Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel.
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3614 |
Resumo: | The origins of the discussions about Brazil‘s school curriculum go back to the 30ies, with publications which focused on the theme, shaping the curriculum according to educational theories broadcasted at the time. Since then, countless researches focus on the theme, which go through different aspects as those social, political, economic, cultural, among others, and demonstrate the preoccupation of educators with the curricular policies and with the ideologies that permeate them. Given this situation, this paper seeks to give continuity to this legacy of investigations in regards to curriculum, and it concentrates itself on the Curriculum for Cascavel‘s Municipal Public Teaching Network, more specifically in the discipline of Sciences. This curriculum, relatively new, with implementation and use since 2008, guides teaching in a school network composed of 61 municipal schools, and has as its theoretical premises the Historical-Critical Pedagogy, the Dialectical and Historical Materialistic Method and the Historical-Cultural Psychology. With the objective of researching how this curriculum had been constructed, under the conception of nine teachers that participated directly in this construction and, in counterpart to that, eleven teachers who did not directly participate in this construction, but who use this curriculum nowadays to plan their classes, we have chosen the semi-structured interview with the usage of guide-questions and an audio-recorder, in order to later transcribe those interviews. To analyze these transcriptions, we have guided ourselves on the Theory of Social Representations, which allowed us to identify the representations of the teachers about the construction and applicability of this curriculum. It was possible to identify, then, in the representations of the teachers, a central core which was called as ―Guidance‖, as well as its peripheral systems and, from that, we were able to acknowledge some of our hypothesis. We were able to list important information about the process of construction of this curriculum, even if only in intention, it was to be a collective construction, in which the teachers tried hard to write the premises which fundament the curriculum and, later, its implementation, and went through a process of formation for its usage. This formation showed positive points, in regards to the broadening of knowledge of the teachers about the theoretical validity of Cascavel‘s Curriculum, as well as negative points, when we discuss the jargons and misconceptions transmitted in such courses. It was possible to perceive that the teaching of Sciences hardly went forward in regards to the improvements predicted by the curriculum and that the teachers find it necessary to have a restructuring this curriculum, mainly in its contents, which are given in excessiveness of this curriculum, mainly in its contents, which are given in excessiveness. |
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Strieder, Dulce Mariahttp://lattes.cnpq.br/4981747301070724Ustra, Sandro Rogério Vargashttp://lattes.cnpq.br/9632550703149729Meglhioratti, Fernanda Aparecidahttp://lattes.cnpq.br/3719288552692207Malacarne, Vilmarhttp://lattes.cnpq.br/2174433445359774http://lattes.cnpq.br/8471173903124675Scheifele, Alexandre2018-05-10T12:01:24Z2013-06-06SCHEIFELE, Alexandre. Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. 2013. 207 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2013.http://tede.unioeste.br/handle/tede/3614The origins of the discussions about Brazil‘s school curriculum go back to the 30ies, with publications which focused on the theme, shaping the curriculum according to educational theories broadcasted at the time. Since then, countless researches focus on the theme, which go through different aspects as those social, political, economic, cultural, among others, and demonstrate the preoccupation of educators with the curricular policies and with the ideologies that permeate them. Given this situation, this paper seeks to give continuity to this legacy of investigations in regards to curriculum, and it concentrates itself on the Curriculum for Cascavel‘s Municipal Public Teaching Network, more specifically in the discipline of Sciences. This curriculum, relatively new, with implementation and use since 2008, guides teaching in a school network composed of 61 municipal schools, and has as its theoretical premises the Historical-Critical Pedagogy, the Dialectical and Historical Materialistic Method and the Historical-Cultural Psychology. With the objective of researching how this curriculum had been constructed, under the conception of nine teachers that participated directly in this construction and, in counterpart to that, eleven teachers who did not directly participate in this construction, but who use this curriculum nowadays to plan their classes, we have chosen the semi-structured interview with the usage of guide-questions and an audio-recorder, in order to later transcribe those interviews. To analyze these transcriptions, we have guided