Made available in DSpace on 2014-07-29T16:10:45Z (GMT). No. of bitstreams: 1 Camila Camposconv.pdf: 1282546 bytes, checksum: 85ca8ff4a60a046186240595869d61b5 (MD5) Previous issue date: 2010-05-07 / This work is linked to the research line state and Educational Policies. This research examines a ongoing experience of the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA) in State of Goiás, a town of Rio Verde, between 2006 to 2009, aiming to discuss settings integrated curriculum implemented. We seek to answer the question "How was the integrated curriculum implemented in Rio Verde?". It was left therefore to trace the path of building what today is called integrated curriculum.Used the theory of the curriculum, whereas the bedrock in constructing this curriculum is a humanizing working relationship, so there's no talk of integrated curriculum without which still punctuate the work that we are experiencing and what the theoretical understanding of the concept. We used the contributions of Marx (2004, 1989) and Marx and Engels (2004). We organize for our qualitative research on-site monitoring for observation, which had the support of a Field Diary, built during the entire time we were present at the institution. We proposed a questionnaire to students and other teachers, who completed some gaps. However, it was still necessary to rely on interviews of teachers. Our findings point to the fact that reality occurs in combination, since the founding pillars, such as inequality, affecting all people, but for various reasons, cultural interference, etc, Each locality builds other determinations. Such is the course of PROEJA in Rio Verde-GO, first trace of duality between knowing and doing, and the other an effort, from various movements, to get closer and learn more about integrated training. / Este trabalho é vinculado à linha de pesquisa Estado e Políticas Educacionais. Esta pesquisa analisa uma experiência em curso do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja) no Estado de Goiás, cidade de Rio Verde, no período de 2006 a 2009, objetivando discutir as configurações do currículo integrado implementado. Buscamos responder à pergunta como foi implementado o currículo integrado em Rio verde? . Coube, portanto traçar os caminhos da construção do que hoje se chama de currículo integrado. Recorremos à teoria do currículo, considerando que o fundante na construção desse currículo é uma relação de trabalho humanizadora, portanto, não há como se falar de currículo integrado sem pontuar ainda qual o trabalho que estamos vivenciando e qual a compreensão teórica do conceito. Para tanto, utilizamos as contribuições de Marx (2004; 1989) e Marx e Engels (2004). Organizamos para nossa pesquisa qualitativa um acompanhamento in loco para a observação, que contou com o apoio de um Diário de Campo, construído durante todo o tempo em que estivemos presentes na instituição. Propusemos um questionário aos alunos e outro aos professores, que completaram algumas lacunas. No entanto, foi necessário ainda contar com o apoio de entrevistas dos professores. As nossas conclusões sinalizam para o fato de que a realidade ocorre de forma combinada, pois os pilares fundantes, como a desigualdade, atingem a todas as pessoas, mas, por diversos motivos, interferência cultural, etc., cada localidade constrói outras determinações. Assim é o curso de Proeja em Rio Verde-GO, por um lado traços da dualidade entre o saber e o fazer, e por outro um esforço, proveniente de diversas movimentações, para se aproximar e conhecer mais sobre a formação integrada.

nÃo hà / Esta pesquisa teve como motivaÃÃo inicial a necessidade de se realizar uma pesquisa avaliativa, para compreender como o currÃculo do PROEJA (Programa Nacional de IntegraÃÃo da EducaÃÃo BÃsica à EducaÃÃo Profissional na Modalidade de EducaÃÃo de Jovens e Adultos) tem-se efetivado no IFCE (Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do CearÃ), no Campus Fortaleza. Foi desenvolvida no Ãmbito do eixo de AvaliaÃÃo Curricular, que se insere na linha de pesquisa de AvaliaÃÃo Educacional. Sua questÃo geral à entender qual à a natureza do CurrÃculo dos Cursos do Ensino MÃdio Integrado aos Cursos TÃcnicos em TelecomunicaÃÃes e RefrigeraÃÃo e ClimatizaÃÃo, na modalidade de EducaÃÃo de Jovens e Adultos, ofertados pelo IFCE, analisando a sua concepÃÃo e dinÃmica na percepÃÃo do docente e identificando elementos para a sua avaliaÃÃo. Os objetivos da pesquisa foram investigar a natureza desse currÃculo nos nÃveis prescritivo (documental) e perceptivo (visÃo dos professores); analisar as percepÃÃes dos professores e dos gestores sobre a proposta curricular dos cursos supracitados; investigar como a coordenaÃÃo dos cursos orienta a implementaÃÃo da proposta curricular vigente, tendo em