Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Ensino de Ciência e Tecnologia |
Texto Completo: | https://periodicos.utfpr.edu.br/rbect/article/view/10550 |
Resumo: | This study presents the results obtained from a training process developed with fellows and supervisors of the Institutional Program for Teaching Initiation Scholarships (PIBID) in order to reflect on the possibility of implementing critical / transforming curricula in science education. The results obtained from a questionnaire, interviews and diaries prepared by the subjects participating in the research were analyzed in the light of the Discursive Textual Analysis (ATD) and four emerging categories were arrived at: The restructuring of the curriculum based on working with the Generating Themes; Interdisciplinary and collective work; Dialogue as a way of enabling the problematization of reality; and A new look at the school and the Higher Education institution. From the categories, it was possible to recognize the importance of initial and continuing education in the development of critical curricula, as well as the need for collective and interdisciplinary work in science education. |
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Revista Brasileira de Ensino de Ciência e Tecnologia |
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Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBIDElaboração e implementação de currículos críticos/transformadores: um olhar para um processo formativo no âmbito do PIBIDEDUCAÇÃO/CURRÍCULOCurrículo; Temas Geradores; PIBIDCurriculum; Generating Themes; PIBIDThis study presents the results obtained from a training process developed with fellows and supervisors of the Institutional Program for Teaching Initiation Scholarships (PIBID) in order to reflect on the possibility of implementing critical / transforming curricula in science education. The results obtained from a questionnaire, interviews and diaries prepared by the subjects participating in the research were analyzed in the light of the Discursive Textual Analysis (ATD) and four emerging categories were arrived at: The restructuring of the curriculum based on working with the Generating Themes; Interdisciplinary and collective work; Dialogue as a way of enabling the problematization of reality; and A new look at the school and the Higher Education institution. From the categories, it was possible to recognize the importance of initial and continuing education in the development of critical curricula, as well as the need for collective and interdisciplinary work in science education.Este estudo apresenta os resultados obtidos a partir de um processo formativo desenvolvido com bolsistas e supervisores do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) no intuito de refletir sobre a possibilidade de implementação de currículos críticos/transformadores no ensino de ciências. Os resultados obtidos a partir de questionário, entrevistas e diários elaborados pelos sujeitos participantes da pesquisa foram analisados a luz da Analise Textual Discursiva (ATD) e chegou-se a quatro categorias emergentes: A reestruturação do currículo a partir do trabalho com os Temas Geradores; O trabalho interdisciplinar e coletivo; O diálogo como forma de possibilitar a problematização da realidade; e Um novo olhar para a escola e para a instituição de Ensino Superior. A partir das categorias foi possível reconhecer a importância da formação inicial e continuada na elaboração de currículos críticos, bem como a necessidade de um trabalho coletivo e interdisciplinar no ensino de ciências.Universidade Tecnológica Federal do Paraná (UTFPR)Paniz, Catiane MazoccoMuenchen, Cristiane2020-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/1055010.3895/rbect.v13n3.10550Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 3 (2020)1982-873X10.3895/rbect.v13n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/10550/pdfDireitos autorais 2020 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:41:04Zoai:periodicos.utfpr:article/10550Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:41:04Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID Elaboração e implementação de currículos críticos/transformadores: um olhar para um processo formativo no âmbito do PIBID |
title |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID |
spellingShingle |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID Paniz, Catiane Mazocco EDUCAÇÃO/CURRÍCULO Currículo; Temas Geradores; PIBID Curriculum; Generating Themes; PIBID |
title_short |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID |
title_full |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID |
title_fullStr |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID |
title_full_unstemmed |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID |
title_sort |
Development and implementation of critical curriculum/transformers: a look at a training process within the scope of PIBID |
author |
Paniz, Catiane Mazocco |
author_facet |
Paniz, Catiane Mazocco Muenchen, Cristiane |
author_role |
author |
author2 |
Muenchen, Cristiane |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Paniz, Catiane Mazocco Muenchen, Cristiane |
dc.subject.por.fl_str_mv |
EDUCAÇÃO/CURRÍCULO Currículo; Temas Geradores; PIBID Curriculum; Generating Themes; PIBID |
topic |
EDUCAÇÃO/CURRÍCULO Currículo; Temas Geradores; PIBID Curriculum; Generating Themes; PIBID |
description |
This study presents the results obtained from a training process developed with fellows and supervisors of the Institutional Program for Teaching Initiation Scholarships (PIBID) in order to reflect on the possibility of implementing critical / transforming curricula in science education. The results obtained from a questionnaire, interviews and diaries prepared by the subjects participating in the research were analyzed in the light of the Discursive Textual Analysis (ATD) and four emerging categories were arrived at: The restructuring of the curriculum based on working with the Generating Themes; Interdisciplinary and collective work; Dialogue as a way of enabling the problematization of reality; and A new look at the school and the Higher Education institution. From the categories, it was possible to recognize the importance of initial and continuing education in the development of critical curricula, as well as the need for collective and interdisciplinary work in science education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-19 |
dc.type.none.fl_str_mv |
|
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.utfpr.edu.br/rbect/article/view/10550 10.3895/rbect.v13n3.10550 |
url |
https://periodicos.utfpr.edu.br/rbect/article/view/10550 |
identifier_str_mv |
10.3895/rbect.v13n3.10550 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/10550/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2020 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2020 CC-BY http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 3 (2020) 1982-873X 10.3895/rbect.v13n3 reponame:Revista Brasileira de Ensino de Ciência e Tecnologia instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
collection |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository.name.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
||rbect-pg@utfpr.edu.br |
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