ourselves on the Theory of Social Representations, which allowed us to identify the representations of the teachers about the construction and applicability of this curriculum. It was possible to identify, then, in the representations of the teachers, a central core which was called as ―Guidance‖, as well as its peripheral systems and, from that, we were able to acknowledge some of our hypothesis. We were able to list important information about the process of construction of this curriculum, even if only in intention, it was to be a collective construction, in which the teachers tried hard to write the premises which fundament the curriculum and, later, its implementation, and went through a process of formation for its usage. This formation showed positive points, in regards to the broadening of knowledge of the teachers about the theoretical validity of Cascavel‘s Curriculum, as well as negative points, when we discuss the jargons and misconceptions transmitted in such courses. It was possible to perceive that the teaching of Sciences hardly went forward in regards to the improvements predicted by the curriculum and that the teachers find it necessary to have a restructuring this curriculum, mainly in its contents, which are given in excessiveness of this curriculum, mainly in its contents, which are given in excessiveness.As origens das discussões sobre o currículo escolar no Brasil são datadas dos anos de 1930, que delineavam o currículo de acordo com as teorias educacionais difundidas na época. Desde então, inúmeras pesquisas se debruçam sobre esta temática, que perpassam por diferentes aspectos como sociais, políticos, econômicos, culturais, entre outros, e demonstram a preocupação dos educadores para com as políticas curriculares e com as ideologias que permeiam o currículo. Diante disto, este trabalho visa dar continuidade a esse legado de investigações a respeito de currículo, e se concentra no Currículo para a Rede Pública Municipal de Ensino de Cascavel, mais especificamente da disciplina de Ciências. Este currículo, relativamente novo, com implantação e uso desde 2008, rege o ensino em uma rede escolar composta por 61 escolas municipais, tem como pressupostos teóricos a Pedagogia Histórico-Crítica, o Método Materialista Histórico-Dialético e a Psicologia Histórico-Cultural. Com vistas a pesquisar como esse currículo havia sido construído sob a concepção de nove professores que participaram diretamente da sua construção e onze professores que não participaram diretamente, mas que utilizam este currículo atualmente para planejar suas aulas, escolhemos a entrevista semiestruturada com o uso de questões-guia. Para analisar os dados, nos pautamos na Teoria das Representações Sociais, que nos permitiu identificar as representações dos professores acerca da construção e aplicação deste currículo. Foi possível identificar, então, nas representações dos professores, um núcleo central que foi chamado de ―Norteador‖, bem como seus sistemas periféricos, e a partir disso conseguimos articular algumas das nossas hipóteses. Pudemos elencar informações importantes sobre o processo de construção deste currículo, que fora uma construção coletiva na qual os professores se esforçaram para escrever os pressupostos que fundamentam o currículo e posteriormente a sua implantação, passaram por uma formação para o seu uso. Essa formação apresentou pontos positivos no que se refere à ampliação dos conhecimentos dos professores acerca da fundamentação teórica do Currículo de Cascavel, mas também pontos negativos, quando falamos dos jargões e concepções transmitidas nestes cursos. Foi possível perceber que o Ensino de Ciências pouco avançou em relação às melhorias que o currículo prevê,de que os professores acham necessária uma reestruturação deste currículo, principalmente nos conteúdos, que apresentam-se em excesso.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-10T12:01:24Z No. of bitstreams: 2 Alexandre Scheifele.pdf: 1377409 bytes, checksum: b89d6515e65a095d9ce81dbddfe85d41 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-05-10T12:01:24Z (GMT). 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dc.title.por.fl_str_mv |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
title |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
spellingShingle |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. Scheifele, Alexandre Currículo Ensino de Ciências Anos Iniciais Representações Sociais Curriculum Teaching of Sciences Early Years Social Representations CIENCIAS HUMANAS::EDUCACAO |
title_short |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
title_full |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
title_fullStr |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
title_full_unstemmed |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
title_sort |
Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. |
author |
Scheifele, Alexandre |
author_facet |
Scheifele, Alexandre |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Strieder, Dulce Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4981747301070724 |
dc.contributor.referee1.fl_str_mv |
