ufmg.br/index.php/trabedu/article/view/19981/19763Copyright (c) 2020 Trabalho & Educaçãohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessCarvalho, Géssika Cecília 2021-01-11T18:50:47Zoai:periodicos.ufmg.br:article/19981Revistahttps://periodicos.ufmg.br/index.php/trabedu/indexPUBhttps://periodicos.ufmg.br/index.php/trabedu/oaiassinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com2238-037X1516-9537opendoar:2021-01-11T18:50:47Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas CONCEPÇÕES DOCENTES SOBRE ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DE ALAGOAS |
title |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas |
spellingShingle |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas Carvalho, Géssika Cecília Ensino médio integrado Currículo integrado Docentes Integrated high school Integrated curriculum Teachers |
title_short |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas |
title_full |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas |
title_fullStr |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas |
title_full_unstemmed |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas |
title_sort |
Teacher conceptions about integrated high school in the Instituto Federal de Alagoas |
author |
Carvalho, Géssika Cecília |
author_facet |
Carvalho, Géssika Cecília |
author_role |
author |
dc.contributor.author.fl_str_mv |
Carvalho, Géssika Cecília |
dc.subject.por.fl_str_mv |
Ensino médio integrado Currículo integrado Docentes Integrated high school Integrated curriculum Teachers |
topic |
Ensino médio integrado Currículo integrado Docentes Integrated high school Integrated curriculum Teachers |
description |
This paper analyzes how the teachers of the Instituto Federal de Alagoas conceive the issue of integrated high school and the constitution of the curriculum that meets this demand. It aimed to understand the teachers' perceptions about integrated high school and the integrated curriculum, identifying the strategies used by teachers to promote the integrated curriculum and analyzing their difficulties in establishing it. It was carried out with 23 professors from the Instituto Federal de Alagoas and used bibliographic and documentary research as well as the questionnaire as methodological instruments. The results showed that teachers understand in part what integrated high school is all about and 78.3% use strategies that they believe promote it, although 82.6% have never received training to work with the integrated curriculum. In addition, most are able to establish partnerships with other teachers, even if there is no joint planning between them. This demonstrates the need to use strategies, such as training and workshops, so that teachers have a greater understanding of what the integrated curriculum is and of ways to promote it. It also points to the importance of promoting moments of integration, partnerships and planning among teachers. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-04 |
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://periodicos.ufmg.br/index.php/trabedu/article/view/19981 10.35699/2238-037X.2020.19981 |
url |
https://periodicos.ufmg.br/index.php/trabedu/article/view/19981 |
identifier_str_mv |
10.35699/2238-037X.2020.19981 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/trabedu/article/view/19981/19738 https://periodicos.ufmg.br/index.php/trabedu/article/view/19981/19763 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Trabalho & Educação https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Trabalho & Educação https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Trabalho & Educação; Vol. 29 No. 2 (2020); 169-182 Trabalho & Educação; Vol. 29 Núm. 2 (2020); 169-182 Trabalho & Educação; Vol. 29 No 2 (2020); 169-182 Trabalho & Educação; v. 29 n. 2 (2020); 169-182 2238-037X 1516-9537 reponame:Trabalho & Educação (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
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Trabalho & Educação (Online) |
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Trabalho & Educação (Online) |
repository.name.fl_str_mv |
Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
assinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com |
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1797220515121725440 |