Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Brito, Viviane
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| Orientador(a): |
Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto 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: |
Faculdade de Educação
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| País: |
Brasil
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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://repositorio.pucsp.br/jspui/handle/handle/32554
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Resumo: |
This paper describes and problematizes the practices of curriculum management in digital media in a private basic education school, with two units, one in the city of Salvador and the other in Camaçari, Bahia, in the period of social isolation and suspension of classroom classes, contingency caused by Covid-19. Having management as the object of study, the dissertation presents an analysis of the actions and practices developed by the manager, from the view of the pedagogical leadership team of the school, teachers and parents of students who attended the 4th year of elementary school in the year 2020. The curricular reorganization triggered by the rupture of the plans built for face-to-face teaching demanded a series of critical reflections on the content and competencies to be worked on, on the inevitable arrangements in the schedule, on the list of immediate measures to provide additional technology resources, on the organization and guidance of educators in the preparation of the classes, of families and students in the management of the tools available for remote work, among other factors that were integrated and grounded in a detailed Work Plan, under the responsibility of the manager. The school had already been developing the digital curriculum, web curriculum, since 2015, when it put the teachers' planning in digital media, creating the opportunity for dialogue among all educators involved and, since then, promoting training for its professionals to use technologies in the organization of the curriculum. Thus, if the school faced with some ease the introduction of remote classes because it had some experience in the use of technologies, it found, on the other hand, several important challenges that had to be solved quickly, including the immediate mastery of new languages by educators and students. In this complex scenario, the manager led and coordinated, with her collaborators from the pedagogical leadership team and teachers' contributions, the Work Plan for Remote Learning, which articulated the different dimensions of curriculum management. Benefiting from the distance of time, the manager decided to investigate, through a field study, the successful management practices, those that deserve refinement and those that need to be eliminated in the process of implementing the web curriculum, developed in the pandemic period |