vista a necessidade de conectar a formaÃÃo propedÃutica à formaÃÃo tÃcnica e fornecer subsÃdios para realizar uma proposta avaliativa para o currÃculo em curso. Foi adotada uma metodologia de natureza qualitativa numa abordagem fenomenolÃgica, na qual se utilizaram como procedimentos a anÃlise de documentos e a entrevista semiestruturada, numa proposta reflexiva. O referencial teÃrico foi apoiado em Silva (2007), Freire (1987), Frigotto et al. (2005) e Vianna (2000), entre outros teÃricos que estudam a EducaÃÃo de Jovens e Adultos, a avaliaÃÃo curricular e as questÃes curriculares. Os achados da pesquisa evidenciaram, entre outros dados, que o Instituto Federal precisa priorizar o reconhecimento do PROEJA. Para atingir tal objetivo, necessita da implementaÃÃo de aÃÃes estruturais que visem ao seu fortalecimento e da consolidaÃÃo como polÃtica institucional da EducaÃÃo Profissional na instituiÃÃo citada. Assim sendo, uma especial atenÃÃo deve ser dada à formaÃÃo do professor atuante no programa e ao currÃculo do curso, de modo que se atenda Ãs peculiaridades formativas da EJA, do Ensino MÃdio e da FormaÃÃo Profissional, sem desconsiderar os interesses de seu aluno. / This research was motivated by the initial need of a curriculum evaluation to understand how the curriculum of PROEJA (National Program for Integration of Basic Education with Professional Education for Youth and Adults) has been developed at IFCE (Federal Institute of Education, Science and Technology of CearÃ) in the Campus of Fortaleza. It was developed under the Course Assessment axis, which is part of the Educational Evaluation line of research, and its general point is to understand the nature of the course curriculum of High School Courses integrated with the Telecommunications and Heating & refrigeration Technical Courses offered by IFCE to Youth and adults, analyzing their design and dynamic according to the teachers and identifying elements of that avaliation. The research objectives were to investigate the nature of the curriculum at prescriptive (documentary) and perceptual (vision of teachers) levels in order to analyze the perceptions of teachers and administrators on the curriculum of the courses mentioned above; and to investigate how the coordination of the courses guides the implementation of the existing curriculum taking in account the need to connect the workup training to the technical training and provides the necessary conditions to propose an ongoing curriculum evaluation. We adopted a qualitative methodology in a phenomenological approach, in which documents review and semi-structured interviews with a reflective proposal were used. The theoretical framework was supported by Silva (2007), Freire (1987), Frigotto et. al. (2005) and Vianna (2000), among other theorists who study Youth and Adult Education, the curriculum evaluation and curriculum issues. The findings of the research showed, among other data, that IFCE needs to prioritize PROEJAâs recognition. In order to achieve this goal, the implementation of structural actions, whose aim is the strengthening of PROEJA, as well as its consolidation as an institutional policy for Professional Education at this very institution are required. Therefore, special attention should be given to the active teacher training program and to the course curriculum, so that the training meets the peculiarities of Youth and Adults Education, high school and vocational training, without disregarding the interests of their students.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-10T20:01:07Z No. of bitstreams: 2 Maria Sandreana Salvador Da Silva Lizzi.pdf: 1778677 bytes, checksum: 5ed21c96343453fdcbda62a6ba426fe9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-10T20:01:07Z (GMT). No. of bitstreams: 2 Maria Sandreana Salvador Da Silva Lizzi.pdf: 1778677 bytes, checksum: 5ed21c96343453fdcbda62a6ba426fe9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-04-03 / This study has as object of analysis the implementation, Paraná Program National Integration in Education Professional with Basic Education in Modality of Education Youth and Adults – PROEJA, investigating the conception that teachers who work in courses Technical and Administrative Secretarial Staff in city of Cascavel have about Integrated Curriculum. The proposed objectives for the development of the research are: a) discuss the concept of Integrated Curriculum in official documents and national state regarding PROEJA b) study the concept of Integrated Curriculum, considering the work as a principle education and c) understand how to design integrated curriculum is understood by teachers. For the development of research, carried out the survey and analysis of documents implemented in national context leading PROEJA, such