| dc.description.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. | |
