Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Perez, Cassiana de Souza
 |
| Orientador(a): |
Chizzotti, Antonio |
| 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: |
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/9621
|
Resumo: |
In 2008 the São Paulo State Department of Education (SEESP) implemented a curriculum proposal that in 2009 became the Official State Curriculum. Such a proposal was justified by the argument that the Law of Guidelines and Bases of Education (LDB) has given autonomy to schools and brought a decentralization which did not work along the years. With the National Curriculum Parameters (PCNs) a new proposal is directed towards the teaching of Natural Sciences considering the cognitive development, own experiences, age, cultural and social identities and the different meanings and values that Science can has for the students, aiming a significant learning. However the State of São Paulo did not develop clear strategies for the educators in order to deal with this new way of teaching. Such autonomy acquired by schools seemed more like a laissez-faire curriculum without discussions for a differentiated learning. So the new SEESP curricular proposal arises, sleeps with the laissez-faire curriculum and wakes up with the prescribed curriculum that must be adopted by all schools without considering the educator's heterogeneity. This research has the goal to listen to the teachers of discipline Physical and Biological Sciences from the São Paulo State Official Education in order to have answers to the following question: how teachers received, understood and are carrying out the curriculum proposed by the SEESP? We aimed to develop a qualitative research with results obtained from the dialogs with the teachers as well as the bibliographic research. We hope, with this study, bring the school, as a wholly, to a reflection process of and not for the school in a sense to contribute for the reflection of the praxis in the current curriculum context |
