A integração curricular no Centro Estadual de Educação Profissional Calisto Lobo - Floriano/Piauí
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2019-04-09
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Oliveira, Eniz Conceição
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O currículo escolar é entendido de diversas maneiras, em virtude das constantes mudanças ao longo da história, como também em suas diferentes teorias que se fazem como verdades em um determinado tempo. Assim, esta dissertação tem por objetivo geral analisar o processo de construção de um currículo integrado e os desafios encontrados pelos professores e gestores no que concerne à proposta de implementação da integração curricular do eixo tecnológico do Curso de Gestão e Negócios no Centro Estadual de Educação Profissional Calisto Lobo, da cidade de Floriano/Piauí. Trata-se de pesquisa qualitativa, descritiva e exploratória, que usou técnica documental, bibliográfica e estudo de caso, sendo que para a análise de dados foi utilizada a análise textual discursiva. Assim, os capítulos desenvolveram o relato histórico da educação profissional, a identificação da organização curricular da Escola pesquisada, compreendendo de que maneira se dá a formação promovida pelo Programa Chão da Escola dessa Instituição de Ensino, bem como avaliação dos resultados do desdobramento prático da proposta de integração curricular. Como resultado da pesquisa verificou-se que professores e gestores encontram desafios quanto à aplicabilidade e efetivação de um currículo integrado na escola, em virtude de organização curricular centrada apenas nas aulas, bem como a disposição de carga horária ser insuficiente para a integração das disciplinas, além da forma como o
planejamento é desenvolvido na escola dificultando a efetivação de um currículo integrado, pois é feito de modo individualizado, não participativo e não integrado. A formação continuada dos professores também aparece como um dos elementos que devem ser superados em relação ao fortalecimento de um trabalho integrador na escola pesquisada. Conclui-se que, para uma melhoria da qualidade do ensino e da aprendizagem, se faz necessária a participação dos professores com os formadores da formação continuada, pois os docentes conhecem a realidade e o contexto social onde eles próprios e os alunos estão inseridos, podendo contribuir de forma efetiva nas discussões e trocas de experiências, aperfeiçoando ainda mais sua prática docente, como também sua percepção crítica e autonomia de suas ações.
The scholar curriculum is understood in many different ways because of its changes during its story, but as well because of its different theories that are produced as truths during certain period of time. Thereby, this dissertation aims to, as a general objective, analyze the construction of an integrated curriculum and the challenges experienced by the teachers and the managers in relation to the implementation proposal of the curriculum integration from de axes of the Management and Business Course in the State Center of Professional Education Calisto Lobo, from Floriano/Piauí. It is a qualitative research, descriptive and exploratory, that resorted documental and bibliographic technic, as well as a case study and, for the analysis of data, the discursive textual analysis was used. Thus, the chapters developed the historical account of the professional education, the identification of the curricular organization of the studied School, understanding how the training promoted by the Ground Program of this Education Institute is given, as well as an evaluation of the practical results of the curriculum integration proposal deployment. As a result of the research, it was verified that teachers and managers encounter challenges regarding the applicability and effectiveness of an integrated curriculum in the school, due to curricular organization centered only in the classes, as well as the disposition of working hours, that are seen as insufficient for the integration of the disciplines, in addition to the way in which the planning is developed in the school, making it difficult to carry out an integrated curriculum, since it is done in an individualized, non-participative and non-integrated way. Continuing teacher education also appears as one of the elements that must be overcome in relation to the strengthening of integrative work in the researched school. It is concluded that, in order to improve the quality of teaching and learning, it is necessary the participation of the teachers with the trainers of the continuous formation, since the teachers know the reality and the social context where they themselves and the students are inserted, being able to contribute effectively to the discussions and exchanges of experiences, further improving their teaching practice, as well as their critical perception and autonomy of their actions.
The scholar curriculum is understood in many different ways because of its changes during its story, but as well because of its different theories that are produced as truths during certain period of time. Thereby, this dissertation aims to, as a general objective, analyze the construction of an integrated curriculum and the challenges experienced by the teachers and the managers in relation to the implementation proposal of the curriculum integration from de axes of the Management and Business Course in the State Center of Professional Education Calisto Lobo, from Floriano/Piauí. It is a qualitative research, descriptive and exploratory, that resorted documental and bibliographic technic, as well as a case study and, for the analysis of data, the discursive textual analysis was used. Thus, the chapters developed the historical account of the professional education, the identification of the curricular organization of the studied School, understanding how the training promoted by the Ground Program of this Education Institute is given, as well as an evaluation of the practical results of the curriculum integration proposal deployment. As a result of the research, it was verified that teachers and managers encounter challenges regarding the applicability and effectiveness of an integrated curriculum in the school, due to curricular organization centered only in the classes, as well as the disposition of working hours, that are seen as insufficient for the integration of the disciplines, in addition to the way in which the planning is developed in the school, making it difficult to carry out an integrated curriculum, since it is done in an individualized, non-participative and non-integrated way. Continuing teacher education also appears as one of the elements that must be overcome in relation to the strengthening of integrative work in the researched school. It is concluded that, in order to improve the quality of teaching and learning, it is necessary the participation of the teachers with the trainers of the continuous formation, since the teachers know the reality and the social context where they themselves and the students are inserted, being able to contribute effectively to the discussions and exchanges of experiences, further improving their teaching practice, as well as their critical perception and autonomy of their actions.
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Palavras-chave
Ensino Técnico de Nível Médio; Integração Curricular; Identidade Escolar; Secondary Technical Education; Curricular Integration; School Identity
Citação
SANTOS, Glauce Barros. A integração curricular no Centro Estadual de Educação Profissional Calisto Lobo - Floriano/Piauí. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 14 dez. 2018. Disponível em: http://hdl.handle.net/10737/2497.