Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Dantas, Douglas Martins
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| Orientador(a): |
Masetto, Marcos Tarciso
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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 Pós-Graduação 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/43879
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Resumo: |
The reform of high school education has been the subject of intense discussions and debates in recent years. The proposed change, introduced by Law 13,415/2017, was restructured and ratified by Law 14,945, dated July 31, 2024. It aims to implement curricula composed, inseparably, of basic general education and formative pathways. To this end, Brazilian states and schools are working to understand how to build the new curricular structures by integrating formative pathways into their curricula. This process presents many challenges and opportunities in creating a proposal for formative pathways with educational aspects. In this context and in light of the need to implement this change, this research aims to analyze, based on curriculum theories, legislation, and the pedagogical proposal for the New High School, the possible challenges and opportunities in building a curricular structure for an Integrated Formative Pathway that allows for the integration of knowledge areas, focusing on students' learning and the objectives of this stage of basic education. The methodology used in this research is defined as qualitative research, working with critical bibliographical and documentary studies. The analysis of the data reveals the pedagogical implications of the legislative changes, as well as pedagogical and curricular issues and recommendations for changes or the implementation of formative pathways, grounded in a theoretical understanding of the curriculum, considering the works of Gimeno Sacristan (1998) and Dewey (1979), along with the innovative curriculum proposals by Gaeta (2012), KellerFranco (2012), Masetto and Gaeta (2016, 2018, 2023), Masetto (2012, 2018), and Keller-Franco and Masetto (2018). This analysis led to the development of a path that takes into account the necessary care for ensuring that the formative pathway constructed by schools respects local culture, context, and reality, offering an educational proposal for the flexible part of the curriculum. For this, an integrated formative pathway is proposed through an interdisciplinary project, as we envision pedagogical proposals for formative pathways with curricular structures different from the disciplinary model |
