Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Brandão, Sílvia Helena Antunes Bueno
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| Orientador(a): |
Brito, Regina Lúcia Giffoni Luz de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Educação
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| País: |
BR
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| 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/9788
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Resumo: |
The present research aims at studying the impact of the ways through which History teachers produce curricula knowledge and reflect about them, in the final years of Primary Education. The subjects that took part in this study were History teachers working in private schools from the east, south and centre-south zones in the city of São Paulo in the state of São Paulo, Brazil. This study begins with an investigation on the theoretical foundation that confers meaning to the pedagogical practice and curricula policies, through bibliographical survey and document analyses, always in reference to the contextualized application of the curricula and the reflective practice of the teachers. It demonstrates how History came about as a school subject and the developments that brought about the influence of the State over the History curricula. The methodology adopted, complemented by the bibliographical survey and document analyses, is based on a qualitative approach of the research carried out though in-depth inquiry, detailed testimonials and reflective interviews with the subjects involved. The results enabled a comprehensive understanding of the circumstances that influence teachers decisions, how they relate to the curricula knowledge and how they develop practical theories to sustain their actions. The study shows that teachers relate to the curricula both at personal and social levels. The decisions made in the classroom are usually based on subjective paradigms, either constructed from their own personal experiences or from the experiences they have within the school context, with students and other social agents. Together with teachers' decision process comes the reflection of their experience that leads them to the formulation of theories from and about their practice, a process that allows them to reinforce or reformulate their actions and their own professional development. Based on the reflective process of theory and practice, as they relate to the curricula, teachers have the chance to promote significant curricula changes |
