A prática pedagógica na perspectiva curricular do ensino médio integrado: um estudo avaliativo

• Ano de defesa: 2012
• Autor(a) principal: Menezes, Roseany Carla Dantas de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: High School integrated; Vocational education; Ensino profissional – Avaliação – Belém(PA) – Currículos; Ensino técnico – Avaliação – Belém(PA) – Currículos; Abordagem interdisciplinar do conhecimento na educação – Belém(PA); Instituto Federal de Educação,Ciência e Tecnologia do Pará; Ensino agrícola – Avaliação – Belém(PA) – Currículos
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/7353

Although restored the Decree 5.154/2004 that to predict articulation integrated between course technological and high school. The pedagogical practice is unconnetion and fragmented. Sometimes there is not dialogue between school subject and general formation. When the dialogue happen their occur through isolated actions a few teachers but is not a colletive work of the teachers, students and pedagogical team.This study research the pedagogical practice of Technological Course in Agriculture integrated the high school of Federal Institute of Education, Science and Technology of Para – Castanhal Campus. This study aim to research if the pedagogical practical of the Course is the same present in the legal documents that regulate the integrated teaching, namely, Decree 5.154/2004 and Base Document to High School integrated. Through the prescriptive and perceptual levels of curriculum this study aim to evaluate if the pedagogical practice is guided by a concept integrated education. Regarding the method used the qualitative research in a phenomenological approach. In the collection and analysis of the information used the reflexive interview proposed by Szinwanski (2002), establishing as subjects of research the teachers, students and pedagogical team of that course. The research is based in Frigotto et. al (2005), Kuenzer (2007), Silva (2009), Sacristan (2000)and other authors of curriculum, curriculum evaluation, integrated high school and pedagogical practice. The research show that despite efforts there are divergences between legal documents and the pedagogical practice of the Technical Course Agriculture integrated the High School. The study point out the importance training for teachers in the perspective of integrated curriculum, the collective commitment through the teamwork of pedagogical team, teaching, students, as well as to develop a system continuous evaluation of curriculum, order to adjust the desired proposal.