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1
Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.
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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Kong, Yick-cheong. "Professional development through curriculum reform projects a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.
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Kong, Yick-cheong, and 江奕昌. "Professional development through curriculum reform projects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35523013.
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McGee, Patricia Ann. "Unintended professional development in curriculum-based K-12 telementoring projects /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Chen, Huei-Lien. "Projects-to-think-with and projects-to-talk with : how adult learners experience project-based learning in an online course." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/234.
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Tai, Chih-Che. "Lessons and Best Practices of ITQ Projects." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3301.
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.
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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Holliday, Adrian. "Dealing with tissue rejection in EFL projects : the role of an ethnographic means analysis." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278339.
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Teague, Carolyn L. "Perceptions of the silent majority projects as assessments in a brain compatible curriculum /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1140744633.
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TEAGUE, CAROLYN LOUISE. "PERCEPTIONS OF THE SILENT MAJORITY: PROJECTS AS ASSESSMENTS IN A BRAIN COMPATIBLE CURRICULUM." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140744633.
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Tai, Chih-Che. "Two Collaborative Education Projects: Web-based platforms and Green Course." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3293.
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Lange, Alissa A., Laura Robertson, Ryan Nivens, Jamie Price, Sarah Casteel, and Elizabeth Salyers. "Creating Authentic, Integrated STEM Learning Projects for Early Childhood Teachers Using the TN State Science Standards." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5930.
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Tsang, Ngo-Yin. "Students' voices in the context of integrated arts curriculum projects in three primary schools in Hong Kong." Thesis, University of Exeter, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573922.
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This thesis explores students' voices in the context of integrated arts curriculum projects in three primary schools in Hong Kong. With a postmodern orientation this study looks into students' views, experiences. performances and their interactions with the participating arts teachers in a freer space within the panoptic school buildings situated in the Hong Kong Chinese culture. The research questions for the study are: What are the primary students' views about integrated arts? How do the students create their work across the arts? How do the students interact with their teachers and peers in the Projects? What school features are created that support students' voices in this Projects" How do the students position the arts teachers and the researcher in the Projects') This study involved three Integrated Arts Projects (lA Projects) in three Hong Kong primary schools with forty-five students aged from ten to eleven in Primary 4 and 5. The students voluntarily joined these projects. which were not scheduled in their school timetable. Each lA Project was different in terms of the curricula, student groups, arts teachers, the participants' working styles and views on the arts. In each project, with a maximum of twelve sessions, each student group undertook creative work in the integrated arts on the themes and in the rooms of their own choice, and finally gave a presentation/performance in the last session. Throughout the projects, the participating arts teachers tried to make as little intervention as possible in students' creative processes. This practice was not common in regular school days. In formed by the postmodernist philosophical assumptions of this research, students' experiences and understandings in these projects were explored by the Mosaic Approach, which consists of multi pie research methods. including established methods such as observations and group discussions, and creative methods such as student-led photography, mind journals. game Web and sticky-notes. These methods help deconstruct the students' voices in the Projects into small narratives. With the use of discourse analysis, the mosaic of students' voices merged and assembled, interweaving Hong Kong Chinese culture and postmodern thought. The analysis is in three chapters: Macro, Micro and Creative Work and Processes. The Macro is about the discussions of space. time. appearances: power/know ledge: power and resistance in the projects. The Micro is about the students' views about the roles of the participating arts teachers and the researcher (myself), and their views on the relationships between the arts. The final analysis chapter links students' creative work and processes to the analyses of the Macro and the Micro. The overall findings illustrate the tension between students' voices and the I-long Kong Chinese culture. Part Five presents the integration and synthesis of this research, including the implications for theory, methodology and practice in the creative arts. This study demonstrates the potential of heterotopias in supporting students' voices in the Integrated Arts Projects in the Hong Kong Chinese context. Furthermore, this study also demonstrates the use of the adapted Mosaic Approach to explore students' voices in the primary school context of Hong Kong.
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Mello, Marilice Pereira Ruiz do Amaral. "Formação inicial de professores e projetos integradores do curso de Pedagogia: desafios e possibilidades." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9753.
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Previous issue date: 2013-11-27Conselho Nacional de Desenvolvimento Científico e Tecnológico
The initial assumption of this study is that the current curriculum in Pedagogy Courses in Brazil does not contribute to overcome the existing fragmentation in teacher education, even after the implementation of the Diretrizes Curriculares Nacionais DCNs(The National Curriculum Guidelines). With a view to contribute to the overcoming of such fragmentation, this study aims at analyzing the possibilities of integration of the different disciplinary areas by means of a curriculum component called Integration Projects. Therefore, a detailed analysis of the Integration Projects in the Pedagogy course at Universidade Federal de Alagoas (UFAL) was carried out, in order to (1) reflect about the formative integration of teachers in Elementary School and in the initial years of Junior High School; (2) offer subsidies for the creation of Pedagogy Projects, that can promote the integration of the course subjects; (3) contribute to the redefinition of those teachers education programme; (4) analyze from a practical perspective, how this integration was contemplated, in its different dimensions. In order to carry out the investigation, the following questions were raised: (a) Did the Integration Projects (as syllabus components in the Pedagogy Project in the Pedagogy Course at UFAL, as suggested in the National Curricular Guidelines) contribute to an innovate formative integration? (b) What elements were identified? (c) What challenges and possibilities were raised? The context of those reflections was the Universidade Federal de Alagoas (UFAL). The study focused on the practices of the actors from the Pedagogy course in this institution. The subjects of the study were: 2 pedagogical coordinators; 3 managers from the Education Centre; 21 teachers and 8 students during the period of four years, between 2008 and 2012. All of them have had their identities preserved by the use of numbers and acronyms. This study was carried out from a qualitative approach. Data collection followed the procedures of non-directive interviews, in groups, in pairs or individually. The survey is based in the assumption that the implementation of Integration Projects would allow for the formative integration in four dimensions: the integration of skills, the integration of the curriculum, the integration of subjects and the integration of knowledge. Therefore, it is expected that this survey can offer the necessary innovative subsidies for curriculum redefinition in Pedagogy courses. The findings of this survey also point to the identification of the means to accomplish formative integration from a practical and theoretical perspective. On the other hand, some weaknesses have been identified in this process. Firstly, those related to the short time frame dedicated to the Integration Projects, and secondly, those related to resistance to curriculum integration on the part the teachers. The findings of this study, also aim to contribute to the creation of a set of common goals amongst the participants in the pedagogical community regarding professional education and development in Education and also offer a sound basis for reflection on the social commitment for a fairer and more egalitarian society, on the part of all those involved
O presente estudo parte do pressuposto que o currículo pensado para os Cursos de Pedagogia, mesmo depois das orientações das Diretrizes Curriculares Nacionais - DCNs, não contribui para a superação da fragmentação no processo de formação de professores. Para superar a citada fragmentação, esta pesquisa caminhou em direção a verificar as possibilidades de integração entre as disciplinas, por meio do componente curricular denominado Projetos Integradores. Sendo assim, aprofundou-se, mais especificamente, sobre os Projetos Integradores do Curso de Pedagogia, da Universidade Federal de Alagoas- UFAL, tendo por objetivos: refletir sobre a integração formativa de professores de Educação Infantil e anos iniciais do Ensino Fundamental; oferecer subsídios para a elaboração de Projetos Pedagógicos, que permitam a integração das disciplinas do curso; contribuir para a ressignificação do currículo de formação daqueles professores; considerar concretamente, de que modo foram contempladas as diferentes dimensões dessa integração. Portanto, nesta investigação foram levantadas as seguintes questões: (a) Os Projetos Integradores, enquanto componentes curriculares do Projeto Pedagógico do Curso de Pedagogia- PPP da UFAL, sugeridos pelas Diretrizes Curriculares Nacionais, contribuem para uma proposta curricular formativa inovadora? (b) Quais elementos são identificados? (c) Quais desafios e possibilidades para tanto? O cenário para tais reflexões é a Universidade Federal de Alagoas- UFAL. O objeto da pesquisa recaiu sobre as ações de atores do Curso de Pedagogia desta instituição. Foram sujeitos de pesquisa: 2 coordenadores pedagógicos; 3 diretores do Centro de Educação; 21 professores e 8 alunos entre o período de 2008 e 2012. Todos tiveram sua identidade preservada com siglas e números. Nesta pesquisa, de abordagem qualitativa, a coleta dos dados foi procedida mediante a técnica de entrevista não - diretiva. Foram realizadas entrevistas coletivas em duplas e individuais. A investigação considerou que a concretização dos Projetos Integradores permitiria a integração formativa, em quatro dimensões: a integração dos saberes, a integração do currículo, a integração das disciplinas e a integração do conhecimento. Assim, espera-se que tal proposta possa oferecer subsídios inovadores para a ressignificação do currículo do curso de Pedagogia. Obteve-se, ainda, como resultado desta pesquisa, a identificação de dispositivos que contemplam a integração formativa no que se refere à articulação teoria e prática. Por outro lado, foram detectadas algumas fragilidades nesse processo vinculadas à reduzida carga horária destinada aos Projetos Integradores, bem como, à resistência à integração do currículo. A partir dos resultados encontrados, espera-se também, que todos os participantes da comunidade pedagógica assumam metas comuns, para a formação e desenvolvimento do profissional da educação e para a reflexão sobre o compromisso social dos envolvidos, em busca de uma sociedade melhor e mais justa
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Vazquez, Olga M. "An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects." Thesis, Florida Atlantic University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647572.
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This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two.
The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders’ goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,–some without musical backgrounds or formal training–a music teaching artist, and a classroom teacher.
The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists’ attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders’ and their arts organization’s administrators’ attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant.
The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data.
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Silva, Silvio Sipliano da. "Educação física escolar versus projeto social esportivo: \"quando os donos da casa perdem o jogo." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16092010-133656/.