as: Law of Guidelines and Bases Education 9.394/96, Decree 2.208/97, Decree 5.154/04; documents regarding PROEJA: Base Document National (2006) and Guidance Document: Integrated Vocational Education Adult and Youth (2007). In addition to the official documents that deal with the PROEJA we made a literature review thesis and dissertations submitted a discussion on the subject. To conceptual and theoretical discussions about Integrated Curriculum, we take as a basis the productions of authors who discuss issue nationally, as well as propositions outlined by Marx and Gramsci. To understand the concept of teachers regarding curriculum Integrated conducted empirical research with teachers working in PROEJA in scope the Regional Education Center (NRE), Cascavel, in courses Technical and Administrative Secretarial Staff, belonging to the State School Teacher Francisco Lima da Silva, located in Forest district and State College Wilson Joffre, located in the city center. On first chapter, we present a historical context of the implementation education policy for schools Middle, Education and Professional Education Youth and Adults, which underlie development of thinking about integrated education and analyze educational policy produced at the national and state concerning this program: Base Document PROEJA (2006) of the Ministry of Education and the Guidance Document of the State of PROEJA Paraná titled Professional Education Integrated Education for Youth and Adults (2007). In the second chapter we made a literature review on the foundations of curriculum design integrated and a discussion of the concepts that underlie the proposal. Based on the analysis interview data, the third chapter presents the results of research empirical which is proposed to understand: which the conception that teachers teach courses in the PROEJA administrative and technical Secretarial Staff have Integrated Curriculum. / Esse estudo tem como objeto de análise a implementação, no Paraná, do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos – PROEJA, investigando a concepção que os professores que atuam nos cursos de Secretariado e Técnico administrativo na cidade de Cascavel possuem acerca de Currículo Integrado. Os objetivos propostos para o desenvolvimento da pesquisa são: a) discutir a concepção de Currículo Integrado presente nos documentos oficiais nacional e estadual referentes ao PROEJA; b) estudar a concepção de Currículo Integrado, considerando o trabalho como princípio educativo e c) compreender como a concepção de currículo integrado é entendida pelos professores. Para o desenvolvimento da pesquisa, realizamos o levantamento e análise dos documentos implementados no contexto nacional que antecederam o PROEJA, tais como: Lei de Diretrizes e Bases da Educação Nacional 9.394/96; Decreto 2.208/97; Decreto 5.154/04; os documentos referentes ao PROEJA: Documento Base Nacional (2006) e Documento Orientador: Educação Profissional Integrada à Educação de Jovens e Adultos (2007). Além dos documentos oficiais que tratam sobre o PROEJA, fizemos uma revisão bibliográfica das teses e dissertações que apresentaram uma discussão sobre a temática. Para as discussões teóricas e conceituais acerca de Currículo Integrado, tomamos como base as produções de autores que discutem a temática a nível nacional, bem como as proposições apontadas por Gramsci e Marx. Para compreender a concepção dos professores a respeito de Currículo Integrado realizamos pesquisa empírica com os professores que atuam no PROEJA, no âmbito do Núcleo Regional de Educação (NRE), de Cascavel, nos cursos de Secretariado e Técnico Administrativo, pertencentes ao Colégio Estadual Professor Francisco Lima da Silva, localizada no Bairro Floresta e ao Colégio Estadual Wilson Joffre, situada no Centro. No primeiro capítulo, apresentamos uma contextualização histórica da implementação da política educacional para o Ensino Médio, a Educação Profissional e a Educação de Jovens e Adultos, as quais fundamentam a elaboração do pensar em formação integrada e analisamos a política educacional produzida em âmbito nacional e estadual referentes ao programa: Documento Base do PROEJA (2006) do Ministério da Educação e o Documento Orientador do PROEJA no Estado do Paraná intitulado Educação Profissional Integrada a Educação de Jovens e Adultos (2007). No segundo capítulo fizemos uma revisão da literatura acerca dos fundamentos da concepção de currículo integrado e uma discussão dos conceitos que fundamentam a proposta. Com base na análise dos dados das entrevistas, o terceiro capítulo apresenta o resultado da pesquisa empírica a qual se propôs compreender: qual a concepção que os professores que ensinam nos cursos de PROEJA de secretariado e técnico administrativo têm de Currículo Integrado.

