Neglect, desorientation and continued (desin)formation: resonances in the curricular construction
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Motrivivência (Florianópolis) |
Texto Completo: | https://periodicos.ufsc.br/index.php/motrivivencia/article/view/81049 |
Resumo: | The research that gave rise to this text was carried out by means of an ethnographic case study at a state school in Rio Grande do Sul in Viamão, duration of one academic year, through participant observation, semistructured interviews and documentary analysis. The objective of this article is to identify the tensions and problems involved in the curricular construction process of the final years of elementary school in a state school in Rio Grande do Sul (RS). We understood that political and organizational decisions are key points of tension and problematic in curricular construction. These decisions imply the provision of continuous teacher training in the time and space of the school, as well as in the formulation of constant and different educational and curricular guidelines, and in turn resonate in the conditions and possibilities of autonomy of the school in the sense of its curricular construction. |
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Neglect, desorientation and continued (desin)formation: resonances in the curricular construction Pérdida, desorientación y entrenamiento continuo: resonancias en la construcción curricular Descaso, desorientação e (desin)formação continuada: ressonâncias na construção curricular VariaçãoThe research that gave rise to this text was carried out by means of an ethnographic case study at a state school in Rio Grande do Sul in Viamão, duration of one academic year, through participant observation, semistructured interviews and documentary analysis. The objective of this article is to identify the tensions and problems involved in the curricular construction process of the final years of elementary school in a state school in Rio Grande do Sul (RS). We understood that political and organizational decisions are key points of tension and problematic in curricular construction. These decisions imply the provision of continuous teacher training in the time and space of the school, as well as in the formulation of constant and different educational and curricular guidelines, and in turn resonate in the conditions and possibilities of autonomy of the school in the sense of its curricular construction.La investigación que originó este texto se realizó a través de un estudio de caso etnográfico en una escuela estatal de Rio Grande do Sul en la ciudad de Viamão, que duró un año académico (diez meses), a través de observación participante, entrevistas semiestructuradas. y análisis de documentos. El objetivo de este artículo es identificar las tensiones y los problemas involucrados en el proceso de construcción curricular de los últimos años de la escuela primaria en una escuela estatal en Rio Grande do Sul (RS). Entendemos que las decisiones políticas y organizativas son puntos clave de tensión y problemáticos en la construcción curricular. Estas decisiones implican la provisión de educación docente continua, cuestiones de tiempo y de espacio em la escuela, así como la formulación de orientaciones educativas y curriculares recurrentes y contrastantes, y a su vez resuenan con las condiciones y posibilidades de autonomía escolar hacia construcción curricular.A pesquisa que dá origem a este texto trata-se de um estudo de caso etnográfico em uma escola estadual do Rio Grande do Sul em Viamão, com duração de um ano letivo, utilizando observação participante, entrevistas semiestruturadas e análise documental. O objetivo do presente artigo é identificar as tensões e problemáticas envolvidas no processo de construção curricular dos anos finais do ensino fundamental em uma escola estadual do Rio Grande do Sul (RS). Entendemos que as decisões políticas e organizacionais são pontos chave de tensão e problemática na construção curricular. Estas implicam na oferta de formação continuada de professores, nas questões de tempo e espaço da escola, bem como na formulação de recorrentes e contrastantes orientações educacionais e curriculares, e por sua vez ressoam nas condições e possibilidades de autonomia da escola no sentido de sua construção curricular.Universidade Federal de Santa Catarina2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/motrivivencia/article/view/8104910.5007/2175-8042.2021.e81049Motrivivência; v. 33 n. 64 (2021); 1-202175-80420103-4111reponame:Motrivivência (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/motrivivencia/article/view/81049/47221Tavares, Natacha da SilvaWittizorecki, Elisandro Schultz Fraga, Alex Branco Fonseca, Denise Grosso daMachado, Roseli Belmonte Ilha, Franciele Roos da Silvainfo:eu-repo/semantics/openAccess2023-05-31T13:42:44Zoai:periodicos.ufsc.br:article/81049Revistahttp://www.periodicos.ufsc.br/index.php/motrivivenciaPUBhttps://periodicos.ufsc.br/index.php/motrivivencia/oai||giovani.pires@ufsc.br2175-80420103-4111opendoar:2023-05-31T13:42:44Motrivivência (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction Pérdida, desorientación y entrenamiento continuo: resonancias en la construcción curricular Descaso, desorientação e (desin)formação continuada: ressonâncias na construção curricular |
title |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction |
spellingShingle |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction Tavares, Natacha da Silva Variação |
title_short |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction |
title_full |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction |
title_fullStr |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction |
title_full_unstemmed |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction |
title_sort |
Neglect, desorientation and continued (desin)formation: resonances in the curricular construction |
author |
Tavares, Natacha da Silva |
author_facet |
Tavares, Natacha da Silva Wittizorecki, Elisandro Schultz Fraga, Alex Branco Fonseca, Denise Grosso da Machado, Roseli Belmonte Ilha, Franciele Roos da Silva |
author_role |
author |
author2 |
Wittizorecki, Elisandro Schultz Fraga, Alex Branco Fonseca, Denise Grosso da Machado, Roseli Belmonte Ilha, Franciele Roos da Silva |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Tavares, Natacha da Silva Wittizorecki, Elisandro Schultz Fraga, Alex Branco Fonseca, Denise Grosso da Machado, Roseli Belmonte Ilha, Franciele Roos da Silva |
dc.subject.por.fl_str_mv |
Variação |
topic |
Variação |
description |
The research that gave rise to this text was carried out by means of an ethnographic case study at a state school in Rio Grande do Sul in Viamão, duration of one academic year, through participant observation, semistructured interviews and documentary analysis. The objective of this article is to identify the tensions and problems involved in the curricular construction process of the final years of elementary school in a state school in Rio Grande do Sul (RS). We understood that political and organizational decisions are key points of tension and problematic in curricular construction. These decisions imply the provision of continuous teacher training in the time and space of the school, as well as in the formulation of constant and different educational and curricular guidelines, and in turn resonate in the conditions and possibilities of autonomy of the school in the sense of its curricular construction. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-31 |
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.ufsc.br/index.php/motrivivencia/article/view/81049 10.5007/2175-8042.2021.e81049 |
url |
https://periodicos.ufsc.br/index.php/motrivivencia/article/view/81049 |
identifier_str_mv |
10.5007/2175-8042.2021.e81049 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/motrivivencia/article/view/81049/47221 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Motrivivência; v. 33 n. 64 (2021); 1-20 2175-8042 0103-4111 reponame:Motrivivência (Florianópolis) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Motrivivência (Florianópolis) |
collection |
Motrivivência (Florianópolis) |
repository.name.fl_str_mv |
Motrivivência (Florianópolis) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
||giovani.pires@ufsc.br |
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1799875254410018816 |