Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13668 |
Resumo: | A research project as a research concept of curriculum concepts, as as contributions and challenges of a proposal of continuing education for educators, on the web, in the area of Science Technology Society (STS), with regard to the development of experiences curriculum. The work is organized in four articles and was developed with a qualitative and descriptive approach or also called field research. For an implementation was obtained the voluntary participation of educators who answered a questionnaire applied in the first phase of the investigation, and that enabled to diagnose the researched reality. In the second phase, also a voluntary subgroup of educators who had participated in the first phase participated in a process of ongoing in-service training in the blended mode. In this scenario, we sought the conceptions of curriculum, without pedagogical thinking of Basic Education teachers. There were no educators who expressed exclusive agreement as ideas of any of the Theories. With this, it was possible to identify that there is not a single conception of curriculum that beacon as teacher conceptions, what is understood as a period of educational ideological transformation. It was analyzed how the educators feel the protagonists of the school curriculum and proposed a reflection on the aspects that involve the construction, participation, execution and monitoring of the school curriculum. Identify that educators realize they can go beyond executing the curriculum and that other people at school can also be held accountable for curriculum processes. There was also discontent among the group about the curriculum planned without their participation, which the teacher puts as a curriculum builder and accepts the importance of the community in the process. It was sought to identify how pedagogical practices carried out by educators are directed towards a conception of integrated curriculum as subjects. STS can be process transformation agents. In this aspect, it can be seen that the main form of realization was the approximation of contents with the daily life of the students, followed by the interdisciplinary approach and didactic methodologies. As the most frequent difficulties, in the realization of the Integrated Curriculum, are a lack of motivation and a space between the peers, a lack of time, meetings of planning and dialogue between like areas and lack of continuous formation. In addition, there was a simplification in the speech of the educators when referring to the STS approach, because they reduce the issues related to electronic technological devices. In view of the diagnosis of the investigated reality, we sought to analyze the perception of Basic Education educators about the accomplishment of a semipresencial course, as well as limits and potentialities for the continuous formation. In the face-to-face session, everyone presented orally several experiences, and the moment was opportune for some educators to know the work of the other, since there are some who were little in the function according to the schedules. In the distance part, it was verified the lack of specific time in the working hours for an accomplishment of the activities and a resistance to the use of the virtual environment of learning. However, a lack of time for a key element to a drop out, since it is a closer part and more a demand for work for the teacher. This fact evidences the need for space and time for a documented formation, a workload, even if it is a distance course |
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Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processoIntegrated curriculum and continuing education of teachers: the sts approach as an articulator of the processCurrículo integradoCTSFormação continuada de professoresCursos semipresenciaisIntegrated curriculumSTSContinuing education of teachersBlended-learning coursesCNPQ::CIENCIAS BIOLOGICASA research project as a research concept of curriculum concepts, as as contributions and challenges of a proposal of continuing education for educators, on the web, in the area of Science Technology Society (STS), with regard to the development of experiences curriculum. The work is organized in four articles and was developed with a qualitative and descriptive approach or also called field research. For an implementation was obtained the voluntary participation of educators who answered a questionnaire applied in the first phase of the investigation, and that enabled to diagnose the researched reality. In the second phase, also a voluntary subgroup of educators who had participated in the first phase participated in a process of ongoing in-service training in the blended mode. In this scenario, we sought the conceptions of curriculum, without pedagogical thinking of Basic Education teachers. There were no educators who expressed exclusive agreement as ideas of any of the Theories. With this, it was possible to identify that there is not a single conception of curriculum that beacon as teacher conceptions, what is understood as a period of educational ideological transformation. It was analyzed how the educators feel the protagonists of the school curriculum and proposed a reflection on the aspects that involve the construction, participation, execution and monitoring of the school curriculum. Identify that educators realize they can go beyond executing the curriculum and that other people at school can also be held accountable for curriculum processes. There was also discontent among the group about the curriculum planned without their participation, which the teacher puts as a curriculum builder and accepts the importance of the community in the process. It was sought to identify how pedagogical practices carried out by educators are directed towards a conception of integrated curriculum as subjects. STS