Made available in DSpace on 2016-08-17T13:53:57Z (GMT). No. of bitstreams: 1 Dissertacao_ KEYLLYANNE DESTERRO CARDOSO.pdf: 683562 bytes, checksum: 99a8675df31cd4d984b446f4d7f814f4 (MD5) Previous issue date: 2014-12-17 / A presente Dissertação de Mestrado insere-se no grupo de pesquisa Escola, Currículo, Formação e Trabalho Docente da Universidade Federal do Maranhão. Este trabalho refere-se ao Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos PROEJA em que se, analisa o currículo integrado de um curso ofertado pelo programa, visando compreender as articulações entre a escolarização e a formação profissional em nível médio. Neste estudo adotamos como metodologia a pesquisa qualitativa por considerarmos que as ações investigadas podem ser melhor compreendidas, considerando a realidade objetiva, no ambiente natural da pesquisa. A técnica adotada para a coleta de dados foi a entrevista semiestruturada. Participaram das entrevistas dois coordenadores do curso de eletrotécnica do PROEJA, cinco docentes e dez alunos do curso, num total de dezessete sujeitos, no sentido de extrair suas percepções sobre o currículo integrado proposto para o curso. Foram trabalhados na pesquisa três categorias de análises: currículo integrado, educação de jovens e adultos e PROEJA. Fundamenta-se essa pesquisa os estudos: Goodson (2010); Kuenzer (1997); Sacristán (2000); Santomé (1998); Marx (1998); Romanelli (1986); Saviani (2008); Pacheco (2006); Moreira e Silva (1995); Harvey (1996); e ainda em Ciavatta (2005); Di Pierro (2013); Fazenda (2008); Filho (2004); Freire (1996); Gramsci (1979); Teixeira (1962); Ribeiro (2003); Poupart (2010); Magalhães (2010), além de recorrermos aos documentos referentes ao PROEJA. Com esse estudo verificou-se que o currículo integrado adotado para o curso ofertado do Proeja tem a interdisciplinaridade como uma forma de ser efetivado, adotando-se o projeto integrador como forma estratégica de promover essa integração. Vislumbra-se o currículo integrado na perspectiva de possibilitar um processo de ensino e aprendizagem que amplie a visão de mundo do aluno em sua totalidade. Os resultados da pesquisa confirmam a relevância dessa formação integral na vida desses jovens e adultos que buscam o término da educação básica agregada a uma formação profissional. Apesar de certas dificuldades inerentes ao desenvolvimento do currículo integrado, os sujeitos pesquisados reconhecem a importância que esse programa tem no resgate da escolarização e formação profissional para esses jovens e adultos público, alvo do PROEJA.

The purpose of the study was to investigate teacher attitudes toward following the Taiwanese arts and humanities curriculum and the relationship of teacher attitudes to four selected curriculum integration factors. These include (1) The quantity of content areas taught in music class, (2) Teachers' satisfaction of their students' learning outcomes, (3) Teachers' confidence in planning lessons, and (4) The number of years spent in curriculum integration. Questionnaires were distributed to 85 stratified random selected junior high schools throughout Taiwan. The school responses rate was 74%. Content validity was checked. The internal consistency reliability ranged from 0.74 to 0.92. Recorder playing, group singing, and music appreciation were found to be the most frequently taught musical skills, the most satisfied students' learning outcomes, the most confident lesson planning areas, and the most important to be included in the music instruction. Writing-by-ear and playing-by-ear were found to be the least frequently taught musical skills, the least satisfied students' learning outcome, the least confident lesson planning area, and the least importance. The two most frequently encountered barriers were insufficient administrative leadership and shallow student learning. The results of the Pearson product-moment correlation coefficient showed a low positive significant relationship between teachers' overall attitudes and the quantity of musical content areas taught (n = 83, r = 0.29, p = 0.007*, r2 = 0.09). Based on prior research, if attitudes that are formed from personal histories are difficult to change, and in order to change attitudes, multiple strategies must be used. The majority of teachers did not strongly support or reject this new curriculum, and strong support would be needed for the curriculum to be successfully implemented. One of the most important things that the Taiwan MOE could do is to provide music teachers with on-going in-service teacher development programs and monitoring mentor systems, in addition to the exploration and development of additional strategies that might possibly impact teachers' neutral beliefs about this new curriculum.