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Na contemporaneidade, tem sido cada vez mais frequente e potente o discurso salvacionista das Organizações não Governamentais (ONGs) no âmbito da esfera pública. Noção que se alimenta da máxima do protagonismo vivenciado pela sociedade civil que, nas últimas duas décadas por intermédio dessas instituições, acumula experiências diversas no campo assistencial e de formação, inclusive na educação, com o apoio do Estado que, por sua vez, age de forma focalizada e dirigida, segundo interesses de ordem política e econômica. Essas ações se atrelam aos pressupostos neoliberais, sobretudo à lógica mercadológica, tencionando a formação do mercado consumidor futuro e do alívio das tensões sociais, mediante a divulgação dos valores hegemônicos dos grupos dominantes. Estabelece-se nesse cenário um embate entre o público e o privado, fenômeno que gera a diminuição da participação estatal nas políticas públicas sociais, deixando o caminho livre para o Terceiro Setor, invariavelmente nutrido com recursos públicos. Nos últimos anos, a escola assumiu um lugar de destaque no desenvolvimento dessas ações, por intermédio de diversos projetos que, desenvolvidos no interior da instituição, transformam os alunos em público-alvo preferencial das suas ações. Devido ao grande poder de sedução e representatividade entre crianças e jovens, as atividades que abarcam as práticas corporais emergem como ferramentas principais para o alcance dos objetivos desses programas. Neste estudo de caso nos moldes propostos por Stake (1998), buscou-se compreender como as atividades de um projeto social esportivo são desenvolvidas no interior de uma escola pública municipal de São Paulo e quais efeitos produzem para a Educação Física. Para tanto, além da pesquisa bibliográfica que mapeou e analisou a produção científica sobre o assunto, recorreu-se a observação participante, análise documental e entrevistas com os atores do processo. O material coletado foi confrontado com o campo teórico dos Estudos Culturais. A interpretação dos resultados constatou que a presença de um projeto esportivo social na escola contribui para formação de uma identidade de Educação Física contraposta àquela promovida pelas aulas do componente. A ausência de registros sobre as ações desse projeto na escola; a contradição entre a proposta teórica defendida e a prática constatada; a falta de articulação com os referenciais teóricos que sustentam o trabalho pedagógico da instituição; e o enfoque funcionalista e informal atribuído ao trabalho com as manifestações corporais decorrem na socialização de valores personalistas e antidemocráticos. Embora os professores rejeitem a intrusão de uma agência externa, apoiam o desenvolvimento de projetos esportivos, o que indica alienação pedagógica e política, pois denota certa simpatia à mesma pedagogia neoliberal que inspira as atividades analisadas.In contemporary times, there has been increasingly frequent and powerful salvationinst speech from the NonGovernmental Organizations (NGOs) in the public sphere. Perception lived through by the civil society, that experienced in the past two decades through these institutions, accumulating various experiences in the formative and assistance field, including education, with the support of the state, which, in turn, acts a directive and limited way, according to the interests of political and economical order. These actions are related with the neo-liberal assumptions, specially the market logic and planned with the training of future consumer market and the relieving of social tensions. Through the dissemination of hegemonic values of the dominant groups. It is established in this picture a clash between the public and the private, a phenomenon that reduces the state involvement in the public social policies, leaving the way open for the Third Sector, invariably nourished with public funds. In the recent years, the school has assumed a prominent place in the development of such activities, through various projects, developed within of the educational institution, transforming the students into public-target of their actions. Considering the seductive power and representation among children and youth, activities that cover corporal practices emerge as primary tools for achieving the objectives of these programs. In this case study proposed by Stake (1998), we sought to understand how the activities of a social sports project are developed within a local public school in São Paulo and which produce effect for Physical Education. Therefore, besides the bibliographic research that mapped and analyzed the scientific production on the subject, it was used the participant observation, document analysis and interviews with the actors of the process. The collected material was compared with the theoretical field of Cultural Studies. The interpretation of the results found that the presence of a sports social project contributes to the school social identity formation of a physical education lessons in opposition to that promoted by subject. The absence of records of records of the actions of this project at school, the contradiction between the theory proposition and the actual practice, the lack of articulation with the theoretical references that support the pedagogical work in the institution and the functionalist and informal work assigned to the corporal manifestation demonstrates the socialization of an antidemocratic and personal values. Although teachers reject the intrusion of an external agency, support the development of sports project, indicating the political and pedagogical alienation, demonstrating some sympathy to the same neo-liberal pedagogy that inspires the activities analyzed.
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Figl, Kathrin. "A Systematic Review on Developing Team Competencies in Information Systems Education." Information Systems and Computing Academic Professionals (ISCAP), 2010. http://epub.wu.ac.at/5969/1/Figl_2010_JISEv21n3p323.pdf.
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The ability to work effectively in teams has been a key competence for information systems engineers for a long time. Gradually, more attention is being paid to developing this generic competence as part of academic curricula, resulting in two questions: how to best promote team competencies and how to implement team projects successfully. These questions are closely interwoven and need to be looked at together. To address these questions, this paper identifies relevant studies and approaches, best practices, and key findings in the field of information systems education and related fields such as computer science and business, and examines them together to develop a systematic framework. The framework is intended to categorize existing research on teams and team competencies in information systems education and to guide information systems educators in supporting teamwork and promoting team competencies in students at the course and curricular level in the context of teaching in tertiary education.
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Scott, Ann. "eTwinning in relation to the Swedish national curriculum : A study of three eTwinning projects in Swedish upper secondary schools." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4526.
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With the introduction of computers and Internet access at many schools, a whole new world of opportunities has opened up within the area of education. In 2005 the European Union eLearning programme introduced an action called eTwinning, which provides an opportunity for schools in the Member States of the European Union to register international partnerships and engage in ICT-based projects. The object of eTwinning is to promote school collaboration across the borders. The introduction of eTwinning provides many educational opportunities for teachers and students, but the inclusion of ICT-based projects also brings pedagogical challenges for teachers. This paper looks at how three Swedish upper secondary schools have used eTwinning as a teaching tool in their classroom to enhance the students’ English skills and include multicultural awareness studies as part of the curriculum, and also how they have incorporated course criteria from the national curriculum in these international projects. The analysis of the qualitative data will take into account pedagogical approaches that the teachers have used in the projects. The final discussion focuses on best practice ideas for eTwinning projects, based on the national course criteria in combination with pedagogical theory. One intention is with this paper is to encourage further studies on how eTwinning can be used as an integrated part of classroom activities based on the participating countries’ national curricula.
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Bondesson, Tobias. "Software Engineering Education Improvement : An Assessment of a Software Engineering Programme." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5891.
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An assessment of a software engineering program has been carried out by reviewing state-of-the-art literature pertaining to software engineering education. Six surveys have been adopted and the result implies that the balance of the curriculum should be revised, and that software engineering education ought to expand the technical oriented knowledge areas somewhat. Relevant curriculum data have been derived hereby, which also confirms other studies in the area. This data, along with a benchmark of the software engineering program to the Software Engineering Body of Knowledge (SWEBOK), is very constructive to universities as it assists educators, trainers, and software engineering practitioners in evaluating, designing, and recommending existing and proposed curricula.This is the final revision of the thesis. Author may be contacted on +464458038. See also paper at the 18th Conference on Software Engineering Education and Training (CSEE&T), Ottawa, Canada.
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Gabriel, Sérgio de Souza. "Ensinando o futuro no ensino médio: uma investigação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052009-151104/.
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Descreve uma investigação realizada junto a professores do Ensino Médio sobre percepções relacionadas à inovação curriculares na forma de estudos do futuro. Objetivo: Em primeiro lugar, identificar de que maneira os professores entendem o conceito de futuro em suas vidas. Em segundo lugar, identificar percepções e atitudes em relação aos estudos do futuro e à implementação destes junto a alunos do Ensino Médio da cidade de São Paulo. Em terceiro, orientar projetos nas escolas locais que adotassem essa abordagem. Método: Em sua primeira fase, questionário estruturado enviado a 200 professores participantes, no período de março a junho de 2007. Em sua segunda fase, oficina de apresentação realizada nas escolas investigadas e outro questionário estruturado enviado a 80 professores, no período de junho a agosto de 2007. Em sua terceira fase, reuniões com professores e coordenadores das escolas adotantes. Resultados: A primeira fase mostrou que os professores percebem o futuro como um período de tempo entre 10 a 20 anos do presente. Existe uma mistura de otimismo e preocupação em relação ao futuro e a crença de que é necessário um alto grau de preparação para este. A segunda fase mostrou que os professores percebem a relevância em estudar o futuro, principalmente para si mesmos. Entre as ferramentas apresentadas na oficina, técnicas como elaboração de cenários e consulta a especialistas lhes pareceram mais claras e de maior facilidade e relevância para a introdução junto a seus alunos. A terceira fase incluiu a adoção projetos multidisciplinares, propostas curriculares e atividades isoladas, por parte de algumas das escolas. Conclusão: Os professores mostram um grau de preocupação e interesse elevado na preparação de seus alunos para o futuro. Os estudos do futuro oferecem uma alternativa viável para a introdução de projetos e atividades de caráter multidisciplinar que ajudam os jovens a planejar e se preparar para o futuro.It describes an investigation carried out with Secondary School teachers on their perceptions regarding curriculum innovations using a futures studies approach. Aim: Firstly, to identify the ways in which teachers view the concept of future in their lives. Secondly, identify the perceptions and attitudes regarding futures studies and their introduction in the Secondary School classroom in the city of São Paulo. Thirdly, supervise projects in the local schools which adopted such approach. Methodology: In its first phase, a structured questionnaire was sent to the 200 participant teachers, between March and June 2007. In its second phase, a workshop to introduce future studies in the schools under investigation was held, followed by another structured questionnaire, between June and August 2007. In its third phase, meetings with teachers and pedagogical coordinators were held. Results: The first phase showed teachers perceive the future as a period between 10 and 20 years from the present. There is a mix of optimism and worry and a belief that a high level of preparation is required for this future. The second phase showed that teachers perceive the relevance of future studies, particularly for themselves. Among the tools presented in the workshop, the creation of scenarios and the use of expert opinion were those which seemed clearer, more relevant and of easier introduction in the classroom. The third phase included the adoption of cross curricular projects, proposals for curriculum change and attempts at different activities by some of the schools. Conclusion: Teachers show a high level of interest and worry in the preparation of their students for the future. Future studies offer a viable alternative for the introduction of projects and classroom activities of a cross curricular nature that will help young people to plan and prepare for the future.
