| dc.description.abstract | This study has the aim to investigate how the activity of an elementary school teacher of the first grades, concerning his/her participation in the collaborative construction of the curriculum, interferes in the process of curriculum redesigning in a school of the Marist Brothers Institution. The study has a qualitative approach characterized by the use of a case study and cartography as methodological strategies. The instruments used for data collection were analysis of the institutional documents, a semi-structured interview with the pedagogical coordinator in charge of the segment, and work follow-up by knowledge area, developed by the first grade teachers of the elementary school in a Marist School, through questionnaires as well as theme diary data collection. Data analysis focused on the perspective of cooperative and collaborative work, teacher engagement in the curriculum restructuring proposal, correlation of school demands and the teaching practice and the teacher’s role in the curriculum construction. Such input has evidenced the teacher’s importance in the construction and activity of the curriculum and its contributions, supported by his/her experiences repertoire, knowledge and activity specificities. Furthermore, the conditions for the planning and assessment of the work developed have shown the encounter of expected and unexpected demands for those moments. Finally, the study has evidenced the need of careful planning with significant agenda for the pedagogical meetings as well as for actions of continuous education, proposing an intervention in order to guarantee professional development and teaching qualification. | |
