Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Reis, Rita Aparecida dos
 |
| Orientador(a): |
Almeida, Fernando José de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso embargado |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| 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/22477
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Resumo: |
The research examines the different implications of the intervention in the Public Policy of Continuing Teacher Education, implemented by a Municipal Educational Officer, in a city of Vale do Paraíba, State of São Paulo, focusing on a curricular change and an interdisciplinary approach. Based on authors such as Lenoir, Jacques Delors, Apple, Chizzotti, Ponce, Japiassu, Espirito Santo, Yared and especially Fazenda, it seeks to understand the meaning of the curriculum and the importance of teachers as intellectuals of thinking, providing knowledge for an educational intervention , effective, fair and interdisciplinary. Facing the legal frameworks that validate and legitimize the right of teachers to the public policy of continuing education, establishes the importance of self-knowledge as relevant in teacher training, getting to know the real purpose of educating. It proposes paths for a practice of continuous formation in different stages, recognizing the Municipal Educational Director as author of interdisciplinary attitudes, first thought and later transformed into actions. The research shows the importance of these public training policies to provide moments of dialogue among teachers, in a humble exercise of being seeking to learn to learn. The study shows that a curricular change is possible, consequently constructed by teachers collectively, resulting in the Interdisciplinary Pedagogical Political Project. It reveals that a stance based on the principles of Interdisciplinarity of Finance elaborated within a policy of continuous municipal education can collaborate to improve the quality of teaching |
