A implantação dos projetos integradores no Colégio Estadual Polivalente Professor Goiany Prates - estudo de caso

• Ano de defesa: 2024
• Autor(a) principal: Ananias, Elivania Cristina de Assis
• Orientador(a): Moraes, Karine Nunes de
• Banca de defesa: Moraes, Karine Nunes de, Santos, Catarina de Almeida, Valdez, Diane
• 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 (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: BNCC; Ensino médio; Projeto político-pedagógico; Currículo; Projetos integradores
• Palavras-chave em Inglês: High school; Pedagogical political project; Curriculum; Integrative projects
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13545

This research is linked to the State, Policies and History of Education research line of the Postgraduate Program in Education at the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). This study is entitled The Implementation of Integrative Projects at Colégio Estadual Polivalente Professor Goiany Prates and aims to analyze the main implications of the adoption of integrative projects in secondary education in the state network in Goiânia. The integrative projects, inserted in the context of the reform of the New Secondary Education, address Transverse Contemporary Themes (TCTs) that affect society in a transversal and integrated way. This has as its theoretical reference Oliveira (2017), Veiga (1998, 2003), Pinto e Melo (2021), Libâneo (2004; 2013, 2016), Filipe (2021), Silva (1999), Costa (2020), which, based on a qualitative approach, employs a detailed case study to investigate the topic. To develop the case study, we chose the Colégio Estadual Polivalente Professor Goiany Prates, in Goiânia, Goiás. A comparative analysis of the Pedagogical Political Project at Colégio Goiany Prates was carried out, before and after the implementation of the integrative projects, and a semi-structured interview was carried out using the content analysis method. The results indicate that the implementation of integrative projects may be facing challenges: inadequate guidance appears to be a critical issue, leading to an implementation that is both haphazard and disconnected from existing disciplines. This suggests that teachers may be struggling to effectively integrate these projects into their teaching practices. The implications of these findings are significant, as we realize that the lack of adequate guidance not only affects the implementation of integrative projects, but can also compromise their effectiveness as interdisciplinary pedagogical tools. This raises important questions about the need for adequate professional training and institutional support to ensure that these projects are implemented effectively. Therefore, the implementation of integrative projects at Colégio Estadual Polivalente Professor Goiany Prates faces challenges due to the lack of adequate guidance, resulting in a random and disconnected adoption of subjects. This highlights the urgent need for continuing professional training and institutional support. It is suggested that future studies explore specific teacher training strategies for Integrating Projects and analyze effective institutional support models, in addition to investigating the impact of these projects on student learning in the long term.