Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Branquinho, Rubens dos Santos
 |
| 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/9609
|
Resumo: |
The changes in the world economic mainly from the 1970s eventually determine reflexes in various social sectors among them education, considered in this new order, strategic sector for the globalization of capital. Pact with the precepts of this order marketcratic the State Department of Education of the State of São Paulo, imbued with the spirit of total quality , prescribed for schools that make up its network in 2008 a curriculum called São Paulo, makes school . This proposal among other things the schools conceives the role of executing a project developed by experts outside the school reality, redefining the role of teacher to the condition prescribed task performers. This study was developed in order to describe and analyze the placement of teachers in front of Physical Education Curriculum Proposal São Paulo, makes school , in this aspects positives, negatives and perception of teachers pedagogical autonomy ahead of implementing this proposal. This study data through a semi-structured interview consisting of open and closed questions, with the subjects in this study 21 Physical Education teachers who work in level II Elementary and High School, allocated from the Board of Education in South II São Paulo, the data were treated by the technique of content analysis, with the election of categories before and after. The results showed various profiles of the validity of the implementation of the Proposal, the main criticism being referred to the same disconnection with the reality of the school with regard to the social situation of students, physical and material aspects of the school. The restriction to the autonomy of the operation of proposal stood as a secondary problem which may come denote a certain conformism/resignation from the present condition of this professional category of unconsciousness or even precarious condition imposed on the teaching profession through politics of this order |
