Projetos interdisciplinares: concepções e práticas de docentes do Ensino Médio
Carregando...
Data
2016-08
Autores
Orientador
Strohschoen, Andreia Aparecida Guimarães
Banca
Strohschoen, Andreia Aparecida Guimarães
Schuck, Rogério José
Marchi, Mirian Inês
Silva, Jacqueline Silva da
Ferla, Noeli Juarez
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente pesquisa buscou investigar como docentes do Ensino Médio de uma escola pública da rede estadual, em Conceição do Araguaia/PA, trabalham as concepções e práticas sobre projetos interdisciplinares. Este trabalho foi desenvolvido a partir da abordagem metodológica qualitativa e segundo os objetivos da pesquisa tratou-se de um estudo de caso, sendo que nos seus procedimentos técnicos é considerado um estudo de campo. Para a realização dos objetivos foram analisadas fontes documentais sobre os projetos interdisciplinares desenvolvidos na escola e foi realizada uma entrevista com docentes do Ensino Médio. Os participantes envolvidos na pesquisa foram oito docentes do Ensino Médio de uma escola estadual no Município de Conceição do Araguaia/PA. Na análise dos dados coletados observou-se que a temática interdisciplinaridade é explorada, mas no que tange aos projetos é preciso uma investigação mais apurada nas práticas pedagógicas, no planejamento e no desenvolvimento das diferentes etapas no contexto escolar. Como resultados da investigação das concepções e práticas de docentes do Ensino Médio sobre projetos interdisciplinares, citam-se: a formação fragmentada dos profissionais da educação, as condições de trabalho a que estão submetidos, a falta de tempo de alguns docentes para reunirem-se com os colegas, a pesquisa e dedicação às leituras, a falta de conhecimento em relação aos conteúdos de outras disciplinas, as dificuldades de relacionamento com a administração escolar e ausência de coordenação pedagógica entre algumas ações docentes, além do desinteresse e indisciplina de alguns alunos. A análise destas ações constata-se que o trabalho com projetos interdisciplinares visa-se abrir mais espaço para a pesquisa escolar e envolvimento maior de alguns discentes e docentes na construção do saber. Diante desta realidade, sugere-se que o ensino, através de projetos interdisciplinares, seja uma prática constante pelos docentes nas escolas, mas que precisa ser fundamentada para não cair em mais um modismo na educação.
The present research sought to investigate with teachers from high school to a public school, in Conceição do Araguaia/PA, work concepts and practices on interdisciplinary projects. This work was develop from qualitative methodological approach and in accordance with the objectives of the research was a case study, and in its technical procedures was consider a field study. To the achievement of the objectives were analyzed documentary sources on interdisciplinary projects developed at school and was held an interview with high school teachers. Participants involved in research are eight high school teachers from a State school in the municipality of Conceição do Araguaia/PA. In the analysis of the data collected showed that the interdisciplinary theme was explore, but with regard to projects, it takes a more thorough research on pedagogical practices, in planning and in the development of the different steps in the school context. How the research results of conceptions and practices of teachers of high school on interdisciplinary projects, include: the fragmented training of education professionals, working conditions to which they are subjected, the lack of time of some teachers to meet with colleagues, research and dedication to the readings, the lack of knowledge in relation to the contents of other disciplines relationship difficulties with the school administration and the absence of pedagogical coordination between some faculty actions, besides the disinterest and indiscipline of some students. The analysis of these actions can be seen that the work with interdisciplinary projects aims to open up more space for scholarly research and greater involvement of some students and teachers in the construction of knowledge. In the face of this reality, it was suggest that teaching through interdisciplinary projects is a constant practice for teachers in schools, but that needs to be ground not to fall into another fad in education.
The present research sought to investigate with teachers from high school to a public school, in Conceição do Araguaia/PA, work concepts and practices on interdisciplinary projects. This work was develop from qualitative methodological approach and in accordance with the objectives of the research was a case study, and in its technical procedures was consider a field study. To the achievement of the objectives were analyzed documentary sources on interdisciplinary projects developed at school and was held an interview with high school teachers. Participants involved in research are eight high school teachers from a State school in the municipality of Conceição do Araguaia/PA. In the analysis of the data collected showed that the interdisciplinary theme was explore, but with regard to projects, it takes a more thorough research on pedagogical practices, in planning and in the development of the different steps in the school context. How the research results of conceptions and practices of teachers of high school on interdisciplinary projects, include: the fragmented training of education professionals, working conditions to which they are subjected, the lack of time of some teachers to meet with colleagues, research and dedication to the readings, the lack of knowledge in relation to the contents of other disciplines relationship difficulties with the school administration and the absence of pedagogical coordination between some faculty actions, besides the disinterest and indiscipline of some students. The analysis of these actions can be seen that the work with interdisciplinary projects aims to open up more space for scholarly research and greater involvement of some students and teachers in the construction of knowledge. In the face of this reality, it was suggest that teaching through interdisciplinary projects is a constant practice for teachers in schools, but that needs to be ground not to fall into another fad in education.
Descrição
Palavras-chave
Projetos Interdisciplinares; Concepções; Práticas; Docentes; Ensino Médio
Citação
SAMPAIO, Clauton Fonseca. Projetos interdisciplinares: concepções e práticas de docentes do Ensino Médio. 2015. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 16 dez. 2015. Disponível em: http://hdl.handle.net/10737/1055.