O curr??culo da disciplina de f??sica: compreens??o de um grupo de professores da rede estadual de ensino do estado de S??o Paulo

• Ano de defesa: 2017
• Autor(a) principal: Silva, Alexandre Afranio Hokama
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de, Teixeira, Rosiley Aparecida, Bioto-Cavalcanti, Patricia Aparecida, Haas, Celia Maria, Fagundes, Maria Beatriz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: rede estadual de ensino de S??o Paulo; curr??culo de f??sica; professores de f??sica; pol??tica curricular; concep????es de curr??culo
• Palavras-chave em Inglês: physics curriculum; physics teachers; curriculum policy; curriculum conceptions; state education network of S??o Paulo
• Palavras-chave em Espanhol: plan de estudios de la materia de f??sica; profesores de la materia de f??sica; pol??tica curricular; las ideas del plan de estudios; red de ense??anza del estado de San Pablo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1663

The present investigation has as object of study the curriculum of the discipline of physics of the Secretariat of Education of the State of S??o Paulo (SEE-SP). The curriculum in question was implemented since 2008, as part of a broad set of measures aimed at improving the quality of education. Our objective was to know how a group of teachers of the state education network of S??o Paulo understand the demands implemented by the curriculum in their work. To achieve this objective, our initial concern was to map the recent production of curriculum policies. After that we map the physics curriculum proposals that have been a reference for the teachers of the state education network of S??o Paulo, specifically those of the Coordination of Studies and Pedagogical Norms (CENP), the Group of Reprocessing of Physical Education (GREF) and the National Curriculum Parameters (PCN +) . The analysis of the document shows that the CENP proposal approaches a traditional concept of curriculum. The GREF proposal and the PCN+ incorporate aspects that bring them closer to critical and post-critical curriculum theories. The analysis of the document that underlies the SEE-SP physics curriculum reveals the presence of aspects of all previous proposals. To verify how teachers understand these documents and how their work is impacted, we conducted semi-structured interviews with a group of teachers, who were selected by the criterion of availability. The interview was divided into four blocks and dealt with the training, career, work and practice in the classroom. Teachers' statements emphasize the criticism that they do not feel involved in curriculum development, that the peculiarities of school contexts are disregarded, which generates a large gap between what the curriculum aims for and the conditions of the students. They also affirm the absence of didactic resources and inadequate infrastructure.