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Milligan, David. "The effect of optional real world application projects on mathematics achievement among undergraduate students." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001880.
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Afonso, Isabel Cristina de Brito Franco. "A autoria na escola: um estudo da implantação da proposta curricular ciclo autoral em uma escola da rede municipal de São Paulo." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21150.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is associated to the Program of Graduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo and is part of the Research Line of New Technologies in Education. It aims to show ways of implementation the Authorial Cycle foreseen in the Program of Curricular and Administrative Reorganization, Expansion and Strengthening of the Municipal Education System of São Paulo (2013), experienced by the teachers in the development of Collaborative Authorial Projects (CAP) with the 9th grade students. Methodologically, the research is qualitative in terms of Bogdan and Biklen, (2010) in the context of an ethnographic case study André (2005). The participant observation approach was adopted, and the data collection was used in the field data collection, semi-structured interviews with teachers and school coordinator, focus group with the students and documentary research in the Pedagogical Political Project of the School. The narrative analysis of the data under the Angrosino (2009) assumption, pointed to a conjunction of aspects that contributed to the curriculum experienced in the researched school approaching the objectives prescribed in the official documents: the role of teachers as mediators of the curriculum, the alignment of the Pedagogical Political Project of the School and the Municipal Education System of São Paulo educational project, the performance of the Pedagogical Coordinator as a transforming agent in the school, student engagement in developing the CPA and community involvement in the development and presentation of CPA. Although, the objective of this research is not to create generalizations, but to describe the process of implantation of the experienced by the researched school, the aspects synthesized here, can point out ways for the implantation of CPA projects in other schools or even, different projects and policies. New research will expand these results and analyze a greater number of schools seeking to identify highlights that contribute to the implantation of public policies in the school
Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação: Currículo, da Pontifícia Universidade Católica de São Paulo e se insere na Linha de Pesquisa Novas Tecnologias na Educação. Objetiva apontar caminhos sobre o processo de implantação do Ciclo Autoral, previsto no Programa de Reorganização Curricular e Administrativa, Ampliação e Fortalecimento da Rede Municipal de Ensino de São Paulo (2013), vivenciado pelos professores no desenvolvimento dos Trabalhos Colaborativos de Autoria (TCA) dos alunos do 9º ano de uma escola da rede. Metodologicamente a pesquisa é de cunho qualitativo pautado em Bogdan e Biklen, (2010), nos contornos de um estudo de caso etnográfico de André (2005). Adotou-se o enfoque da observação participante e foram utilizados na coleta de dados observação com registros em caderno de campo, entrevistas semiestruturadas com os professores orientadores de TCA e professora coordenadora, grupo focal com os alunos e pesquisa documental no Projeto Político Pedagógico da Escola para complementação das informações. A análise narrativa dos dados sob o pressuposto de Angrosino (2009) apontou para uma conjunção de aspectos que contribuíram para que o currículo vivenciado na escola Jardim se aproximasse aos objetivos prescritos nos documentos oficiais da proposta do Ciclo Autoral: o papel dos professores como mediadores do currículo, o alinhamento do PPP da escola e o projeto educacional da SME, a atuação da gestão, caracterizado pela atuação da Coordenadora Pedagógica como agente transformadora da e na escola, o engajamento dos estudante em desenvolver os TCA e o envolvimento da comunidade no desenvolvimento e apresentação dos TCA. Embora, compreenda-se que o objetivo desta pesquisa não é criar generalizações, mas sim, descrever o processo de implantação do TCA vivenciado pela escola Jardim, os aspectos aqui sintetizados podem apontar caminhos para a implantação de projetos de TCA em outras escolas ou mesmo, diferentes projetos e políticas. Novas pesquisas poderão ampliar este olhar e analisar um maior número de escolas buscando identificar as identidades ou destaques que contribuam com a implantação de políticas públicas no dia a dia da escola
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Pereira, Carolina Arantes. "Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9683.
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Previous issue date: 2012-10-19The theme addressed in this study is related to concern for the training of teachers who participate in innovative projects, since such training is essential in the success of these projects. They are designed and constructed from an adverse situation, a local need, questioning of people, from the urgency of change. Thus, it originates in 2002 and is carried out in 2005 the Coastal Unit of the Centenary Federal University of Paraná. The UFPR Coast is located in the resort of Caiobá, municipality of Matinhos, integrated into the coastal region of Paraná and Vale do Ribeira, which historically have been discredited and still present social, economic, environmental and educational fragility. Through its Institutional political project, it is consolidated as a community development agent with the main objective to promote the quality of life compatible with human dignity and social justice. In order to reach this goal, it was created a Pedagogical political project supported by emancipatory development and learning, consisting of projects developed by local communities, seeking decisively contributes to the scientific, economic, ecological and cultural development. In turn, the Coastal Sector in its constitution and deployment counted and relies on professors in training, in service, to serve in this differentiated project, being that the point focused in this thesis is: how is the process of training of university professors to work in an innovative curriculum and educational project? To resolve this issue it was necessary to (1) describe the concrete actions of training of professors in terms of selection, awareness, monitoring, educational activities, development, implementation, evaluation and redesign of the UFPR Coastal Project, identifying problems, difficulties and referrals which were made; (2) analyze and reflect on the process of continuous formation of professors of this differentiated project; (3) provide referrals to a process of continuing education that offers grants for professors engaged in innovative projects. The choice to make deepening in the teacher training area in the UFPR Coast occurs due to the fact that to act in a differentiated curriculum, requires a course of training, process which is not described in the literature and that needs to be identified, analyzed, understood, systematized and meticulously presented, to contribute to the training of academics. The study includes a qualitative approach, with presentation of case study comprised by participant observation, document analysis, semi structured interviews with managers who took part in the creation and implementation of the project, coordinators of three curricular areas (Humanistic and Cultural Interactions, Learning Projects and Practical Theoretical Foundations) and a questionnaire with open questions to a group of professors who work each in the 15 degree courses. As a doctoral thesis, it was obtained a description of the process of training professors of an innovative project, their specificities and also difficulties, leading the reader referrals for professor training engaged in innovative curricular and educational projects
docentes que participam de projetos inovadores, uma vez que tal formação é fundamental no êxito desses projetos. Os mesmos são idealizados e construídos a partir de uma situação adversa, uma necessidade local, de questionamento de pessoas, da urgência de mudanças. Assim, origina-se em 2002 e é implantada em 2005 a Unidade Litoral da centenária Universidade Federal do Paraná. A UFPR Litoral está situada no balneário de Caiobá, município de Matinhos, integrada à região litorânea paranaense e ao Vale do Ribeira, que historicamente foram desacreditadas e ainda apresentam fragilidade social, econômica, ambiental e educacional. Por meio do seu Projeto Político Institucional, consolida-se como um agente de desenvolvimento comunitário com o objetivo principal de propiciar à região qualidade de vida compatível com a dignidade humana e a justiça social. Construiu-se para tal um Projeto Político Pedagógico sustentado por fundamentos emancipatórios de desenvolvimento e aprendizagem, constituído por projetos desenvolvidos junto às comunidades locais/regionais, buscando contribuir decisivamente para o desenvolvimento científico, econômico, ecológico e cultural. Por sua vez, o Setor Litoral em sua constituição e implantação contou e conta com professores em formação, em serviço, para atuar neste projeto diferenciado, sendo que a questão problematizada nesta tese é: como ocorre o processo de formação de professores universitários para atuação em um projeto curricular e educacional inovador? Para solucionar tal questão foi preciso: (1) descrever as ações concretas de formação de professores nos momentos de seleção, sensibilização, acompanhamento, atividades formativas, elaboração, implantação, avaliação e replanejamento do Projeto UFPR Litoral, identificando problemas, dificuldades e encaminhamentos realizados; (2) analisar e refletir sobre o processo de formação continuada dos docentes desse projeto diferenciado; (3) apresentar encaminhamentos para um processo de formação continuada que ofereça subsídios a docentes engajados em projetos inovadores. A escolha em realizar aprofundamento na área de formação de professores no Projeto UFPR Litoral ocorre devido ao fato de que para atuar em um currículo diferenciado, requer-se um percurso de formação, processo este não descrito na literatura e que precisa ser identificado, analisado, compreendido, sistematizado e minuciosamente apresentado, para contribuir para a formação de docentes universitários. O estudo contempla uma abordagem qualitativa, com apresentação de estudo de caso constituído por observação participante, análise documental, entrevista semiestruturada com gestores que fizeram parte da idealização e implantação do Projeto, coordenadores dos três eixos curriculares (Interações Culturais e Humanísticas, Projetos de Aprendizagem e Fundamentos Teóricos Práticos) e questionário com questões abertas para um grupo de professores que atuam cada qual nos quinze cursos de graduação. Como tese de doutoramento obteve-se a descrição do processo de formação de professores de um projeto inovador, suas especificidades e também dificuldades, levando ao leitor encaminhamentos para formação de professores engajados em projetos curriculares e educacionais inovadores
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Mattos, Eduardo Britto Velho de. "Construção de conceitos de matemática via projetos de aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27896.
