Tesis
Educação em ciências e matemática no ensino médio inovador : uma análise sobre integração curricular
Fecha
2016-05-03Registro en:
CRUZ, Ana Cristina da. Educação em ciências e matemática no ensino médio inovador: uma análise sobre integração curricular. 2016. 135 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016.
Autor
Lima, Tânia Maria de
Wielewski, Gladys Denise
http://lattes.cnpq.br/4154014326253864
http://lattes.cnpq.br/1003388291863684
Lima, Tânia Maria de
275.001.791-20
http://lattes.cnpq.br/1003388291863684
Wielewski, Gladys Denise
502.478.161-91
http://lattes.cnpq.br/4154014326253864
275.001.791-20
502.478.161-91
Kapitango-a-Samba, Kilwangy Kya
227.974.058-38
http://lattes.cnpq.br/6952349205800043
Ferreira, Marcia Serra
911.819.417-68
http://lattes.cnpq.br/1158437195086725
Institución
Resumen
This research focuses on the Curricular Integration in Natural Sciences and Mathematics in
the context of a Pro-EMI innovative high school. The goal is to understand conceptions
related to curricular integration in two schools in the state of Mato Grosso identifying
propositions and practices of curricular integration in the areas of Natural Sciences and
Mathematics. The referential that guide the research and analysis are based in the theoretical
contributions of authors who deal with educational policies (Ball, 1987, 1992, 2001, 2002a,
2002b, 2006), innovation (MESSINA, 2001 and CARBONELL, 2002), curriculum and
curricular integration (BEANE, 1997; FERREIRA et al 2014 FERREIRA & JAEHN, 2012;
LOPES, 2001, 2008; LOPES and MACEDO, 2002 and 2011; MACEDO, 2006;
SACRISTÁN, 2000; SANTOMÉ, 1998) and high school (FRIGOTTO, 2003; and
FRIGOTTO CIAVATTA, 2003). The research methodology, the qualitative type, was guided
by a desire to seek answers to the following problem: How is conceived and developed
curricular integration in the area of natural sciences and Mathematics in the context of
Innovative High School in two schools in the state of MT? Eight teachers made part of
investigation in the areas of Natural Sciences and Mathematics and two articulators of
ProEMI actions. Data were collected through official documents (international, national, state
and scholar), observations and semi-structured interviews. The analyzes indicate that most
teachers do not understand the objectives and the proposal of curriculum redesign at ProEMI;
however, we can see efforts in order to favor the learning of students. The curricular
integration tends to be associated with interdisciplinarity and development of curricular
projects with more emphasis on diverse part of the curriculum. Although official curricular
documents (PCNEM, OCNEM, DCNEM), giving emphasis to the speech of the integrated
curriculum, from the areas of knowledge, in practice this purpose proved to be fragile. The
analyzes also indicate that the presupposition of curriculum organization through the
integrating axis "work, science, culture and technology" tends to be obliterated. One of the
factors identified as limit of curricular integration is the initial and continuing teacher training.
In summary, the analyzes confirm the thesis that the curricular policies are not implemented
by virtue of official texts that seek to promote innovation and change in pedagogical work. It
happens because the curriculum is space of tensions, disputes, reterritorializations and
hybridism due to the performance of teachers and the conditions of educational institutions.