Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Silva, Sandra Lara da
 |
| Orientador(a): |
Jesus, Wellington Ferreira de
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
| Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
The present study is part of the line of research entitled Educational Policy, Management, and Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The theme of this research is Integral Education and the concepts pertaining to its accomplishment in teacher praxis. The relevance of the theme is apparent not only for its presence in educational debates and within the sphere of educational policies, but also for having become a State policy with the approval of the National Education Plan (2014-2024). In order to analyze and understand the theme, the following research question wasformulated: What is the understanding and conception of integral education held by the teachers of the Ceil??ndia CRE of the public school system of the Distrito Federal? The general aim was to identify these teachers??? conceptions of integral education. The study is a descriptive qualitative study. In the initial stage, a survey of the literature was carried out, followed by a selection, reading, and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For the documentary analysis, a survey was made of the educational legislation and the main materials that regulate integral education. Documents such as the Federal Constitution of 1988, the Law of Guideline and Bases for National Education of 1996, the National Education Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other national and district documents, in addition to the Political Pedagogical Project of the School, within which the research was developed, were analyzed. From the propositions of authors Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that constitutes the literature review, a discussion is presented regarding teacher praxis and the conception of integral education, and the organizational structure of the school is put forth as the fundamental means for school transformation. The comprehension of some of the concepts and conceptions inherent to the theme, such as integral education, full-time education, and extended school day, were considered necessary. During the field research, elements inherent to the teachers??? praxis and the conceptions of integral education were identified. The analysis of the interviews revealed that these conceptions permeate and interfere with the teaching praxis in the school. Overall, one may say that in order to accomplish a pedagogical practice aiming at an integral education of learners, it is necessary to provide teachers with ongoing education promoting a reflection on teacher praxis and the conception of education which permeates it. |
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/2116
|
Resumo: |
The present study is part of the line of research entitled Educational Policy, Management, and Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The theme of this research is Integral Education and the concepts pertaining to its accomplishment in teacher praxis. The relevance of the theme is apparent not only for its presence in educational debates and within the sphere of educational policies, but also for having become a State policy with the approval of the National Education Plan (2014-2024). In order to analyze and understand the theme, the following research question wasformulated: What is the understanding and conception of integral education held by the teachers of the Ceil??ndia CRE of the public school system of the Distrito Federal? The general aim was to identify these teachers??? conceptions of integral education. The study is a descriptive qualitative study. In the initial stage, a survey of the literature was carried out, followed by a selection, reading, and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For the documentary analysis, a survey was made of the educational legislation and the main materials that regulate integral education. Documents such as the Federal Constitution of 1988, the Law of Guideline and Bases for National Education of 1996, the National Education Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other national and district documents, in addition to the Political Pedagogical Project of the School, within which the research was developed, were analyzed. From the propositions of authors Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that constitutes the literature review, a discussion is presented regarding teacher praxis and the conception of integral education, and the organizational structure of the school is put forth as the fundamental means for school transformation. The comprehension of some of the concepts and conceptions inherent to the theme, such as integral education, full-time education, and extended school day, were considered necessary. During the field research, elements inherent to the teachers??? praxis and the conceptions of integral education were identified. The analysis of the interviews revealed that these conceptions permeate and interfere with the teaching praxis in the school. Overall, one may say that in order to accomplish a pedagogical practice aiming at an integral education of learners, it is necessary to provide teachers with ongoing education promoting a reflection on teacher praxis and the conception of education which permeates it. |