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Nesta dissertação desenvolvemos e analisamos uma proposta de ensino-aprendizagem de matemática para alunos de sexta série do ensino fundamental, com base nas pesquisas e inovações realizadas no Laboratório de Estudos Cognitivos da Universidade Federal do Rio Grande do Sul (LEC/UFRGS) – com a coordenação da professora Léa da Cruz Fagundes – e nas experiências desenvolvidas no Projeto Amora do Colégio de Aplicação dessa universidade (Projeto Amora/CAp/UFRGS), todas focadas no desenvolvimento de Projetos de Aprendizagem com uso dos recursos digitais oferecidos pelas novas tecnologias de informação e comunicação e à luz da teoria psicogenética de Jean Piaget. Na proposta, alunos da sexta série do ensino fundamental desenvolvem Projetos de Aprendizagem como estratégia pedagógica das aulas de matemática e, com eles, constroem as suas aprendizagens de matemática. Por consequência, o currículo de matemática desses alunos é constituído pelas construções conceituais de matemática impulsionadas pelo desenvolvimento dos seus Projetos de Aprendizagem. Analisamos as aprendizagens de matemática dos alunos envolvidos nesta investigação e comparamos com as sequências curriculares tradicionalmente propostas para a mesma etapa escolar, concluindo que as construções conceituais de matemática via Projetos de Aprendizagem superam as listas de conteúdos tradicionalmente propostas. Analisamos, também, se a proposta contribui para uma mudança de postura e atitude dos alunos frente à matemática e à aprendizagem escolar. Concluímos que os alunos desenvolvem uma postura investigativa e passam a utilizá-la ao encarar os desafios matemáticos e que as suas atitudes são positivas, demonstrando alegria e realização ao aprender matemática Expomos, por fim algumas repercussões deste estudo, entre elas a reestruturação curricular das séries finais do ensino fundamental da Escola Municipal de Ensino Fundamental Paul Harris de São Leopoldo/RS, a qual passou a desenvolver Projetos de Aprendizagem como estratégia pedagógica vinculada a todas as áreas de conhecimento privilegiadas pela escola. Os resultados decorrentes deste estudo apresentam possibilidades de aplicação em diversas áreas de conhecimento e etapas letivas. Com o objetivo de amplificar essas repercussões, construímos um conjunto de orientações e sugestões para o desenvolvimento de Projetos de aprendizagem, o qual poderá ser utilizado por educadores sem a necessidade de recorrer a qualquer outra parte desta dissertação.In this dissertation we developed and analyzed a proposal of mathematics teaching-learning to the sixth grade pupils of the Basic Teaching, based on the search and innovations realized in the Laboratory of Cognitive Studies of the Federal University of Rio Grande do Sul (LEC/UFRGS) – under the coordination of Professor Léa da Cruz Fagundes – and on the experiences developed by the Amora Project of the Aplicação School, of this University (Amora Project/CAp/UFRGS), all focused in the development of Learning Projects, using the digital resources offered by the new technologies of information and communication and an overall view of the psychogenetic theory of Jean Piaget. In the proposal, students of the sixth grade of the basic teaching developed Learning Projects as a Pedagogic Strategy for the mathematics classes and, with them, the students will build their own mathematics learning. Consequently, the mathematics curriculum of these students are constituted by the conceptual constructions of mathematics driven by the development of their Learning Projects. We analyzed the students’ mathematics learning involved in this investigation, and compared with the curricular sequences traditionally proposed for the same school stage, concluding that mathematics conceptual constructions by learning Projects surpass the lists of contents traditionally proposed. We also analyze, if the proposal contributes to a change of posture and attitude of the students towards mathematics and the school learning. We came to the conclusion that the pupils develop an investigative posture and start to use it while facing the mathematical challenges and that their attitudes are positive, demonstrating joy and realization while learning mathematics. Finally, we expose some repercussions of this study, like the school curriculum restructuration in the final grades of the basic teaching in the Municipal School of Fundamental Teaching – Paul Harris in São Leopoldo/RS, which started to develop Learning Projects as Pedagogic Strategy linked to all the knowledge areas privileged by the school. The results deriving from this study, presents, means of application in several areas of knowledge and school stages. With the objective to amplify these repercussions, we build a set of orientation and suggestions for the development of Learning Projects, which will be able to be used by educators without the necessity of resorting to any other part of this dissertation.
En esta tesis desarrollamos y analizamos una propuesta para la enseñanzaaprendizaje de las matemáticas para los estudiantes de sexto grado de la escuela primaria (enseñanza fundamental básica), basada en las investigaciones e innovaciones realizadas en el Laboratorio de Estudios Cognitivos de la Universidad Federal de Rio Grande do Sul (LEC/UFRGS) – con la coordinación de la profesora Léa da Cruz Fagundes – y en las experiencias desarrolladas en el proyecto Amora del Colegio de Aplicação de esta universidad. (Proyecto Amora/CAp/UFRGS), todas enfocadas en el desarrollo de Proyectos de aprendizaje con el uso de los recursos digitales que son ofrecidos por las nuevas tecnologías de Información y Comunicación y a la luz de la teoría psicogenética de Jean Piaget. En la propuesta, alumnos del sexto grado de la enseñanza primaria desarrollan Proyectos de Aprendizaje como una estrategia pedagógica de las aulas de matemáticas y, con ellos, construyen sus aprendizajes de matemática. En consecuencia, el curriculum de matemáticas de estos alumnos se constituye por las construcciones conceptuales de matemática impulsadas por el desarrollo de sus Proyectos de Aprendizaje. Analizamos los aprendizajes de matemáticas de los estudiantes implicados en esta investigación, y comparamos con las secuencias curriculares propuestas tradicionalmente para el mismo nivel escolar, concluyendo que las construcciones conceptuales de matemática por la vía de Proyectos de Aprendizaje superan a las listas de contenidos tradicionalmente propuestos. También hemos analizado si la propuesta contribuyó para un cambio de postura y actitud de los alumnos frente a la matemática y al aprendizaje escolar. Se concluyó que los estudiantes desarrollan una actitud de investigación y empezaron a usarla para hacer frente a los desafíos matemáticos, y sus actitudes son positivas demostrando alegría y realización con el aprendizaje de las matemáticas. Por fin, exponemos algunas repercusiones de este estudio, tales como la reestructuración curricular de los últimos grados de La enseñanza primaria de La Escuela Municipal de Educación Fundamental Paul Harris de São Leopoldo/RS, que pasó a desarrollar Proyectos de Aprendizaje como estrategia pedagógica vinculada a todas las áreas de conocimiento privilegiadas por la escuela. Los resultados consecuentes de este estudio presentan posibilidades de aplicación en diversas áreas de conocimiento y etapas lectivas. Con el objetivo de amplificar esas repercusiones, construimos un conjunto de orientaciones y sugestiones para el desarrollo de Proyectos de aprendizaje, que podrá ser utilizado por educadores sin la necesidad de recurrir a cualquier otra parte de esta disertación.
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Gordon, Jessica B. "MULTIMODAL PEDAGOGIES, PROCESSES AND PROJECTS: WRITING TEACHERS KNOW MORE THAN WE MAY THINK ABOUT TEACHING MULTIMODAL COMPOSITION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5165.
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Multimodal writing refers to texts that use more than one communicative mode to convey information. While there is much scholarship that examines the history of alphabetic writing instruction and the alphabetic composing processes of students, little research explores the historical origins of multimodal composition and the processes in which students engage as they compose multimodal texts. This two-part project takes a fresh approach to studying multimodal writing by exploring the multimodal pedagogies of ancient Greek and Roman rhetoric and writing teachers, analyzing the role of mental and physical images in modern writers’ composing practices, and investigating contemporary students’ processes for composing multimodal texts.
In Part I, I re-imagine the history of multimodal writing by exploring the multimodal pedagogies that instructors of rhetoric and writing developed during Greek and Roman Antiquity, and I show how contemporary students use an array of multimodal composing processes that rely on both mental and physical images to write alphabetic text. In Part II, I share the results of a case study in which I investigate the processes students use to compose audio- and video-essays while enrolled in a multimodal writing course. This study explores what students know about multimodal writing before beginning the course, how they learn the software needed to compose these projects, the challenges students experience as they compose, and the similarities and differences students perceive between their own processes for composing alphabetic and multimodal texts.
Ultimately, I argue that composition teachers must acknowledge our long history of teaching with multimodal pedagogies and our experience composing alphabetic text through multimodal processes. Recognizing this lengthy history will decrease the anxiety that many composition teachers experience when tasked with teaching multimodal writing because, while typically only time and experience can grow confidence, in this case, a recognition of how much we already know will allow us to teach with the self-assurance we have earned.
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Williams, Rewa Colette. "Patterns Of 4th Graders' Literacy Events In Web Page Development." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000203.
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Price, Jamie H., Aimee Govett, Misty Davis, Robyn Ivester, Teresa Howard, and Lisa Messimer. "PBL Meets PBL: Project-Based Learning Meets Planet-Based Learning." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6025.
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Project-based learning (PBL) is centred on a challenging, yet meaningful, driving question and culminates in a product that students create or do to showcase their learning to a public audience. Other essential elements of a true PBL experience include: sustained inquiry, authentic tasks, opportunities for students to make decisions about their culminating product, reflection, critique, and revision (Hallermann, Larmer, & Mergendoller, 2011). A well-designed PBL combines curriculum and instructional activities to cultivate 21st century skills in students to prepare them for future success in the workforce. Two teams of Year five teachers designed a week-long PBL unit for students organised around the characteristics of the planets, which integrated science, mathematics, and English. The teachers implemented the PBL with six classes of Year five students, documenting their thoughts on planning and implementation to reflect upon the experience.
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Queiroz, Maria Neuza Almeida. "O ensino de física no Brasil nas décadas de 1960 e 1970: legislação, currículo e material didático." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-26012017-104013/.
