Mestrado em Ensino na Educação Básica

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Navegando Mestrado em Ensino na Educação Básica por Assunto "Abordagem interdisciplinar do conhecimento na educação"

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    A interdisciplinaridade na perspectiva de integrar as disciplinas da área de ciências da natureza e matemática
    (Universidade Federal do Espírito Santo, 2016-03-16) Oliveira, Elisandra Brizolla de; Santos, Franklin Noel dos; Prado, Gustavo Machado; Tavares, Dirce Encarnacion
    With globalization, the advance of science and technology has been accented. We have experienced a period of intense cognitive, perceptual and cultural transformations and in this context the school is called upon to participate in these changes, in reason to be a privileged place for the transformation of human beings in formation. In this context, interdisciplinarity has been discussed in Brazil for some years in literature, in official documents, as well as studies and researches in general, linked to education. In so far as the interdisciplinarity concepts are inserted and consolidated in the academic field, they assume new meanings, adding strength to the proposal of a contextualized and interdisciplinary integral formation. However, this movement in order to break the fragmented knowledge does not happen displaced from society, as it allows educational institutions to go beyond the organization and disciplinary curricular education and their educational processes and potentiate an contextualized integral formation, inspired by the assumptions of interdisciplinarity. The quest for overcoming this fragmentation occurs through the integration between different subjects or knowledge areas, and it is configured as interdisciplinary interaction movement and may be potentized by dialogue, negotiation and partnership. Notwithstanding, these understandings and definitions that underlie the proposed integration through interdisciplinary knowledge remain polysemic and its development in practice faces difficulties in the educational field. Likewise discussions about Curriculum in the Brazilian educational field have conquered pride of place, being able to be visualized by the amount of guidelines, norms and reformulations in all modalities of teaching. This research aimed to systematize theoretical and methodological elements that allow to develop interdisciplinarity between Biology curriculum proposal from the state of Espírito Santo and the Science of Nature subjects and Mathematics and to investigate the challenges of integration in the perception of teachers and students. Emphasis is placed on qualitative approach and discourse analysis, through a questionnaire applied to fifteen teachers in the field of the natural sciences and the one hundred and twenty students of different modalities of courses and working shifts, offered at a state school in the city of Pinheiros/ES. The investigation results suggest lack of training from the teachers about interdisciplinarity, as well as the legal documents that underlie this practice. The challenges pointed by teachers for the effectuation of a practice in the perspective of interdisciplinarity go through teachers turnover, lack of time to collectively planning in view of the effective work schedule that signalizes the loss of school autonomy to create, plan and execute the school curriculum in detriment of the implementation of a single curriculum throughout the state public, which does not consider the reality. The investigation has also contributed to evidence the conception that teachers have about the curriculum integration in the perspective of interdisciplinarity. Among the students it is evident that the proposed work by Knowledge Areas is unknown. In summary, we defend that interdisciplinarity should be built collectively among peers that involve articulation between different areas of knowledge, in order to seek a more integrated and contextualized vision of society and the human being, and that the school, through the integrated curriculum, can play its role in the formation.
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    O desafio da transversalização do tema meio ambiente no currículo escolar : o caso do colégio modelo de Itamaraju-BA
    (Universidade Federal do Espírito Santo, 2016-10-10) Lopes, Gabrielle de Souza Cruz; Teixeira, Marcos da Cunha; Rocha, Sandra Mara Santana; Pereira, Carlos Luis; Manso, Marcia Helena Siervi
    The Environmental Education leads people to a change in behavior and values because it is based on ethical, political, economic, social and ecological aspects. It is a recommendation of the National Curriculum Parameters of 1997 and of the National Environmental Education Policy that Environmental Education is present in the curriculum in a transversal and interdisciplinary way. It was sought to identify and explain the ways in which Environmental Education appears in the school curriculum, considering the prescribed, real and hidden characteristics. The research was characterized as an ethnographic case study being developed at the "Luis Eduardo Magalhães" Model School, Itamaraju-BA. The data were collected through documentary analysis, the application of semi-structured questionnaires with 42 students and semi-structured interviews with 9 teachers. In addition, we considered the observations and practices of the author who, as a teacher of the school, also considers herself as researched. The results show that, explicitly, Environmental Education is present in projects such as the Environment Week, Ecological Gymkhana, Agenda 21, Student Games and Black Consciousness. However, teachers perceive their insertion in the curriculum and that their practice is through reading and interpreting texts, in the textbook, in the contents, in the production of texts, in the tabulation of statistical data and in discussions. When analyzing the students' questionnaires, 90% said they participated in activities on the environment theme, while 5% did not remember and the other 5% did not participate. It was also possible to verify that they have a critical view of the main environmental problems of the city and that relate the specific contents of the disciplines with the local and global environmental issues. Based on the results, the limits and possibilities of the mainstreaming of the environmental theme in the curriculum are discussed, as well as the role of the school as a space for critical training, which is necessary to confront current social and environmental issues.