Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Masullo, Maria Helena
 |
| Orientador(a): |
Ponce, Branca Jurema |
| 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/9656
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Resumo: |
The Law no. 11.684/2008, which determines the obligation of Philosophy as a component of the curriculum of Brazilian High School, has revealed the need to know about the reality of professionals working in their teaching. Who are these teachers? What are their profile? What they think about the subject they teach? What are the difficulties they face and how to overcome them? To answer these questions, this paper examines the context in which it develops the performance of teachers of Philosophy at High School of Rede Estadual Paulista and the consequences coming from mandatory inclusion of the discipline, based on the perception of these teachers. The research was supported by the analysis of content and can be classified as quantitative and qualitative in the face of the association of quantitative data on sex, age, functional status and training of teachers that teach Philosophy at Public School in São Paulo State qualitative data collected through written questionnaires plus interviews. The data collected indicate how adverse is the context in which the practice of teachers is held in São Paulo High School; low salaries; overcrowded classrooms; few lessons in the grid; excessive working day; dissociation between conception and implementation of curriculum; segregation category between effective and ineffective teachers; few and deficient continuing education courses; poor infrastructure. Despite the unfavorable context, these teachers advocate the possibility of teaching Philosophy contribute to the human development of the students of High School and therefore seek to legitimize this teaching. The theoretical framework is based on Gimeno Sacristán (1998; 1999) for questions that refer to the curriculum and on Gallo (2011; 2007) with regard to the Teaching of Philosophy |
