O currículo de ciências via tema gerador: desafios docentes na Escola Cabana

Detalhes bibliográficos
Autor(a) principal: RESQUE, Marciléa Serrão
Data de Publicação: 2005
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFPA
Texto Completo: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1818
Resumo: This research paper seeks for the comprehension and analysis of how science teachers who work in municipal schools which adopt the <<Escola Cabana>> project deal with the process of their curriculum proposals elaboration involving generating themes. This work looks for identifying the factors involved in that elaboration, important challengers and dilemmas in an inovative educal proposal. Relating to the methodology orientation, I considered the qualitative approach to support the resech. As this document is related to a determined educational reality the << Escola Cabana>> - I selected five science teachers as reseach subjects: they act in schools that oficially follow these educational proposal orientations, and I also selected a technician of the municipal education administration. The data was obtained from two main sources: reading oficial documents about the project and semi-structured interviews with science teacher in education institutions involved in the project. The data analysis made from subject teachers statements helped to comprehend the teachers perceptions and actions about the proposal to elaborate a curriculum based on generating themes. Confronting the reality of working inside a different education proposal, teachers narrate their limitations, advances and retreats in their curriculum practices. The profissional isolation, the perception and personal interpretation of the project orientations and the difficulties in breaking curriculum traditions were points discussed by the subject teachers in a direct or indirect way in their statements. Besides, the difficulties and dilemas in working new things with knowledge coming from students daily life, therefore, they work with practices which confront the ones from the graduation period and professional acting. The perception that teacher need to size up their involvement in curriculum woks again, recovering the competence of elaborating curriculum proposals closely related to the teaching process of elaborating curriculum proposals related to the educational reality, ocurred through the research development. Assuming the curriculum proposals process, understanding the curriculum role and centrality in the teaching area are ways that lead to more conscious curriculum and educational practices.
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spelling 2011-03-23T21:19:31Z2011-03-23T21:19:31Z2005-09-31RESQUE, Marciléa Serrão. O currículo de ciências via tema gerador: desafios docentes na Escola Cabana. 2005. 96 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1818This research paper seeks for the comprehension and analysis of how science teachers who work in municipal schools which adopt the <<Escola Cabana>> project deal with the process of their curriculum proposals elaboration involving generating themes. This work looks for identifying the factors involved in that elaboration, important challengers and dilemmas in an inovative educal proposal. Relating to the methodology orientation, I considered the qualitative approach to support the resech. As this document is related to a determined educational reality the << Escola Cabana>> - I selected five science teachers as reseach subjects: they act in schools that oficially follow these educational proposal orientations, and I also selected a technician of the municipal education administration. The data was obtained from two main sources: reading oficial documents about the project and semi-structured interviews with science teacher in education institutions involved in the project. The data analysis made from subject teachers statements helped to comprehend the teachers perceptions and actions about the proposal to elaborate a curriculum based on generating themes. Confronting the reality of working inside a different education proposal, teachers narrate their limitations, advances and retreats in their curriculum practices. The profissional isolation, the perception and personal interpretation of the project orientations and the difficulties in breaking curriculum traditions were points discussed by the subject teachers in a direct or indirect way in their statements. Besides, the difficulties and dilemas in working new things with knowledge coming from students daily life, therefore, they work with practices which confront the ones from the graduation period and professional acting. The perception that teacher need to size up their involvement in curriculum woks again, recovering the competence of elaborating curriculum proposals closely related to the teaching process of elaborating curriculum proposals related to the educational reality, ocurred through the research development. Assuming the curriculum proposals process, understanding the curriculum role and centrality in the teaching area are ways that lead to more conscious curriculum and educational practices.Este trabalho de pesquisa busca compreender e analisar como os professores de ciências que trabalham em escolas municipais que adotam o projeto Escola Cabana lidam com o processo de elaboração de suas propostas curriculares a partir de temas geradores. Procurando identificar os fatores envolvidos no processo de proposição curricular, desafios e dilemas que consideram importantes dentro de uma proposta educacional diferenciada. Para efeito de orientação metodológica considerei a abordagem qualitativa como suporte da pesquisa. Como este trabalho está vinculado a uma determinada realidade educacional, as chamadas Escolas Cabanas, elegi como sujeitos de pesquisa 5 professores de ciências que atuam em escolas que oficialmente seguem as orientações desta proposta educativa e 1 técnica da coordenadoria de educação do município. As informações foram obtidas a partir de duas fontes principais: leitura de documentos oficiais sobre o projeto e entrevistas semi-estruturadas com os professores de ciências de instituições de ensino vinculados ao projeto. A análise dos dados, feita a partir dos depoimentos dos professores sujeitos, possibilitou apreender as percepções e ações dos docentes sobre a proposta de se elaborar currículo por temas geradores. No confronto com a realidade de trabalhar dentro de uma proposta educacional diferenciada, os professores narram as limitações, os avanços e recuos em suas práticas curriculares. O isolamento profissional, a percepção e tradução de forma pessoal das orientações do projeto e as dificuldades em romper com as tradições curriculares foram pontos levantados pelos professores sujeitos de maneira direta ou indireta em seus depoimentos. Assim como, as dificuldades e dilemas de se trabalhar o