Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Silva, Henrique Souza da |
| Orientador(a): |
Abramowicz, Mere |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22174
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Resumo: |
The present research deals with the contribution of the curriculum component Life Project in Full-Time Instruction High Schools of Sao Paulo’s State Educational System. The subject Life Project presents a great relevance in the pedagogical project of Full-Time Instruction High Schools, aiming to guide the young students, considering their experience in the construction of their life project, through the comprehension of the wide social, cultural, economic and technical-scientific complexity, the ambiguity of the familiar structures and the new scenarios of the educational curricular proposals. The interest for the theme arose from the reflections about the young high school students and from the discussions about the characteristics of this stage of elementary education, which faces large school dropout rates, and about the objectivity of pedagogical sense and, not least, about the expressions of the personality of this student who seeks a sense of life. These questions with all paradoxes and ambivalences which are common to the young students, with their fears, worries, emotional instabilities, obligations, dreams, always accompanied by the questions about what is the sense of being in school? How to plan the future? What is the importance of learning, or teaching certain content, in the case of the teacher? How to deal with all of this, all the insecurity and anguish of the young students considering the decision-making in life, emphasizing the importance of have a life project. In this sense, the research has a current and innovative relevance to the scenario of High School Education Reform. It presents, through the curriculum component Life Project, an interdisciplinary pedagogical itinerary in the different areas of knowledge, based on strategies that promote the development of skills and competences, which go beyond the cognitive scope, and that allow to integrate knowledge to the education of young student that leads him/her to have full participation in the society. For this, the present research used a qualitative approach, following a methodological route from references of legal documents and published works about the Life Project. The pedagogical practice of the theory offered by the research allowed the acquisition of pedagogical experiences with daily practices integrated into the students' Life Project. This can help us to understand the young student as an integral person, who understands and recognizes him/herself and establishes a transforming educational practice in the history of life |
