Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Matos, Milena de Oliveira
 |
| Orientador(a): |
Echeverría, Agustina Rosa |
| Banca de defesa: |
Echeverría, Agustina Rosa,
Guimarães, Simone Sendin Moreira,
Reis, Geovana |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
|
| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
| 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: |
http://repositorio.bc.ufg.br/tede/handle/tede/8913
|
Resumo: |
Considering that the curriculum is of central importance in the educational process and that it is configured as a field of study and research with theories that underlie and question it, the authors who discuss traditional, critical and post-critique of the curriculum, in addition to presenting a historical context of Fundamental Education in Brazil and in the Goiânia city from the years 1990 to the year 2014. The objective of this dissertation was to understand the understanding of the teachers of Natural Sciences of Elementary School II (6th to 9th year) of the State Schools of the Goiânia city regarding the construction of the curriculum, as well as curricular reorientations for the teaching of sciences. For that, used the statements of the teachers who work in State Schools of Goiânia in Elementary School II, registered in a mixed type questionnaire. Thus, it was possible to observe that the way education is organized is mechanical, "ritualistic" and does not contribute to the generation of an awareness of the educational process to the agents of education involved in the production and reproduction of the current educational system. The majority Elementary School II teachers do not feel they are participants in the curricular construction process, the utilization of the Reference Curriculum is done in an imposed and obligatory way, which according to them, withdraws your autonomy in the teaching of Natural Sciences. From this trajectory studies it is possible to conclude that it is appropriate to conceive the curriculum not as something technical, apolitical, a-historical, neutral, that concerns only the systematization of school knowledge, the organization of contents, the formulation of objectives, the choice of methodologies and the form of evaluation, but as a historical, uninterrupted and critical process. |