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Procurou-se resgatar parte da história do ensino de Física no Brasil nas décadas de 1960 e 1970, quando o sistema educacional se subordinava à primeira Lei de Diretrizes e Bases da Educação brasileira - a LDB/1961, e, posteriormente, a Lei 5.692/1971. Esta primeira LDB provocou significativas modificações no currículo escolar ao descentralizar os programas das disciplinas escolares concedendo aos Estados e suas escolas a flexibilidade para definirem seus currículos mais ajustados às suas peculiaridades; possibilitou a realização de experiências educacionais e concedeu liberdade aos autores de livros didáticos, suprimindo a obrigatoriedade de seguirem um programa oficial. A partir da análise de documentos que orientaram o currículo nas escolas (legislação educacional, propostas curriculares apresentadas pelos Estados brasileiros, propostas de ensino apresentadas por grupos de pesquisadores e Universidades e livros didáticos de expressiva repercussão) editados no período para o nível equivalente ao atual Ensino Médio, buscou-se compreender os princípios (normativos, filosóficos e didático-pedagógicos) que nortearam o ensino de Física, no contexto colocado. No que tange as propostas curriculares específicas, objetivou-se compreender, por meio de uma análise de conteúdo, as concepções de Ciência e de Educação presentes nas mesmas, adotando como direcionamento da análise duas dimensões cognitivas - Epistemológica e Educativa. Do estudo na legislação, constatou-se a contradição entre o discurso da Lei e as formas de organização curricular que concedeu pouco espaço às disciplinas científicas, incluindo a Física. Contudo, outros fatores contribuíram para alentar o ensino de Ciências promovendo a entrada de propostas inovadoras no país; propiciaram a elaboração de propostas nacionais e também refletiram no mercado editorial dos livros didáticos. Das orientações curriculares específicas analisadas, os resultados revelam que as mesmas assumem diferentes visões de ciência Física: enquanto umas têm a Ciência como um processo dinâmico e de inerência experimental, ainda que alguns aspectos sejam pouco explorados, outras passam a ideia de ciência neutra, linear, ahistórica e, mesmo propondo experimentos, não enfatiza a inerência experimental da Física; priorizam os conceitos/definições e o formalismo matemático. Na perspectiva educacional, o ensino de Física no contexto estudado assumiu diferentes objetivos, tais como: apresentar ao aluno a ciência dos cientistas (transmissão de conteúdos do corpo de conhecimento da ciência/Física numa abordagem mais informativa); formar futuros cientistas e profissionais da área tecnológica e treinar para o acesso ao ensino superior. Algumas propostas assumiram o pressuposto pedagógico de conceder ao aluno uma participação mais ativa e de maior responsabilidade no seu processo de aprendizagem, e o papel do professor recolocado em uma posição mais periférica no processo educativo com a função de programar e controlar o processo de ensino. Outras permaneceram com as características do ensino tradicional, pressupondo um ensino expositivo auxiliado pelos manuais didáticos.In this work tried to rescue part of the history of Physics teaching in Brazil in the 1960s and 1970s, when the educational system was subordinated to the first Law of Directives and Bases of Brazilian Education- the LDB/1961 and Law 5.692/1971. This first LDB brought significant changes in the school curriculum when to decentralize school subjects programs giving to the States and their schools the flexibility to define their curricula more suited to their peculiarities; It was possible the development of educational experiences and granted freedom to the textbooks authors, removing the requirement to follow an official program. From the analysis of documents that guided the schools curriculum (educational legislation, curriculum proposals presented by Brazilian states, education proposals submitted by groups from researchers and universities and also significant impact textbooks) published during the period to the equivalent level to the present high school, it was sought to understand the principles (normative, philosophical and didactic pedagogical) that guided the teaching of physics in this appropriate context. Regarding the specific curriculum proposals it was aimed to understand, through a content analysis, the conceptions of Science and Education present in both, adopting as directing the analysis of cognitive dimensions - Epistemological and Educational. From the legislation study, it was possible to find a contradiction between the law discourse and ways of curricular organization that has given little space to the scientific disciplines, including the Physics. However, other factors contributed to encourage the Science teaching promoting the entry of new proposals in the country; they led to the national proposals development and also reflected in the publishing market textbooks. From the analyzed specific curriculum guidelines, the results reveal that they take different views of Physical science: while some of them have science as a dynamic and experimental inherent process, although some aspects are a little explored, others undergo the idea of neutral science, linear, unhistorical and, even when proposed experiments, it does not emphasize the Physics experimental inherence; prioritize the concepts/definitions and mathematical formalism. In the educational perspective, the physics teaching in the studied context took different goals, such as: show to the students the scientists science (transmission of knowledge content in the science/physics in a more informative approach); To train future scientists and professionals in the technological area and as also for access to higher education. Some proposals have taken on the pedagogical presupposed to grant to the student a more active participation and greater responsibility for their learning process, and the teacher role reattached in a more peripheral position in the educational process with the task to program and control the teaching process. Others remained with the teaching traditional characteristics, assuming an expository teaching aided by educational textbooks.
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Shandor-Bruce, Deborah S. "Make Magic: The nexus of select curriculum studies projects in critical theory and Bakhtin’s literary theory of carnival as theoretical lenses to examine intertextuality, the interplay of text and lived experiences, in a ten year study of one child&." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351187596.
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Srsen, Kenney Kristen Laura. "CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628.
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Neves, Camila Ferreira Pinto das. "Cursos de graduação em ecologia no brasil: paradigmas e perspectivas formativas." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4781.
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Com intuito de promover uma discussão sobre os cursos de graduação em Ecologia no Brasil, esta dissertação se propôs a investigar e compreender as abordagens ecológicas que sustentam os projetos pedagógicos dos cursos de Ecologia das instituições de Educação Superior brasileiras; investigar e identificar os paradigmas que perpassam as propostas pedagógicas dos cursos de graduação em Ecologia; compreender os princípios pedagógicos e as concepções curriculares dos cursos analisados; e analisar as funções e competências profissionais do Ecólogo, presente nos projetos pedagógicos. A pesquisa se caracteriza como qualitativa, documental e de cunho hermenêutico, pois, no sentido metodológico, a hermenêutica pretende formular princípios interpretativos, ao mesmo tempo em que pretende esclarecer a própria tarefa da compreensão. Foram analisados oito projetos pedagógicos, que correspondem à totalidade dos cursos de graduação em Ecologia ofertados atualmente por instituições de Educação Superior brasileiras. Ao longo do estudo dos projetos, que integram a organização dos três capítulos da dissertação, pudemos observar o paradigma simplificador ou da modernidade, no momento em que a Ecologia se volta para especialização do conhecimento, trata da ciência como comprovação, por isso se dedica ao organismo mais especializado; identificamos, no âmbito curricular, a ênfase na produção de conhecimentos contextualizados, complexos e interdisciplinaridade, além de um grande foco na pesquisa científica; por fim, as atribuições ao exercício do profissional Ecólogo apontadas foram o diagnóstico ambiental; à educação ambiental; à avaliação de riscos ambientais, etc. Assim sendo, entendemos cada curso, como expressão de uma comunidade científica, cujas práticas pressupõem, sempre, uma pré-compreensão do real que determina o objeto, o método e o tipo de suas investigações. Entendemos que o currículo constitui um ambiente simbólico, material e humano em constante reconstrução, cujo desenho envolve questões pedagógicas, técnicas, políticas, éticas e estéticas. Fechamos o circulo hermenêutico desejando que este estudo possa ampliar as compreensões sobre o pensamento ecológico, os currículos e a atividade profissional dos cursos de Ecologia.
In order to promote a discussion of the undergraduate courses in ecology in Brazil, this dissertation aims to investigate and understand the ecological approaches that support the educational projects of Ecology courses of higher education institutions in Brazil; investigate and identify the paradigms that underlie pedagogical proposals for undergraduate courses in Ecology; understand the pedagogical principles and concepts of the courses analyzed, and to analyze the functions and powers of the professional ecologist, present in educational projects. The research is qualitative, documentary and of hermeneutic sense, because in the methodological context, hermeneutics aims at developing interpretive principles, while it seeks to clarify understanding of the task itself. We analyzed eight educational projects, which correspond to all the undergraduate courses in ecology currently offered by institutions of higher education in Brazil. Throughout the study of the projects, that integrate the organization of the three chapters of the dissertation, we could observe the simplifying or modernity paradigm, at the moment when Ecology turns itself towards specialization of knowledge, treats science as evidence, and therefore, it is dedicated to the most specialized organism. We could identify, within the curriculum, the emphasis on production of contextualized and complex knowledge, interdisciplinarity, as well as an important focus on scientific research. Finally the identified professional duties of the ecologist were, among others, environmental diagnosis, environmental education, and environmental risk assessments. Therefore, we understand each course, as an expression of a scientific community, whose practices always assume a pre-understanding of what determines the real object, the method and type of their investigations. We understand that the curriculum is a symbolic environment, material and humane in constant restructuration, whose design involves pedagogical, technical, political, ethical and aesthetic issues. We close the hermeneutic circle hoping that this study will broaden the understandings of ecological thinking, curricula and courses of professional activity of the undergraduate courses in Ecology.
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Jesus, Carlos Alberto de. "Intencionalidades e pr?ticas na constru??o de metodologias o CEFET-SE." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14302.