novo, com conhecimentos advindo dos cotidianos dos alunos e alunas, portanto, com práticas que vão de encontro com aquelas presentes no período de formação e atuação profissional. A percepção de que os professores precisam redimensionar seu envolvimento com a questão curricular, recuperando essa competência inerente à docência de se elaborar propostas curriculares coerentes com sua realidade educacional foi tácita no decorrer da pesquisa. Assumir o processo de proposição curricular, entender o papel e a centralidade que o currículo apresenta no cotidiano da atuação docente, são caminhos que apontam para currículos e práticas educativas mais conscientes.Universidade Federal do ParáPrograma de Pós-Graduação em Educação em Ciências e MatemáticasUFPABrasilInstituto de Educação Matemática e CientíficaCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOCiênciaCurrículoProjeto Escola CabanaPará - EstadoO currículo de ciências via tema gerador: desafios docentes na Escola CabanaThe curriculum of sciences saw subject generating: teaching challenges in the school hutinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCHAVES, Silvia Nogueirahttp://lattes.cnpq.br/9353964127402937http://lattes.cnpq.br/8908701482066650RESQUE, Marciléa Serrãoinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFPAinstname:Universidade Federal do Pará (UFPA)instacron:UFPAORIGINALDissertacao_CurriculoCienciasGerador.pdfDissertacao_CurriculoCienciasGerador.pdfapplication/pdf457835http://repositorio.ufpa.br/oai/bitstream/2011/1818/1/Dissertacao_CurriculoCienciasGerador.pdf2ef8f480d4630a8e854f83b4521edfccMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-823930http://repositorio.ufpa.br/oai/bitstream/2011/1818/2/license_rdf6b71892b27c4389434057b8b0e86b43eMD52license_textlicense_texttext/html; charset=utf-823738http://repositorio.ufpa.br/oai/bitstream/2011/1818/3/license_text1a64b812a61c51c296c1ad647d0096a6MD53license_urllicense_urltext/plain; charset=utf-852http://repositorio.ufpa.br/oai/bitstream/2011/1818/4/license_url3d480ae6c91e310daba2020f8787d6f9MD54TEXTDissertacao_CurriculoCienciasGerador.pdf.txtDissertacao_CurriculoCienciasGerador.pdf.txtExtracted texttext/plain207160http://repositorio.ufpa.br/oai/bitstream/2011/1818/5/Dissertacao_CurriculoCienciasGerador.pdf.txt244e09e43186a8dc8fad2ce142014602MD552011/18182018-02-27 11:02:34.747oai:repositorio.ufpa.br:2011/1818Repositório InstitucionalPUBhttp://repositorio.ufpa.br/oai/requestriufpabc@ufpa.bropendoar:21232018-02-27T14:02:34Repositório Institucional da UFPA - Universidade Federal do Pará (UFPA)false
dc.title.none.fl_str_mv O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
dc.title.alternative.none.fl_str_mv The curriculum of sciences saw subject generating: teaching challenges in the school hut
title O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
spellingShingle O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
RESQUE, Marciléa Serrão
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
Ciência
Currículo
Projeto Escola Cabana
Pará - Estado
title_short O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
title_full O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
title_fullStr O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
title_full_unstemmed O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
title_sort O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
author RESQUE, Marciléa Serrão
author_facet RESQUE, Marciléa Serrão
author_role author
dc.contributor.advisor1.fl_str_mv CHAVES, Silvia Nogueira
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9353964127402937
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8908701482066650
dc.contributor.author.fl_str_mv RESQUE, Marciléa Serrão
contributor_str_mv CHAVES, Silvia Nogueira
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
topic CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
Ciência
Currículo
Projeto Escola Cabana
Pará - Estado
dc.subject.por.fl_str_mv Ciência
Currículo
Projeto Escola Cabana
Pará - Estado
description This research paper seeks for the comprehension and analysis of how science teachers who work in municipal schools which adopt the <<Escola Cabana>> project deal with the process of their curriculum proposals elaboration involving generating themes. This work looks for identifying the factors involved in that elaboration, important challengers and dilemmas in an inovative educal proposal. Relating to the methodology orientation, I considered the qualitative approach to support the resech. As this document is related to a determined educational reality the << Escola Cabana>> - I selected five science teachers as reseach subjects: they act in schools that oficially follow these educational proposal orientations, and I also selected a technician of the municipal education administration. The data was obtained from two main sources: reading oficial documents about the project and semi-structured interviews with science teacher in education institutions involved in the project. The data analysis made from subject teachers statements helped to comprehend the teachers perceptions and actions about the proposal to elaborate a curriculum based on generating themes. Confronting the reality of working inside a different education proposal, teachers narrate their limitations, advances and retreats in their curriculum practices. The profissional isolation, the perception and personal interpretation of the project orientations and the difficulties in breaking curriculum traditions were points discussed by the subject teachers in a direct or indirect way in their statements. Besides, the difficulties and dilemas in working new things with knowledge coming from students daily life, therefore, they work with practices which confront the ones from the graduation period and professional acting. The perception that teacher need to size up their involvement in curriculum woks again, recovering the competence of elaborating curriculum proposals closely related to the teaching process of elaborating curriculum proposals related to the educational reality, ocurred through the research development. Assuming the curriculum proposals process, understanding the curriculum role and centrality in the teaching area are ways that lead to more conscious curriculum and educational practices.
publishDate 2005
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dc.identifier.citation.fl_str_mv RESQUE, Marciléa Serrão. O currículo de ciências via tema gerador: desafios docentes na Escola Cabana. 2005. 96 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.
dc.identifier.uri.fl_str_mv http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1818
identifier_str_mv RESQUE, Marciléa Serrão. O currículo de ciências via tema gerador: desafios docentes na Escola Cabana. 2005. 96 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.
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