Ustra, Sandro Rogério Vargas |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9632550703149729 |
dc.contributor.referee2.fl_str_mv |
Meglhioratti, Fernanda Aparecida |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3719288552692207 |
dc.contributor.referee3.fl_str_mv |
Malacarne, Vilmar |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2174433445359774 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8471173903124675 |
dc.contributor.author.fl_str_mv |
Scheifele, Alexandre |
contributor_str_mv |
Strieder, Dulce Maria Ustra, Sandro Rogério Vargas Meglhioratti, Fernanda Aparecida Malacarne, Vilmar |
dc.subject.por.fl_str_mv |
Currículo Ensino de Ciências Anos Iniciais Representações Sociais |
topic |
Currículo Ensino de Ciências Anos Iniciais Representações Sociais Curriculum Teaching of Sciences Early Years Social Representations CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Curriculum Teaching of Sciences Early Years Social Representations |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The origins of the discussions about Brazil‘s school curriculum go back to the 30ies, with publications which focused on the theme, shaping the curriculum according to educational theories broadcasted at the time. Since then, countless researches focus on the theme, which go through different aspects as those social, political, economic, cultural, among others, and demonstrate the preoccupation of educators with the curricular policies and with the ideologies that permeate them. Given this situation, this paper seeks to give continuity to this legacy of investigations in regards to curriculum, and it concentrates itself on the Curriculum for Cascavel‘s Municipal Public Teaching Network, more specifically in the discipline of Sciences. This curriculum, relatively new, with implementation and use since 2008, guides teaching in a school network composed of 61 municipal schools, and has as its theoretical premises the Historical-Critical Pedagogy, the Dialectical and Historical Materialistic Method and the Historical-Cultural Psychology. With the objective of researching how this curriculum had been constructed, under the conception of nine teachers that participated directly in this construction and, in counterpart to that, eleven teachers who did not directly participate in this construction, but who use this curriculum nowadays to plan their classes, we have chosen the semi-structured interview with the usage of guide-questions and an audio-recorder, in order to later transcribe those interviews. To analyze these transcriptions, we have guided ourselves on the Theory of Social Representations, which allowed us to identify the representations of the teachers about the construction and applicability of this curriculum. It was possible to identify, then, in the representations of the teachers, a central core which was called as ―Guidance‖, as well as its peripheral systems and, from that, we were able to acknowledge some of our hypothesis. We were able to list important information about the process of construction of this curriculum, even if only in intention, it was to be a collective construction, in which the teachers tried hard to write the premises which fundament the curriculum and, later, its implementation, and went through a process of formation for its usage. This formation showed positive points, in regards to the broadening of knowledge of the teachers about the theoretical validity of Cascavel‘s Curriculum, as well as negative points, when we discuss the jargons and misconceptions transmitted in such courses. It was possible to perceive that the teaching of Sciences hardly went forward in regards to the improvements predicted by the curriculum and that the teachers find it necessary to have a restructuring this curriculum, mainly in its contents, which are given in excessiveness of this curriculum, mainly in its contents, which are given in excessiveness. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-06-06 |
dc.date.accessioned.fl_str_mv |
2018-05-10T12:01:24Z |
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 |
SCHEIFELE, Alexandre. Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. 2013. 207 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2013. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3614 |
identifier_str_mv |
SCHEIFELE, Alexandre. Representações de professores dos anos iniciais do ensino fundamental sobre o currículo e o ensino de ciências no município de Cascavel. 2013. 207 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2013. |
url |
http://tede.unioeste.br/handle/tede/3614 |
dc.language.iso.fl_str_mv |
por |
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por |
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600 600 600 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
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UNIOESTE |
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Brasil |
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Centro de Educação, Comunicação e Artes |
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Universidade Estadual do Oeste do Paraná Cascavel |
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