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Previous issue date: 2010-12-13Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
Successive curricular changes that occurred in professional education altered pedagogical practices, and these practices being developed by means of integrating projects, at Centro Federal de Educa??o Tecnol?gica de Sergipe (CEFET-SE), between 2001 and 2003, originated some questions which became the study object of this thesis. We search for theoretical support mainly in GEPEM research (GEPEM/UFRN) works and practices in order to analyze elements that emerged from this pedagogical practice. To do so, we take as main reference the research of qualitative approach. We developed documents analysis, interviews, considering three aspects: the scenery where these changes took place, the conception and implementation of the Integrating Projects for what, we ask support in pedagogy of projects studies and principles of interdisciplinary, and contextualization as curriculum structuring elements. This research brought out some difficulties, conflicts and possible consensus in developing the methodological strategies for the Projects. In this process of coexistence of the traditional and the new, of an unavoidable distance between what was thought and what was effectively done, elements for a new pedagogical practice emerged. This could be noticed in terms of participative work, formative moments, teacher s autonomy related to the pedagogical work. A new door could be open to the possibilities of taking conscience of accepting the differences and oneself autoexperimentation. These are the possibilities that make men, not being mere information deposit, can dialog and transform, producing his existence by this means. In the present case, the existence of being teacher, the build himself in the time of possibilities
As sucessivas mudan?as curriculares que ocorreram no ?mbito da Educa??o Profissional alteraram as pr?ticas pedag?gicas e estas, ao serem desenvolvidas por meio dos Projetos Integradores, no Centro Federal de Educa??o Tecnol?gica de Sergipe (CEFET-SE), no per?odo de 2001 a 2003, deram origem a v?rios questionamentos que se transformaram em objeto de estudo desta tese. Buscamos no Grupo de Estudos de Pr?ticas Educativas em Movimento (GEPEM/UFRN) aproxima??es te?ricas que pudessem contribuir para analisarmos elementos que emergiram dessa pr?tica pedag?gica. Para isso, tomamos como refer?ncia a pesquisa de abordagem qualitativa, desenvolvendo estudos de documentos e entrevistas, considerando tr?s aspectos: o cen?rio das reformas; os momentos iniciais de constru??o dos Projetos Integradores, em que buscamos os fundamentos da Pedagogia de projetos e, os princ?pios interdisciplinaridade e contextualiza??o como estruturadores do curr?culo. Na pesquisa identificamos que no desenvolvimento da estrat?gia metodol?gica dos Projetos Integradores, houve dificuldades, conflitos e consensos poss?veis. Nesse movimento de coexist?ncia entre o tradicional e o novo , de dist?ncia entre o pensado e o realizado, emergiram elementos para uma nova pr?tica pedag?gica : trabalho participativo; momentos formativos; autonomia relativa dos docentes quanto ao trabalho pedag?gico e, a abertura de possibilidades para tomada de consci?ncia pelos docentes de aceitar o diferente, de experimentar-se. S?o estas possibilidades que fazem com que os homens, n?o sendo deposit?rios de conte?dos, com estes dialoguem, transformem e possam, dessa forma, produzir a sua exist?ncia. Neste caso, a exist?ncia do ser professor, que se constr?i no tempo de possibilidades
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Santos, Franciele Monique Scopetc dos [UNESP]. "O currículo oficial do estado de São Paulo e a educação sexual: uma análise sobre a produção de sentido das sexualidades." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148949.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente tese objetivou enunciar um corpus teórico e metodológico junto às pesquisas de Michel Foucault. Partimos da Análise do Discurso foucaultiana (ADF) para apresentar os sentidos possíveis das políticas públicas educacionais e dos efeitos de sentido oriundos destas, no que concernem às sexualidades; nosso escopo deu-se nos estudos sobre a educação sexual escolar e suas interfaces com os Estudos Culturais. Analisamos as iniciativas de inclusão da educação sexual no currículo escolar no âmbito federativo e, em especial, no estado de São Paulo, as quais configuram nossa primeira esfera discursiva e, em seguida descrevemos o currículo oficial de São Paulo para percebermos como se articulam as temáticas ligadas à educação sexual, por fim, trabalhamos com entrevistas semiestruturadas com professoras e professores que atuam em um Núcleo de Formação Pedagógica destinado à formação continuada e às oficinas curriculares, da Diretoria de Ensino do interior paulista, para, então, delinear o foco de pesquisa, que se enunciou pela seguinte questão principal: a formalização curricular da educação sexual. Constatou-se que há no estado de São Paulo e no Brasil inúmeros projetos de lei que tentaram incluir a educação sexual no currículo oficial. Concluiu-se, no cruzamento das esferas discursivas das propostas de lei, das professoras formadoras dos núcleos pedagógicos e, sobretudo, com a análise do currículo oficial de São Paulo que o processo de institucionalização curricular não dialoga entre o legislativo e as profissionais da educação, e, sobretudo, findamos nossa pesquisa com o reforço da demanda verificada da formação continuada em educação sexual no estado de São Paulo.
This thesis aimed to formulate a theoretical and methodological corpus with the research of Michel Foucault. We start from Foucault's discourse analysis to spell out the possible meanings of educational public policies and direction of production arising from the same regarding sexualities; our scope was given in studies of school sex education and their interfaces with cultural studies. We review the sex education inclusion initiatives in the school curriculum at federal level and in particular in the state of São Paulo, which constitute our first discursive sphere and then describe the official curriculum of São Paulo to realize how articulate the linked themes sex education, finally, work with semi-structured interviews with teachers and teachers who work in a core pedagogical training for the continuing education and curriculum workshops, a school board of São Paulo, and then outline the focus of research enunciated if the main issue: the curriculum formal sex education. It is noted that there is in the state of São Paulo and Brazil numerous bills that attempted to include sex education in the official curriculum. It was concluded at the crossroads in the discursive spheres of government bills, of training teachers of educational centers and, above all, the analysis of the official curriculum of São Paulo that the curriculum institutionalization process does not dialogue between the legislative and professional education and above all ended our research with enhanced verified the continuing education demand in sex education in the state of São Paulo.
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Simões, Lívia Santos. "Projetos pedagógicos de cursos técnicos do IFBA: o escrito e o praticado." Escola de Administração da Universidade Federal da Bahia, 2014. http://repositorio.ufba.br/ri/handle/ri/17351.
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A pesquisa tipo qualitativa visa identificar os motivos que levam à não-formalização das alterações implementadas nos Projetos Pedagógicos dos Cursos (PPCs) do IFBA, gerando discrepâncias entre as matrizes curriculares formalizadas e as praticadas. Os referenciais teóricos utilizados, como base, são Políticas Públicas para Educação Profissional e Currículo. As abordagens teóricas relativas ao currículo escrito, formal ou pré-ativo e ao currículo, como espaço de lutas de interesses, poder e cultura, englobando as definições de currículo de fato ou currículo em ação foram fundamentais para a análise e conclusão adequadas sobre os dados obtidos na pesquisa. A Pesquisa Documental foi feita para identificação e categorização das não-conformidades existentes nas matrizes curriculares, a partir do exame dos PPCs de Cursos Técnicos de 15 dos Campi do IFBA, com tratamento por meio de análise estatística. Como resultado, percebeu-se que expansão do IFBA não induziu à execução de Matrizes Curriculares distintas das aprovadas nos Projetos Pedagógicos dos Cursos pois os Campi da fase da Expansão 2 apresentaram um número de não-conformidades, por curso analisado, maior que o de todas as outras fases. A população escolhida para aplicação do instrumento de coleta de dados, feita em seguida, foram os Diretores Gerais e de Ensino, Coordenadores de Curso, docentes e servidores envolvidos com o processo de elaboração de PPCs. Foi aplicado um Questionário, cujas questões abertas foram analisadas por meio do Discurso do Sujeito Coletivo (DSC), assim são apresentados os motivos apontados pelos servidores para a não-formalização das alterações implementadas nos PPCs. Ao final concluiu-se que as alterações implementadas nos Projetos Pedagógicos dos Cursos Técnicos do IFBA não são devidamente formalizadas devido a problemas de gestão relacionados à burocracia envolvida neste processo que é desconhecida por grande parte dos servidores, aliada à falta de acompanhamento e avaliação institucional. Também convergem para compor este resultado, problemas comportamentais entre os quais se destaca o descaso e desrespeito com relação aos tramites institucionais. Na conclusão, são feitas proposições de ações para minimizar a ocorrência dessas não-conformidades. This qualitative research aimed to identify the reasons that lead to the non-formalization of the changes implemented in the Technical Courses' Pedagogical Projects (PPCs) at the IFBA, creating discrepancies between the formalized curriculum arrays and practiced. The teoric references utilized was Public Politics for the Professional Education and Curriculum. Theoretical approaches of formal or pre-active curriculum and the curriculum as a space of struggle of interests, power and culture, encompassing definitions curriculum of fact or curriculum in action, were central to the analysis and conclusion on appropriate data obtained in the survey. First, the Documental Research was done. The focus was to identify and categorize the non-conformities existing in the curricular matrices. The statistical analises was utilized to treat the data obtained during the analises of PPCs formalization process in 15 IFBA’s Campi. As a result, it was noticed that expansion of IFBA did not induce the implementation of different arrays and praticed because the Campi of Expansion 2 had a number of non-conformities, by analysis course, greater than that of all the other phases. In this unities, the population selected to respond the questionário was the General Directors, the Academic Managers, the Course Coordinators, teachers and servers envolved in the process of developing PPCs. Then, it was applied a questionnaire, whose open questions were analyzed using the Collective Subject Discourse (CSD). By means of DSC, the reasons given by the servers for not formalizing changes implemented in PPCs were analised. At the end it was concluded that the changes implemented in the PPCs are not properly formalized due to management problems related to the paperwork involved in this process that is unknown by most servers, combined with the lack of monitoring and institutional assessment. Also converge to make this result, behavioral problems among which stands out the disregard and disrespect for the institutional procedures. In the conclusion, propositions of shares to minimize the occurrence of such nonconformities are made.
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Machado, Tatiane Rousseau. "A docência e suas práticas a partir da inserção dos computadores móveis do projeto um computador por aluno na Grande Florianópolis : três realidades, um estudo." Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/998.
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Previous issue date: 2013-05-14Conselho Nacional de Desenvolvimento Científico e Tecnológico
In the current informational context, it is more and more common that the Information and Communication Digital Technologies (ICDT) be present in all sectors of society and, especially, at school. Thus, the present study aims to analyze the emerging teaching practices from the insertion of mobile computers, in the Project One Computer per Student, , in three schools of the region of Big Florianópolis. In order to do so, we tried to understand, from a brief historical and etymological study of the concepts that permeate the teaching profession, its knowledge and practices in order to understand how these are constituted and if there are changes in the teaching practices when developed in environments permeated by the ICDT. We used qualitative methods to develop empirical studies in the selected schools; thus, we opted for the non-participant observation and for semi-structured interviews as instruments of collected data. As results we obtained a total of 50 watched classes and around three hours or recorded interviews, which were transcribed and pre-analyzed in order to unravel the categories to be posteriorly analyzed in the perspective of Content Analysis, proposed by Lawrence Bardin. The present study points that the developed teaching techniques in environments permeated by the ICDT, and more precisely by the mobile computers of the UCA Project, are still far from being considered as mediators, once they still repeat established models by the profession along its history. It still points the need of development and deepening of a curriculum which allies the possibilities of ICDT with school contents, the Web Curriculum, as Almeida and Valente propose (2012). We also understand that this study does not exhaust the possibilities of analysis of teaching practices in educational environments permeated by the ICDT. This happens for we understand that such practices are human representations restricted a given space-time and linked to the current theoretical currents in the moment of their development.
