Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Cavalcanti, Fábio
 |
| Orientador(a): |
Carvalho, Celso do Prado Ferraz de |
| Banca de defesa: |
Carvalho, Celso do Prado Ferraz de,
Gouveia, Riama Coelho,
Tavares, Manuel,
Bauer, Carlos,
Miranda, Nonato Assis de |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2946
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Resumo: |
As a result of the 2017 High School Reform and the 2018 Common National Curriculum Base, the Secretariat of Education of the State of São Paulo presented the São Paulo Curriculum for the New High School in 2019. The proposal for the New High School Education announced in the official documents, is based on the student's life project, on the choices that students can make and on curricular flexibility, thus providing the so-called student protagonism. The Paulista Curriculum for the New High School was approved by the State Council of Education of the State of São Paulo in July 2020, officially becoming the pedagogical support material for the New High School. In 2021, the implementation of the curriculum began from the first year of high school. For 2022 it is planned to be implemented in the second series and in 2023 for the third series. Given this context, this research investigated the representation that have Physics teachers who work in schools in the state education network in the process of implementing this New High School, based on the objectives and expectations set by the official documents produced by Secretariat of Education of the State of São Paulo in the context of implementation of the reform. The general objective of this research was to analysis the documents and understand how Physics teachers, who work in schools in the state education network of São Paulo, perceive processes such as curricular flexibility and training itineraries and, in this way, build perceptions about the reform of high school. The research sources were the official documents of Secretariat of Education of the State of São Paulo produced in the process of implementation of the new high school in São Paulo and a set of interviews with teachers who teach Physics classes in integral schools in the biggest São Paulo region. We found that the way in which the implementation of the new high school has taken place, causes a lot of tension, anxiety, discomfort and uncertainty among teachers. We figured out that there is little discussion and concern with the broader issues that involve the debate on curriculum and greater concern with issues that involve the teaching-learning processes in physics classes. In general, we can say that the interviews with the teachers show that the biggest criticism is made to the way in which the implementation of the reform of the new high school took place, in the remote format via São Paulo Media Center, while the defense of the actions of Secretariat of Education of the State of São Paulo in several aspects, specifically of teachers who teach Physics in public schools of integral education, is frequent. We can say that among the teachers who were interviewed, the broader aspects involving the ongoing reform are little noticed, specifically the interests of the private sector with a model of light and punctual training. Although, in their speeches, there are elements of criticism of the way in which the reform has been implemented. |
