Construção e implementação de uma proposta colaborativa de integração curricular na educação básica: possibilidades e limites para a inovação da gestão da aula

Abstract

This dissertation is linked to the Professional Master in Public Policy and Educational Management, in the research line (LP2) Pedagogical Management and Educational Contexts of the Education Center of the Federal University of Santa Maria. Based on the argument that integration in school practices is fundamental for the development of students, this research analyzes and discusses the process of construction and implementation of a collaborative proposal for curriculum integration in a basic education school. More specifically, we sought to answer the following research problem: What are the possibilities and constraints verified by a state school of basic education, located in the city of Santa Maria - RS, in the process of construction and implementation of a collaborative proposal for curriculum integration, from an interdisciplinary perspective? To this end, an interdisciplinary teaching project was developed and implemented, collaboratively between teachers and school management, using as a motivating theme a recipe for sponge cake. The actions of the research were guided by the qualitative methodology that was configured in the analysis of the entire process of collaboration between those involved, both in planning and in carrying out the proposal. As instruments of construction and information collection, the school documents were used (Pedagogical Project and School Regulations), questionnaires for the management team, teachers and students involved, entries in logbooks, photographs and illustrative drawings. Based on the information built and collected, significant contributions can be seen in relation to the interaction and collaboration among all those involved in the actions. From the analysis of the results, we can highlight as possibilities of collaborative work: the meeting moments for planning, organizing, and implementing activities, as well as favorable for the professional development of teachers, the integration and closeness among participants, and the innovation of pedagogical practice. In relation to the conditioning factors, the protocols of distancing due to the pandemic of COVID-19 and the teachers’ working conditions, with the lack of specific time for planning collaborative activities, stand out. Thus, it can be seen that the effectiveness of collaborative practices comes much more from the initiative and organization among the teachers themselves than from the working conditions found. On the other hand, for the planning and implementation of collaborative activities at school, a management anchored in the guiding principles of democratic management was necessary, where participation and the organizational climate are fostered throughout the process, from planning to the execution of actions.