can be process transformation agents. In this aspect, it can be seen that the main form of realization was the approximation of contents with the daily life of the students, followed by the interdisciplinary approach and didactic methodologies. As the most frequent difficulties, in the realization of the Integrated Curriculum, are a lack of motivation and a space between the peers, a lack of time, meetings of planning and dialogue between like areas and lack of continuous formation. In addition, there was a simplification in the speech of the educators when referring to the STS approach, because they reduce the issues related to electronic technological devices. In view of the diagnosis of the investigated reality, we sought to analyze the perception of Basic Education educators about the accomplishment of a semipresencial course, as well as limits and potentialities for the continuous formation. In the face-to-face session, everyone presented orally several experiences, and the moment was opportune for some educators to know the work of the other, since there are some who were little in the function according to the schedules. In the distance part, it was verified the lack of specific time in the working hours for an accomplishment of the activities and a resistance to the use of the virtual environment of learning. However, a lack of time for a key element to a drop out, since it is a closer part and more a demand for work for the teacher. This fact evidences the need for space and time for a documented formation, a workload, even if it is a distance courseA presente pesquisa tem como objetivo investigar as concepções de currículo, assim como as contribuições e desafios de uma proposta de formação continuada semipresencial para educadores, baseada na perspectiva Ciência Tecnologia Sociedade (CTS), no que tange ao desenvolvimento de experiências de currículo integrado. O trabalho encontra-se organizado em quatro artigos e foi desenvolvido com uma abordagem qualitativa e de tipo descritiva ou também denominada pesquisa de campo. Para a implementação obteve-se a participação voluntária de educadores que responderam a um questionário aplicado na primeira fase da investigação, o que possibilitou diagnosticar a realidade pesquisada. Na segunda fase, também participaram de forma voluntária um subgrupo de educadores que já havia participado da primeira fase. Esses envolveram-se em um processo de formação continuada em serviço na modalidade semipresencial. Nesse cenário, buscou-se compreender as concepções de currículo presentes no pensamento pedagógico de professores da Educação Básica. Não houve educadores que manifestassem concordância exclusiva com as ideias de qualquer uma das Teorias. Com isso, foi possível identificar que não há uma única concepção de currículo que baliza as concepções docente, o que se entende como um período de transformação ideológica educacional. Analisou-se de que forma os educadores se sentem protagonistas do currículo escolar e se propôs uma reflexão sobre os aspectos que envolvem a construção, participação, execução e acompanhamento do currículo escolar. Identificou-se que os educadores percebem que podem ir além de executar o currículo e que outras pessoas na escola também podem ser responsabilizadas pelos processos curriculares. Também se verificou um descontentamento do grupo em relação ao currículo planejado sem a sua participação, que professor se coloca como construtor do currículo e reconhece a importância da coletividade nesse processo. Procurou-se identificar como as práticas pedagógicas realizadas pelos educadores são voltadas para a concepção de currículo integrado e como os temas CTS podem ser agentes de transformação desse processo. Nesse aspecto, pode-se perceber que a principal forma de realização se deu por aproximações dos conteúdos com o dia a dia dos alunos, seguido da abordagem interdisciplinar e metodologias didáticas. As dificuldades mais encontradas, na realização do Currículo Integrado, foram a falta de motivação e cooperação entre os pares, a falta de tempo, reuniões de planejamento e diálogo entre as áreas e a falta de formação continuada. Ademais, percebeu-se uma simplificação na fala dos educadores ao se referirem a abordagem CTS, pois reduzem a questões ligadas aparatos tecnológicos eletrônicos. Tendo em vista o diagnóstico da realidade investigada, buscou-se analisar a percepção de educadores da Educação Básica sobre a realização de um curso semipresencial, assim como os limites e potencialidades para formação continuada. Identificou-se que na parte presencial, todos apresentaram de forma oral diversas experiências, sendo o momento oportuno para que os educadores conhecessem o trabalho dos demais colegas. Na parte a distância, verificou-se a falta de tempo específico na carga horária de trabalho para a realização das atividades e a resistência ao uso do ambiente virtual de aprendizagem. Contudo, a falta de tempo foi um elemento-chave para a desistência, uma vez que a parte a distância do curso seria mais uma demanda de trabalho para o professor. Tal fato evidencia a necessidade de espaço e tempo para a formação docente integrado a carga horária de trabalho, mesmo se tratando de curso a distância.Universidade Federal de Santa MariaBrasilCiências BiológicasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasSepel, Lenira Maria Nuneshttp://lattes.cnpq.br/9187175270021411Brancher, Vantoir Robertohttp://lattes.cnpq.br/3260077562370842Brittes, Letícia Ramalhohttp://lattes.cnpq.br/5104573307305494Muenchen, Cristianehttp://lattes.cnpq.br/0008067199219325Barin, Cláudia Smaniottohttp://lattes.cnpq.br/0832298305352059Lacerda, Caroline Côrtes2018-07-05T13:03:41Z2018-07-05T13:03:41Z2018-02-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/13668porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-06-24T14:00:02Zoai:repositorio.ufsm.br:1/13668Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-24T14:00:02Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo Integrated curriculum and continuing education of teachers: the sts approach as an articulator of the process |
