A educação para o trânsito como tema transversal: fundamentação pedagógica, ideológica e legal

• Ano de defesa: 2016
• Autor(a) principal: Roberta Torres Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; MEDICINA - FACULDADE DE MEDICINA; Programa de Pós-Graduação em Promoção de Saúde e Prevenção da Violência; UFMG
• Palavras-chave em Português: Educação; Acidentes de Trânsito; Adolescente; Criança; Dissertações Acadêmicas; Dissertação Acadêmica
• Link de acesso: http://hdl.handle.net/1843/31708

Although the mortality rate that is proportional to road accidents of children and adolescents- aged 5 to 14 years -present a downward trend, these accidents remain the leading cause of death in this age group. Childhood is a very important stage of life and delicate requiring social and emotional support investments. There is an association between the level of education of individuals and their participation in new educational and cultural activities and is in this sense that traffic education is presented. The objective of this research is to present the pedagogical reasons, ideological and legal for the implementation of traffic education as a crosscutting theme in elementary schools. To this end, we conducted a theoretical and conceptual study grounded in documentary research, being in a non-systematic review of literature and legislation relevant to education for transit applied as a cross-cutting issue for children and young elementary school. The Transversal themes are characterized by a set of new issues incorporated into the curriculum, demanded by social issues presented to reflect the students. In the context of mainstreaming to be found the elements that support and guide the opportunities and working methods to interfere in the direction of traffic education instigating criticism and questioning attitudes. For the theory of child development, perceptual judgments and motor responses are learned only in the context in which they occur or related to it. For Piaget and Vygotsky, learning is conceptual construction process in which complex activities are based on the simplest activities. Considering the ability of children to early internalize social norms and rules according to their cognitive and psychosocial development, one can hypothesize that as soon as they are offered information on the safe means of using space that happens in traffic, earlier children will be prepared for a system that is still imperfect and therefore dangerous. The traffic education as a crosscutting theme is educational foundation in the theories of Decroly, Freinet, Blonsky, Krupslaia, Dewey and Kilpatrick, reinforced references by Araújo, Moreno Sastre, Busquets, Leal and Roldão. Its application in the context of primary education is consistent with the ideas of Piaget and Vygotsky. The Brazilian traffic legislation is acting according to UNESCO recommendations, which organized the educational process around the Four Pillars of Education, in addition to the National Curriculum Parameters basing it ideologically. The Brazilian Traffic Code, the resolutions of the National Traffic Council and Ministry of Education and the ordinances of the National Traffic Department determine that the traffic education is a civil right and should be performed in all formal levels of education and government efforts converged to the administrative decision of using transversal theme integrated transit to so-called traditional areas in order to be present in all of them. educational measures have been advocated as a means of teaching children to cope with the traffic environment and although their pedagogical reasons, ideological and legal is clear and pointedly established, the implementation has significant limitations making it difficult to achieve the expected goals.