Currículo e conhecimento escolar no programa ensino médio inovador: um estudo na microrregião de Chapecó/SC

• Ano de defesa: 2016
• Autor(a) principal: Bukowski, Chaiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Currículos; Ensino médio; Educação
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/658

This thesis consists of a study about concepts of school knowledge that make up the curriculum documents for high school and that guide educational practices. In order to investigate the concepts and commitments of those documents, the study addresses the investigative question of how the concepts of school knowledge emerge in the process of implementation of the Innovative High School Program (ProEMI) in the state of Santa Catarina, in the micro-region of Chapecó. Thus, for research purposes, we defined as discussion topics: What are the directions that the guiding documents of pedagogical practice for the last stage of basic education signal regarding school knowledge? The proposed curriculum of the schools that joined the Innovative High School Program indicate articulations related to curriculum integration and the reference areas? In this direction, the study was organized based on the following objectives: a) To get to know the educational policies that guide the Innovative High School Program, analyzing the concepts of the institutions that belong to the micro-region of Chapecó/SC; b) Review the program and documents that guide the development of curriculum proposals presented by the teaching units of the municipalities surveyed; c) Identify the relations of the analyzed documents with the issues of curriculum integration and reference area. The study is based on a qualitative approach, establishing as a methodological procedure bibliographic and documentary research. We structured the textual analysis outlining an investigative corpus, namely: the National Curriculum Guidelines for Secondary Education, according to Resolution CNE/CEB No. 2/2012 and Committee Report CNE/CEB No. 5/2011; the guiding documents of the Innovative High School Program issued in 2009, 2011 and 2013; the Curricular Proposal of Santa Catarina: Integral Training in Basic Education (2014); and the Curriculum Redesign Projects (PRC) of the schools that are part of the micro-region of Chapecó/SC. Documentary research revealed through analytical operators (reference areas and curricular integration), that the school knowledge that emerges from ProEMI in the implementation process is related to social, cultural and historical perspectives, since the documents list the dimensions of work, technology, culture and science as a main axis. From the development of the analysis, we found that the documents consider social and cultural diversity, but mischaracterize school meaning by directing the pedagogical actions to labor issues and employment.