Indagações sobre currículo: processo de recontextualização em uma escola potiguar
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2016
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A investigação desenvolvida na presente dissertação teve como foco averiguar as concepções dos
professores sobre o currículo em uma escola pública do Ensino Fundamental, em Natal, no Rio
Grande do Norte – Brasil, tendo como objeto de estudo o documento “Indagações sobre
Currículo”, especificamente o eixo Currículo e Desenvolvimento Humano, como mobilizador
para as concepções dos professores sobre Currículo na reorganização da Proposta Curricular, bem
como os estudos do sociólogo inglês, Basil Bernstein, fundamentando o processo de
recontextualização do discurso pedagógico. Tal investigação caracterizou-se como sendo
exploratória com abordagem qualitativa na análise dos dados e, além de ser qualitativa, a pesquisa
também é bibliográfica e de campo, pois contou com a participação de 03 (três) educadores da
referida escola, que foram entrevistadas. Diante da concepção de currículo apresentada,
considerou-se que o objetivo proposto foi alcançado, observando-se que a escola investigada foi
uma das poucas que estudou o documento do Ministério da Educação, de acordo com um estudo
prévio realizado pela autora nas escolas públicas do município de Natal, e que sistematiza a
Proposta Curricular no Projeto Político Pedagógico. E mais ainda, recontextualiza o discurso
pedagógico de acordo com as práticas. Ao término do estudo, constatou-se que a investigação
proporcionou uma contribuição para sugerir uma política de formação inicial e continuada dos
professores, estabelecendo como base um aprofundamento no que se refere às indagações sobre
currículo e os processos de recontextualizacão do discurso pedagógico na escola na perspectiva de
desenvolvimento humano.
The investigation developed in this dissertation had as main concerns to investigate the conceptions of teachers about curriculum in a public elementary school, in Natal, in Rio Grande do Norte – Brazil, having as basis the study of the document “Inquiries on Curriculum”, specifically the Curriculum and Human Development Axis, as mobilizing for the conceptions of teachers on curriculum in the reorganization of Curriculum Proposal, as well as the studies of the English sociologist, Basil Bernstein, basing the process of recontextualization of the pedagogical discourse. Such research was characterized as exploratory with a qualitative approach in the data analysis, and besides being qualitative, this is also a bibliographical and field research, for it had the participation of three educators of the school we talk previously, who were interviewed. Before the presented curriculum conception, it was considered that the proposed objective has been achieved, observing that the school investigated was one of the few which studied the document of the Ministry of Education, according to a previous study made by the author in the public schools in Natal, and that systematizes the curriculum proposal in the political pedagogical project. And even more, it recontextualizes the pedagogical discourse in accordance with the practices. At the end of the study, it was found that the research provided a contribution to suggest a policy of initial and continuing training teachers, setting as base a deepen in the inquiries about curriculum and recontextualization processes of pedagogical discourse in school under human development perspective.
The investigation developed in this dissertation had as main concerns to investigate the conceptions of teachers about curriculum in a public elementary school, in Natal, in Rio Grande do Norte – Brazil, having as basis the study of the document “Inquiries on Curriculum”, specifically the Curriculum and Human Development Axis, as mobilizing for the conceptions of teachers on curriculum in the reorganization of Curriculum Proposal, as well as the studies of the English sociologist, Basil Bernstein, basing the process of recontextualization of the pedagogical discourse. Such research was characterized as exploratory with a qualitative approach in the data analysis, and besides being qualitative, this is also a bibliographical and field research, for it had the participation of three educators of the school we talk previously, who were interviewed. Before the presented curriculum conception, it was considered that the proposed objective has been achieved, observing that the school investigated was one of the few which studied the document of the Ministry of Education, according to a previous study made by the author in the public schools in Natal, and that systematizes the curriculum proposal in the political pedagogical project. And even more, it recontextualizes the pedagogical discourse in accordance with the practices. At the end of the study, it was found that the research provided a contribution to suggest a policy of initial and continuing training teachers, setting as base a deepen in the inquiries about curriculum and recontextualization processes of pedagogical discourse in school under human development perspective.
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Orientação: Elsa Bacala Estrela
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, CURRÍCULOS ESCOLARES, ESTUDOS DE CASO, BRASIL, EDUCATION, SCHOOL CURRICULA, CASE STUDIES, BRAZIL