Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Albuquerque, Rodrigo Bittencourt
 |
| Orientador(a): |
Silveira, Nadia Dumara Ruiz |
| 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/21417
|
Resumo: |
The school curriculum is much more than thinking about what to teach, it is also from the reality of the learning process of students and educators to understand the citizen training of the subject that one wishes to form. The construction of the school curriculum, contemplating the learning rights, must consider beyond its epistemological sense, the visions and values related to the diversity of belongings and socio-cultural contexts of the agents involved. It follows from this conception of curriculum, in a critical, democratic and emancipatory perspective the following research question: What is the meaning of the curricular components for children and adolescents subject to the process of schooling in public schools in the view of teachers? The research related to these problematizations has as a reference the general objective: to analyze the proposal of curricular reorganization of the teaching of History in the Public Public School of Education of the city of São Paulo and the repercussions of its construction on the teacher training process. The methodology adopted is characterized by its qualitative character, having as a procedure the analysis of official documents of the Municipal Education Network of São Paulo, as well as the records of the discussions that occurred during the process of elaboration of the curricular document contained in reports. The bibliographic review aims to deepen the analysis of the collected data and reflections about the documents analyzed. Among the results of the research, the recognition of diversity for a school curriculum representative of students of public education, considering its neglected historicity, stands out. Research reveals potentialities that favor the transformation of existing reality. It is observed that the construction of learning rights fosters discussions about educational strategies that promote the value of learners, place them as authors of the learning process, responsible for building equal relations |