Diante do contexto informacional vigente é cada vez mais comum que as Tecnologias Digitais de Informação e Comunicação (TDIC) estejam presentes em todos os setores da sociedade e, em especial, na escola. Dessa forma, o presente estudo tem por finalidade analisar as práticas docentes emergentes a partir da inserção de computadores móveis, do Projeto Um Computador por Aluno, em três escolas da região da Grande Florianópolis. Para isso, procuramos entender a partir de um breve estudo histórico e etimológico de conceitos que permeiam a profissão docente, seus saberes e práticas a fim de entender como estas se constituem e se há mudanças nas práticas docentes quando desenvolvidas em ambientes permeados pelas TDIC. Empregamos métodos qualitativos a fim de desenvolver estudos empíricos nas escolas selecionadas, dessa forma, optamos pela observação não-participante e pela entrevista semi-estruturada como instrumentos de recolha de dados. Como resultados obtivemos um total de 50 aulas assistidas e cerca de três horas de entrevistas gravadas, que foram transcritas e pré-analisadas a fim de deslindar as categorias a serem posteriormente analisadas à luz da Análise de Conteúdo, proposta por Lawrence Bardin. O presente estudo aponta que as práticas docentes desenvolvidas em ambientes permeados pelas TDIC, e mais precisamente pelos computadores móveis do Projeto UCA, ainda encontram-se longe de serem consideradas como mediatizadoras, visto que ainda repetem modelos estabelecidos pela profissão ao longo de sua história. Aponta ainda a necessidade do desenvolvimento e do aprofundamento de um currículo que alie as possibilidades das TDIC aos conteúdos escolares, o Web Currículo, como propõem Almeida e Valente (2012). Entendemos ainda que este estudo não esgota as possibilidades de análise das práticas docentes em ambientes educacionais permeados pelas TDIC. Isso se dá por entendermos que tais práticas são representações humanas restritas a determinado espaço-tempo e atreladas a correntes teóricas vigentes no momento de seu desenvolvimento.
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Fenerich, Maria Elisa de Agostini. "Diretrizes curriculares nacionais para o curso de psicologia : aproximações e distanciamentos dos projetos pedagógicos de curso." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7707.
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Considering the DCN a major public policy for training the Psychologist in health, and structuring the curriculum, this study aimed to analyze the pedagogical projects of undergraduate courses in Psychology of public higher education institutions in the state of São Paulo by the DCN. As methodological course, it was a kind of interpretative-explanatory study of a qualitative nature. The educational projects of the six study target schools were obtained by means of a documentary collection, and subsequently were treated through a documentary analysis. From an agreement between researchers from the Post-Graduation Program in the UFSCar Clinic Management was built a matrix as a methodological tool containing two axes: Curricular Axis and Professional Profile Axis and, from these, the analysis categories were defined: C1-Curricular organization: most courses are organized according to the rules of DCN, however, traditional curriculum models are still present; C2- Learning conceptions: more than half of the courses guided their curricula in teachinglearning process proposed by the DCN, and some of these still have more innovative experiences. Other courses present traditional learning conceptions and distant from the DCN; C3- Student assessment procedures: the student assessment envisaged by the DCN is not well defined, as in the case of half of the courses. P1 General Profile; most courses include somehow the professional profile recommended by DCN; P2- Attention and Health Care: two courses are distant from health care benchmarks and model of care proposed by the DCN, and, two stand out due to their larger focus. P3- Health Management: most of the courses, as well as DCN, don’t have a clear delineation of management processes; P4- Health education: the DCN and the courses do not explicitly show this category, except in one of these. Data analysis shows the similarities and differences of pedagogical projects of the courses by DCN about the categories, as well as their intentions. The results indicate the current state of the curricula and training of Psychology for health, and the need for changes both in DCN as in the courses curricular development and reform.
Por considerar as DCN uma importante política pública para formação em saúde do Psicólogo, e para estruturação dos currículos, o presente estudo teve como objetivo analisar os projetos pedagógicos dos cursos de graduação em Psicologia das Instituições de Ensino Superior públicas do estado de São Paulo à luz das DCN. Enquanto percurso metodológico tratou-se de um tipo de estudo interpretativo- explicativo, de natureza qualitativa. Os projetos pedagógicos dos seis cursos alvo do estudo foram obtidos por meio de uma coleta documental, e posteriormente, foram tratados através de uma análise documental. A partir de um acordo entre pesquisadores do Programa de Pós- Graduação em Gestão da Clínica da UFSCar foi construída uma matriz como ferramenta metodológica contendo dois eixos: Eixo Curricular e Eixo Perfil Profissional e, a partir destes, foram definidas as categorias de análise: C1- Organização curricular: a maioria dos cursos organiza-se de acordo com as normas das DCN, no entanto, modelos curriculares tradicionais ainda estão presentes; C2- Concepções de aprendizagem: mais da metade dos cursos pautam seus currículos em processos de ensino- aprendizagem propostos pelas DCN, e alguns destes ainda apresentam experiências mais inovadoras. Outros cursos apresentam concepções de aprendizagem tradicionais e distantes das DCN; C3- Processos de avaliação do estudante: a avaliação do aluno prevista pelas DCN não é bem definida, assim como no caso de metade dos cursos. P1- Perfil Geral; a maioria dos cursos contempla de alguma forma o perfil profissional preconizado pelas DCN; P2- Atenção e Cuidado em Saúde: dois cursos distanciam-se dos referenciais de cuidado em saúde e modelo de atenção proposto pelas DCN, e, outros dois destacam-se por apresentarem maior foco. P3- Gestão em Saúde: a maioria dos cursos, assim como DCN, não possuem um delineamento claro sobre processos de gestão; P4- Educação em saúde: as DCN e os cursos não apresentam explicitamente esta categoria, exceto em um destes. A análise dos dados apresenta as aproximações e distanciamentos dos projetos pedagógicos dos cursos à luz das DCN quanto às categorias, assim como as suas intencionalidades. Os resultados indicam a situação atual dos currículos e da formação dos cursos de Psicologia para a área da saúde, e a necessidade de reformulação e atualização dos projetos pedagógicos.
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Elias, Maria Auxiliadora. "Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10173.
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Previous issue date: 2009-10-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The current research, Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas (School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence ), has studied an educational project for preventing the violence in the primary schools in the municipality of Santo André between the years 1998 and 2004. The research problem is based on the following questions: What are the implications to the curriculum derived from the Projeto Pela Vida, Não à Violência? In which way the school must define its curriculum while developing a preventive project of school violence? The abovementioned project is based on the education as an unrestricted guardian of the lives of the students who bring to the school the signs of multiple types of violence in their bodies and souls. The students were considered as individuals whose rights must be defended. When the project was proposed the main objective was to defend and to promote the rights ascribed by the Estatuto da Criança e do Adolescente (The statutory rights of children and teenagers). It could be proved that the prevention of the school violence brings about strong implications for the curriculum of the schools. The main implication is namely the need for a radical change in the traditional educational practices. It implies an adjustment of the education to the necessities and conditions of the students in a way that the numerous children at risk in Brazil could fruitful from good quality education feeling protected and happy. It implies the adoption of managerial practices based on the Participatory Democracy and the identification and correction of the multiple forms of violence produced even by the schools themselves. It implies the working on a theoretical framework of the school violence that enables to understand the reality, to orientate and to assess the strategies of prevention of school violence. It implies also the implementation of an ample and permanent capacity building program for teachers, staffs, representatives, students and their families. These implications are ethical and pedagogical requirements once the schools will hardly be able to instill the values of the sociability, dialogue, tolerance and human rights as long the schools themselves do not practice them. It implies, also, maintaining a permanent team to provide support and orientation. It implies the articulation with other preventive activities carried out by other actors in the society, institutions out of the schools environments given that the schools cannot be isolated in the task of the prevention of the violence. The project brought all these implications in varied forms such as networks, network interactions which by being eliminated lead to a trauma in the process of curricular change that was being built
A presente investigação, Violência escolar e implicações para o currículo: Projeto Pela Vida, Não à Violência - tramas e traumas , estudou um projeto educativo de prevenção à violência nas escolas desenvolvido na Rede Municipal de Ensino da Prefeitura de Santo André, no período de 1998-2004. O foco da pesquisa são as implicações do projeto para o currículo escolar. O projeto escolhido para esse estudo centrou-se na estratégia da educação como defensora incondicional da vida dos alunos/as, que trazem à escola as marcas no corpo e na alma de múltiplas violências. Os alunos/as são considerados/as como sujeitos de direitos. Foi possível comprovar no presente estudo que a prevenção à violência escolar trouxe fortes implicações para o currículo escolar, principalmente com a mudança radical na concepção e nas práticas educativas tradicionais. A prevenção implica em adequar a educação às necessidades e condições concretas dos alunos/as, para que as crianças em situação de risco, muito numerosas no Brasil, ao contrário da dinâmica que as afasta da escola, possam usufruir do direito à educação de qualidade, sentindose acolhidas e felizes. A prevenção implica em adotar uma gestão baseada na democracia participativa e em identificar e corrigir as várias formas de violência produzidas pela própria escola. Implica em trabalhar um marco teórico da violência escolar que ajude a fazer uma leitura adequada da realidade, a orientar e avaliar as estratégias de prevenção e em implantar um amplo e permanente programa de formação dos professores, funcionários, conselheiros, alunos e famílias. As implicações de tipo ético e pedagógico correspondem às exigências da prevenção, pois foi comprovado que escola dificilmente poderá educar nos valores da convivência, diálogo, tolerância, direitos humanos etc., se a própria escola não os praticar. A prevenção implica, também, em manter uma equipe permanente, especializada, para dar apoio e orientação. Implica em adotar formas de resolução de conflitos. Implica, inclusive, em se articular nas atividades de prevenção com outros atores sociais e institucionais externos à escola, que não deve ficar isolada nessa tarefa. O Projeto trouxe essas implicações de variadas formas, redes e tramas de realização até sua extinção provocou um trauma no processo curricular que vinha sendo construído
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German, Millberg Lena. "Akademisering av specialistsjuksköterskans utbildning i Sverige : Spänningsförhållanden med anledning av utbildningsreform i enlighet med Bologna." Licentiate thesis, Karlstads universitet, Avdelningen för omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15627.