abstract: The purpose of this case study was to explore the barriers, or constraints, to the integration of field-based environmental education (EE) programs in K-8 public elementary schools in Phoenix, Arizona. Research continues to show that field based EE programs improve student outcomes (Bartosh, Tudor, Ferguson, & Taylor, 2006; Cole, 2007; James and Williams, 2017). Despite the empirical evidence, there appear to be obstacles to integrating field based EE into school curriculum. This study used Hierarchical Leisure Constraints Theory (HLCT) to identify and understand these constraints. There were 22 focus group participants and 13 interviewees from ten different schools and five school districts within the Phoenix area. Looking at the constraints identified by all participants, funding and the availability of transportation play a major role barring the use of field based EE programming. However, when applying HLCT, both of these barriers are structural in nature. This means these are constraints beyond the control of the individual but are negotiable. According to HLCT, you must first understand intrapersonal and interpersonal constraints and the effect they have on overcoming barriers. This study found that perception and prior knowledge emerged as the root of most constraints. In other words, while structural constraints are named as the primary issue in integrating field based EE in public schools, this study concludes from the findings that human nature and human values influence whether teachers and administrators participate in field based programming with their students. / Dissertation/Thesis / Doctoral Dissertation Community Resources and Development 2019

M.Ed (Curriculum Studies) / Department of Curriculum Studies / The transition of learners from Grade R to Grade 1 in a formal school is a significant stage. The purpose of the study was to investigate the transition of learners from Grade R to Grade 1 in Mutshindudi Circuit, Vhembe District. The researcher used qualitative method to conduct the study in order to get in-depth information to improve the teaching and learning of children in transition. It was a case study of one school where three Grade R and three Grade 1 teachers were selected. Individual interview and observation schedules were used to collect information from the informants during class visits. Learners were observed during teaching and learning in the classroom to see how teachers facilitate the transition between two grades The population of this study comprised with six teachers, three from Grade R and three from Grade 1. Purposive sampling of three Grade R and three Grade 1 teachers was based on the teachers’ knowledge and experience in these Grades. The findings revealed that Grade 1 teachers expected Grade R learners to know how to read and write. Teachers had experienced transition problems as the policy stipulates that all Grade R learners should progress from Grade R to Grade 1. Teachers should be inducted on how to assist learners to transit from Grade R to Grade 1 / NRF

The topic of this thesis concerns the interdisciplinary approach in teaching chemistry and biology at Czech grammar schools. Especially with two main questions: the determination of the level of integration that secondary school teachers prefer and how to promote an interdisciplinary approach at grammar schools. The following main objectives were established: find out which level of integration of science subjects is preferred by Czech teachers for secondary schools level, identify the main obstacles of implementation of integration, find out the factors which can help with the integration of knowledge, create support for interdisciplinary approach at Czech grammar schools. In order to achieve these objectives, a questionnaire survey among secondary school teachers and interviews with the academic staff of the Faculty of Science of Charles University were carried out. The results of the questionnaire survey showed that respondents prefer to preserve separate subjects with an emphasis on interdisciplinary relationships. The main restriction of integration is that similar topics in chemistry and biology are not taught in the same period, insufficient knowledge of the second subject or lack of learning materials. The main factor which can help with more frequent integration is learning materials. As...

International literature suggests that curriculum changes that have occurred in higher education globally over the last two decades, more specifically the shift from subject-based curriculum to integrated curriculum have been perceived by many academics as having affected their work with regard to course designing, teaching and assessment. Studies of academics’ response to such changes have argued that the way academics perceived these changes and the meanings they made of them influenced the implementation of these curriculum changes. This case study investigates lecturers’ perceptions of how one curriculum reform, the introduction of the Credit Accumulation and Modular Scheme (CAMS) in higher education in Rwanda, has affected lecturers’ work. One of the aims of the study was to analyse how lecturers understand CAMS and the changes it has introduced in their work. A second aim was to analyse how these perceptions and changes are negotiated in their teaching practices. Sixteen lecturers from Kigali Institute of Education were interviewed. Analyses of lecturers’ accounts of their teaching experiences revealed that lecturers espoused the intended changes that CAMS introduced in their work. However, although they claimed that the changes have affected their teaching and teaching arrangements- course designing, teaching and assessment- in actual practices many of them have not always managed to shift their thinking. CAMS requires lecturers to function in teams. However, although they have been trying to do so many of them have not managed to work out how to make more substantive changes to the way they think about the knowledge to be taught, their actual teaching and assessment practices. They have tried to keep boundaries of their disciplines while CAMS requires them to integrate their teaching.

Despite the emphasis society places on literacy, most students with developmental disabilities remain illiterate. One cause for this illiteracy may be that these students lack foundational language skills that contribute to being able to read. Research has shown that, among other contributions, multiple exposures across time increase students' abilities to acquire knowledge. The Symple Readers integrated curriculum plans for multiple exposures to novel picture vocabulary words by building them into all activities across the students' day and week. The purpose of this study was to determine the effects of the Symple Readers integrated curriculum on expressive vocabulary development. During the six-week study, eight elementary students with developmental disabilities were given the opportunity to acquire 27 novel expressive vocabulary words. A multiple probe design across word sets was used to determine the effects of instruction on word acquisition. While individual results varied, the average expressive vocabulary gain was 72% of the novel words, showing a clear functional relationship between the Symple Readers integrated curriculum and the acquisition of the 27 novel expressive vocabulary words.