title |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo |
spellingShingle |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo Lacerda, Caroline Côrtes Currículo integrado CTS Formação continuada de professores Cursos semipresenciais Integrated curriculum STS Continuing education of teachers Blended-learning courses CNPQ::CIENCIAS BIOLOGICAS |
title_short |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo |
title_full |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo |
title_fullStr |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo |
title_full_unstemmed |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo |
title_sort |
Currículo integrado e formação continuada de professores: a abordagem CTS como articuladora do processo |
author |
Lacerda, Caroline Côrtes |
author_facet |
Lacerda, Caroline Côrtes |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sepel, Lenira Maria Nunes http://lattes.cnpq.br/9187175270021411 Brancher, Vantoir Roberto http://lattes.cnpq.br/3260077562370842 Brittes, Letícia Ramalho http://lattes.cnpq.br/5104573307305494 Muenchen, Cristiane http://lattes.cnpq.br/0008067199219325 Barin, Cláudia Smaniotto http://lattes.cnpq.br/0832298305352059 |
dc.contributor.author.fl_str_mv |
Lacerda, Caroline Côrtes |
dc.subject.por.fl_str_mv |
Currículo integrado CTS Formação continuada de professores Cursos semipresenciais Integrated curriculum STS Continuing education of teachers Blended-learning courses CNPQ::CIENCIAS BIOLOGICAS |
topic |
Currículo integrado CTS Formação continuada de professores Cursos semipresenciais Integrated curriculum STS Continuing education of teachers Blended-learning courses CNPQ::CIENCIAS BIOLOGICAS |
description |
A research project as a research concept of curriculum concepts, as as contributions and challenges of a proposal of continuing education for educators, on the web, in the area of Science Technology Society (STS), with regard to the development of experiences curriculum. The work is organized in four articles and was developed with a qualitative and descriptive approach or also called field research. For an implementation was obtained the voluntary participation of educators who answered a questionnaire applied in the first phase of the investigation, and that enabled to diagnose the researched reality. In the second phase, also a voluntary subgroup of educators who had participated in the first phase participated in a process of ongoing in-service training in the blended mode. In this scenario, we sought the conceptions of curriculum, without pedagogical thinking of Basic Education teachers. There were no educators who expressed exclusive agreement as ideas of any of the Theories. With this, it was possible to identify that there is not a single conception of curriculum that beacon as teacher conceptions, what is understood as a period of educational ideological transformation. It was analyzed how the educators feel the protagonists of the school curriculum and proposed a reflection on the aspects that involve the construction, participation, execution and monitoring of the school curriculum. Identify that educators realize they can go beyond executing the curriculum and that other people at school can also be held accountable for curriculum processes. There was also discontent among the group about the curriculum planned without their participation, which the teacher puts as a curriculum builder and accepts the importance of the community in the process. It was sought to identify how pedagogical practices carried out by educators are directed towards a conception of integrated curriculum as subjects. STS can be process transformation agents. In this aspect, it can be seen that the main form of realization was the approximation of contents with the daily life of the students, followed by the interdisciplinary approach and didactic methodologies. As the most frequent difficulties, in the realization of the Integrated Curriculum, are a lack of motivation and a space between the peers, a lack of time, meetings of planning and dialogue between like areas and lack of continuous formation. In addition, there was a simplification in the speech of the educators when referring to the STS approach, because they reduce the issues related to electronic technological devices. In view of the diagnosis of the investigated reality, we sought to analyze the perception of Basic Education educators about the accomplishment of a semipresencial course, as well as limits and potentialities for the continuous formation. In the face-to-face session, everyone presented orally several experiences, and the moment was opportune for some educators to know the work of the other, since there are some who were little in the function according to the schedules. In the distance part, it was verified the lack of specific time in the working hours for an accomplishment of the activities and a resistance to the use of the virtual environment of learning. However, a lack of time for a key element to a drop out, since it is a closer part and more a demand for work for the teacher. This fact evidences the need for space and time for a documented formation, a workload, even if it is a distance course |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-07-05T13:03:41Z 2018-07-05T13:03:41Z 2018-02-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/13668 |
url |
http://repositorio.ufsm.br/handle/1/13668 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International 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 Santa Maria Brasil Ciências Biológicas UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Ciências Biológicas UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922147609083904 |