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Licentiatavhandlingens övergripande syfte var att studera konsekvenser av ökad akademisering och akademiskt lärande inom Svensk specialist-sjuksköterskeutbildning efter genomförande av ny utbildningsreform enligt Bologna. Bakgrund: Specialistsjuksköterskor förväntas i dagens hälso– och sjukvård att kunna bedriva en patientsäker och evidensbaserad vård, vilket kräver akademisk kompetens. Utbildningen till specialistsjuksköterska fördes i och med Bolognaprocessens införande i Sverige 2007 till avancerad utbildningsnivå. Både yrkesexamen och akademisk examen (magisterexamen) skulle inkluderas och integreras i samma utbildning. Detta medförde en förändring från en ämnesinriktad (samlingskodsinriktad) läroplan till en läroplan som syftar till att integrera ämnen (integrationskodsinriktad). Förutom ämnesintegrering skulle yrkesspecifika mål integreras med akademiska mål. Metod: Artikel I genomfördes i form av ett didaktiskt aktionsforskningsprojekt som pågick under 2½ år. En projektledningsgrupp (n=15-18) från fem lärosäten bildades. Denna grupp har aktivt deltagit i hela aktionsforskningsprocessen och vid projektmöten. Vid varje lärosäte utsågs en projektansvarig som ansvarade för den lokala aktionsforskningsprocessen. Dessa personer samlande in data i form av kursplaner, utbildningsplaner, studiehandledningar, minnesanteckningar från lärarmöten och möten med vårdverksamheter samt minnesanteckningar från forskargruppensmöten. Analys har gjorts med hjälp av konstant komparativ analysmetod. I artikel II användes konstruktivistisk Grounded Theory för att samla in och analysera data. Datainsamlingen påbörjades utifrån specialistsjuksköterskestudenters svar på en enkäts öppna fråga (n=120) i samband med utbildningens avslutning 2009 och 2010. Enkätsvaren reste frågor om specialistsjuksköterskans akademiska lärande. För att inhämta en djupare förståelse genomfördes intervjuer med specialistsjuksköterskor (n=12) som yrkesarbetat mellan 5 och 12 månader efter sin examen. Intervjuerna genomfördes från juni till oktober 2011. Avslutningsvis jämfördes svaren på den öppna enkätfrågan med analysen av intervjuerna. Resultat: Vid utbildningsreformens införande fanns pedagogiska motsättningar och didaktiska svårigheter som gav upphov till spänningsförhållanden mellan vårdutveckling, forskning, yrkesspecifika mål och akademiska mål. Spänningsförhållanden framkom också när specialistsjuksköterskorna inte erfor att deras akademiska kompetens tillvaratogs och värderades i vårdverksamheten. När stöd inte fanns för akademiskt lärande uppkom villrådighet och specialistsjuksköterskorna blev ambivalenta över om akademiskt lärande var meningsfullt. För att främja meningsfullt akademiskt lärande framhåller deltagarna betydelsen av samverkan och gemensamma arenor mellan lärosäten och vårdverksamhet där nyttoaspekten med akademiskt lärande tydliggörs. De spänningsförhållanden som framkommer var av både positiv och negativ karaktär.
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Anjos, Danielly Santos dos. "Os cursos de graduação em enfermagem de Maceió/AL: um olhar complexo sobre os projetos pedagógicos." Universidade Federal de Alagoas, 2013. http://repositorio.ufal.br/handle/riufal/1169.
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This investigative process has as its object of study the organization of the Pedagogical Projects (PP) of the Undergraduate Nursing from Maceió/AL. This is a survey with a qualitative approach type exploratory-descriptive that follows a complex perspective of education and adopted the document analysis as a technique for processing data and production of information. Was used as primary sources the PP of the six courses of graduation in Nursing from Maceió/AL and data collection instrument was constructed from the landmarks that makes up the PP and its constituent elements. Pre-analysis of the information produced was given from the drafting tables and summaries, and then the analysis of the three categories and eight subcategories identified from the PP studied. Was possible to see, from the analysis of the PP, which under graduate courses in nursing are experiencing a transition from a liberal perspective to a progressive perspective. In general, the courses have sought to break with the traditional Cartesian model, adhering initially DCNEnf and adopting the theories, methods and strategies of teaching-learning in an active way, dynamic and formative even structuring their curricula in disciplines. However, the conflict of concepts which sometimes are directed to liberators models and another for conservatives show that has not been an easy task to organize a PP in a new perspective. The analysis outlined from the idea of operators/principles of complexity and organizational tetragrammaton, which allowed a reflection towards the construction of complex PP, despite not having identified PP in this study that walked for that direction. With the result of this study, it is expected to offer nursing courses subsidy to the discussion on the organization of PP in order to contribute with a more humane society, supportive, critical, reflective, socially committed and with the principles and guidelines of the National Health System, finally complex.O presente processo investigativo tem como objeto de estudo a organização dos Projetos Pedagógicos (PP) dos Cursos de Graduação em Enfermagem de Maceió/AL. Trata-se de uma pesquisa com uma abordagem qualitativa do tipo exploratório-descritiva que segue uma perspectiva complexa na educação e adotou a análise documental como técnica para tratamento e produção das informações. Utilizou-se como fontes primárias os PP dos seis cursos de graduação em enfermagem de Maceió/AL e para a coleta dos dados construiu-se um instrumento a partir dos marcos que compõe um PP e seus elementos constituintes. A pré-análise das informações produzidas se deu a partir da elaboração de quadros e sínteses e em seguida pela análise das três categorias e oito subcategorias identificadas a partir dos PP estudados. Foi possível constatar, a partir da análise dos PP, que os cursos de graduação em enfermagem estão vivenciando uma fase de transição de uma perspectiva liberal para uma perspectiva progressista. De um modo geral, os inicialmente, as DCNEnf e adotando teorias, metodologias e estratégias de ensino aprendizagem ativas, dinâmicas e formativas, mesmo estruturando seus currículos em disciplinas. Contudo, o conflito de concepções que ora se direcionam para modelos libertadores e ora para conservadores revelam que não tem sido tarefa fácil organizar um PP numa perspectiva inovadora. A análise se delineou a partir da idéia dos operadores/princípios de complexidade e do tetragrama organizacional, o que possibilitou uma reflexão em direção a construção de PP complexos, apesar de não ter identificado neste estudo PP que caminhassem por essa direção. Com o resultado deste estudo, espera-se oferecer aos cursos de enfermagem um subsídio para a discussão sobre a organização dos PP de forma a contribuir com uma sociedade mais humana, solidária, crítica, reflexiva, comprometida socialmente e com os princípios e diretrizes do Sistema Único de Saúde, enfim complexa.
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Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.
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The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.
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Clark, Lois E. "A writing-across-the-curriculum manual for administrators and curriculum specialists." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/157.
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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
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Hadjibabaie, Patricia Ann. "Variation in research assignments across the community college curriculum." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2011.
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This thesis aims to show ways in which research assignments vary, despite the oft-held assumption that these assignments are fundamentally the same, regardless of discipline. for this purpose, research assignments were collected from insructors at one community college. These assignments were analyzed in terms of the following six dimensions: assignment title; topic selection; purpose; approach; format; and source requirements. The assignments were then examined for patterns in their variations across the disciplines, and across instructors within the same discipline. The findings reveal variation along each of the six dimensions. Assignment titles were perhaps the most variable; in fact, in many cases the terms identifying the assigments as research-oriented were not used. Topic selection was often left to the student, with very little guidance from the instructor. Formatting and documentation instructions were consistent, often placing more emphasis on correctly formatting sources and less on the overall style of the paper.
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Casey, Christopher Carl. "The development of curriculum for a high school course in construction occupations." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1568.
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Jenkins, Michele Lynn. "Embodied knowing and effective communication in the development of a choreography curriculum." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2656.
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Develops a choreography course curriculum to be implemented and evaluated for inclusion in the Chaffey College (a community college in San Bernardino County, California) dance program. Identifies and evaluates four core developmental areas of a well-designed choreography class: (1) communicative skill development through dance composition; (2) group problem-solving creative work; (3) integration of other arts with dance; and, (4) critical evaluation skills.
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Daytz, Penny J. "Thematic units: An integrated curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1056.
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Rash, Mickey Ellen. "Veterinary technician assistant curriculum guideline." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1930.
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The purpose of this thesis was to develop a core curriculum to be presented to the state for consideration as the established curriculum guideline for veterinary technician assistants/veterinary assistant programs.
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Mensinger, Glennis Esta. "Bridging the curriculum through literature." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/804.
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This project promotes the use of literature groups based around a theme. In trying to meet the requirements of the California state framework, to integrate the subjects, this project contains two thematic units. Although the themes were designed for second and third grade, the two thematic units may be used as a guide to help teachers implement the thematics teaching approach into their classrooms.
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De, Maci Lola De Julio. "Curriculum design in creative writing." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.
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McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.
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The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.