A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://hdl.handle.net/11449/232393 |
Resumo: | This work aims to investigate the process of adapting the teaching of chemistry in schools and teachers after the new curricular organization according to the demands of the Base Nacional Comum Curricular (BNCC). The core of our study focuses on the responses of 29 teachers to our questionnaire, but two chapters have been developed to support our research. In chapter 1, we sought to contextualize how the creation and application of the Parâmetros Curriculares Nacionais (PCN) and the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) were used, documents used until mid-2018, when the BNCC text comes into force. In chapter 2, we discussed the challenges of teaching Chemistry to the BNCC, we analyzed the curricular guidelines for the area of Natural Sciences and its Technologies for High School, as well as, the three specific competences of the area and their abilities. We also analyzed the process of adapting the curriculum of the state of São Paulo in relation to BNCC, considering the discipline of Chemistry and comparing the curricular contents in force with those prior to the approval of the BNCC. Having done the theoretical foundation, in chapter 3 we present the research methodology used for data collection. Through qualitative analysis, we analyzed the 14 questions delivered to the 29 participants online via Google Forms. The analysis was divided into two parts, in which the first 10 questions were intended to make a brief characterization of the teacher, about his training, length of professional experience and working methods. And the final 4 questions, asked the teachers how the demands of the BNCC would be incorporated into their work. The categories of analysis and the discussions regarding the data collected in the questionnaire are presented in chapter 4. We can verify with the analysis of the responses that all teachers came into contact with at least some discussion about the BNCC and the reform of High School, however, many did not read the document in full and did not reflect on the new demands. Regarding the implementation in schools, we observed that only a small part of the schools are adapting to the update and implementation of a new curriculum, the majority is waiting for guidance to start the process, in relation to the continued training of teachers, most of the participants mentioned the absence of continuing education and the lack of teaching materials such as books and handouts with the new guidelines as a reason for not having started a redesign of their classes and teaching methodologies. |
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A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de QuímicaThe reform of High School: the main impacts on the process of flexibilization in the new structure of the National Curricular Common Base in Chemistry TeachingChemistryChemistry teachingQuímicaProfessores FormaçãoEnsino CurrículosThis work aims to investigate the process of adapting the teaching of chemistry in schools and teachers after the new curricular organization according to the demands of the Base Nacional Comum Curricular (BNCC). The core of our study focuses on the responses of 29 teachers to our questionnaire, but two chapters have been developed to support our research. In chapter 1, we sought to contextualize how the creation and application of the Parâmetros Curriculares Nacionais (PCN) and the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) were used, documents used until mid-2018, when the BNCC text comes into force. In chapter 2, we discussed the challenges of teaching Chemistry to the BNCC, we analyzed the curricular guidelines for the area of Natural Sciences and its Technologies for High School, as well as, the three specific competences of the area and their abilities. We also analyzed the process of adapting the curriculum of the state of São Paulo in relation to BNCC, considering the discipline of Chemistry and comparing the curricular contents in force with those prior to the approval of the BNCC. Having done the theoretical foundation, in chapter 3 we present the research methodology used for data collection. Through qualitative analysis, we analyzed the 14 questions delivered to the 29 participants online via Google Forms. The analysis was divided into two parts, in which the first 10 questions were intended to make a brief characterization of the teacher, about his training, length of professional experience and working methods. And the final 4 questions, asked the teachers how the demands of the BNCC would be incorporated into their work. The categories of analysis and the discussions regarding the data collected in the questionnaire are presented in chapter 4. We can verify with the analysis of the responses that all teachers came into contact with at least some discussion about the BNCC and the reform of High School, however, many did not read the document in full and did not reflect on the new demands. Regarding the implementation in schools, we observed that only a small part of the schools are adapting to the update and implementation of a new curriculum, the majority is waiting for guidance to start the process, in relation to the continued training of teachers, most of the participants mentioned the absence of continuing education and the lack of teaching materials such as books and handouts with the new guidelines as a reason for not having started a redesign of their classes and teaching methodologies.Este trabalho tem o intuito de investigar o processo de adequação do ensino de química nas escolas e dos professores após a nova organização curricular de acordo com as demandas da Base Nacional Comum Curricular (BNCC). O cerne de nosso estudo centra-se nas respostas de 29 professores ao nosso questionário, porém foram desenvolvidos dois capítulos para fundamentar nossa pesquisa. No capítulo 1, buscamos contextualizar como foi a criação e aplicação dos Parâmetros Curriculares Nacionais (PCN) e os Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM), documentos usados até meados de 2018, quando entra em vigor o texto da BNCC. No capítulo 2, discutimos os desafios de ensinar Química frente à BNCC, analisamos as diretrizes curriculares para a área de Ciências da Natureza e suas Tecnologias para o ensino Médio, assim como, as três competências específicas da área e suas habilidades. Analisamos também, o processo de adaptação do currículo do estado de São Paulo em relação a BNCC, considerando a disciplina de Química e comparando os conteúdos