| dc.description.abstract | This monograph aimed to investigate how occurred the implantation of the curriculum of the Polytecnic in a school, the public schools of Rio Grande do Sul (RS). The study has a qualitative and quantitative approach characterized as a case study. Therefore, the investigation was guided by a questionnaire with closed questions for thirty school teachers and ten teachers of integrated seminar with the objective of verifying the understanding that the involved have about the new proposal of Polytecnic High School, structured and initiated in the year of 2012; the instrument this collection method enabled the construction of tabulated and commented graphs which contributed to the elaboration of the results of this investigation. In this sense, for the analysis, the research bases its ponderations in the current legislation and theoretical material and scholars related to the thematic such as: Federal Constitution (1988), Lei de Diretrizes e Bases da Educação (1996), PCNs (2000), Proposta de Reestruturação do Ensino Médio do RS (2011), Freire (1983; 2007), Luck (2007), Paro (2000), Sacristan (2000), among others. From the theoretical considerations surveyed and the questionnaire applied it was allowed to verify some challenges listed by teachers such as: school infrastructure, to provide universal learning means to students, professional staff, financial resources, laboratories and libraries suitable, support to the continuation of teachers’ studies, involvement of school community and professional recognition. Furthermore, research has shown the lack of participation of those involved in the process, the construction of polytechnic curriculum, thus manifesting the lack of a democratic school management. | |
