Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Pessoa, Valda Inês Fontenele
 |
| Orientador(a): |
Fazenda, Ivani Catarina Arantes |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
Educação
|
| País: |
BR
|
| 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/9591
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Resumo: |
This research aims at developing a critical eye on what was a real training course for educators, which claimed to be interdisciplinary. In order to do that, this research analyses how this curriculum has been done in its daily routine and how it has impacted the construction process of professional identities. The investigation uses the interdisciplinary approach to provide it with an analytical support. Different strategies are used in order to make up a methodological framework, which selection was based on the needs presented by the investigation process. The researcher training history, document analysis, interviews, everyday curriculum written memories, theoretical material used for the curriculum and a journal relating the research journey form a set of these strategies. The study allows finding out that the partnership-based work can always be more than the individual work of the teacher, group, or institutions involved in the process, allowing for a lot of knowledge exchange through dialogs and multiple views and, therefore, the completion of a more interdisciplinary curricular project. It also verifies that the partnership experienced through university has been basing professional identities of the group of teachers interviewed. The study also shows the proximity and complementariness of the approach developed by Boff with Fazenda s interdisciplinary approach, characterized by the care metaphor. It can be observed that curricular reality is polyparadigmatic, being reduced to the possibility of a sole paradigm determining the daily events of curricular practices. It also shows significant aspects lived in a curriculum which characterize an interdisciplinary experience: teachers speech; partnership and register; playfulness; educational workshops; literature and consequential evaluation. Finally, it compares curricular practices situations of 10 teachers from Primary School before they take part in the teacher training curriculum to what they state they are currently doing |