curriculares vigentes aos anteriores a homologação da BNCC. Feita a fundamentação teórica, no capítulo 3 apresentamos a metodologia de pesquisa utilizada para a coleta de dados. Por meio da análise qualitativa, analisamos as 14 questões entregues aos 29 participantes de maneira online via Google Forms. A análise foi dividida em duas partes, nas quais as 10 primeiras questões tinham a intenção de fazer uma breve caracterização do professor, sobre sua formação, tempo de experiência profissional e métodos de trabalho. E as 4 questões finais, perguntavam aos professores como as demandas da BNCC seriam incorporadas ao seu trabalho. As categorias de análise e as discussões a respeito dos dados coletados no questionário são apresentadas no capítulo 4. Podemos verificar com as análises das respostas, que todos os professores entraram em contato com pelo menos alguma discussão sobre a BNCC e a reforma do Ensino Médio, porém, muitos não realizaram a leitura do documento na íntegra e não refletiram sobre as novas demandas. Sobre a implementação nas escolas, observamos que apenas uma pequena parte das escolas estão se adequando a atualização e implementação de um novo currículo, a maioria aguarda orientações para iniciar o processo, em relação a formação continuada de professores, a maioria dos participantes citaram ausência de formação continuada e a falta de materiais didáticos como livros e apostilas com as novas diretrizes como motivo para não terem iniciado um replanejamento de suas aulas e metodologias de ensino.Universidade Estadual Paulista (Unesp)Prado, Letícia doUniversidade Estadual Paulista (Unesp)Oliveira, Mariana Santos de2022-04-29T14:40:38Z2022-04-29T14:40:38Z2020-09-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisapplication/pdfhttp://hdl.handle.net/11449/232393porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESP2023-12-09T06:24:55Zoai:repositorio.unesp.br:11449/232393Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:53:08.228553Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química The reform of High School: the main impacts on the process of flexibilization in the new structure of the National Curricular Common Base in Chemistry Teaching |
title |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química |
spellingShingle |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química Oliveira, Mariana Santos de Chemistry Chemistry teaching Química Professores Formação Ensino Currículos |
title_short |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química |
title_full |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química |
title_fullStr |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química |
title_full_unstemmed |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química |
title_sort |
A reforma do Ensino Médio: os principais impactos no processo de flexibilização na nova estrutura da Base Nacional Comum Curricular no Ensino de Química |
author |
Oliveira, Mariana Santos de |
author_facet |
Oliveira, Mariana Santos de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Prado, Letícia do Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Oliveira, Mariana Santos de |
dc.subject.por.fl_str_mv |
Chemistry Chemistry teaching Química Professores Formação Ensino Currículos |
topic |
Chemistry Chemistry teaching Química Professores Formação Ensino Currículos |
description |
This work aims to investigate the process of adapting the teaching of chemistry in schools and teachers after the new curricular organization according to the demands of the Base Nacional Comum Curricular (BNCC). The core of our study focuses on the responses of 29 teachers to our questionnaire, but two chapters have been developed to support our research. In chapter 1, we sought to contextualize how the creation and application of the Parâmetros Curriculares Nacionais (PCN) and the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) were used, documents used until mid-2018, when the BNCC text comes into force. In chapter 2, we discussed the challenges of teaching Chemistry to the BNCC, we analyzed the curricular guidelines for the area of Natural Sciences and its Technologies for High School, as well as, the three specific competences of the area and their abilities. We also analyzed the process of adapting the curriculum of the state of São Paulo in relation to BNCC, considering the discipline of Chemistry and comparing the curricular contents in force with those prior to the approval of the BNCC. Having done the theoretical foundation, in chapter 3 we present the research methodology used for data collection. Through qualitative analysis, we analyzed the 14 questions delivered to the 29 participants online via Google Forms. The analysis was divided into two parts, in which the first 10 questions were intended to make a brief characterization of the teacher, about his training, length of professional experience and working methods. And the final 4 questions, asked the teachers how the demands of the BNCC would be incorporated into their work. The categories of analysis and the discussions regarding the data collected in the questionnaire are presented in chapter 4. We can verify with the analysis of the responses that all teachers came into contact with at least some discussion about the BNCC and the reform of High School, however, many did not read the document in full and did not reflect on the new demands. Regarding the implementation in schools, we observed that only a small part of the schools are adapting to the update and implementation of a new curriculum, the majority is waiting for guidance to start the process, in relation to the continued training of teachers, most of the participants mentioned the absence of continuing education and the lack of teaching materials such as books and handouts with the new guidelines as a reason for not having started a redesign of their classes and teaching methodologies. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-24 2022-04-29T14:40:38Z 2022-04-29T14:40:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
format |
bachelorThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11449/232393 |
url |
http://hdl.handle.net/11449/232393 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
publisher.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
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reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
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UNESP |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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1808129134265630720 |