The focus of this study is planning for the school subject History in the Swedish upper secondary school. In a goal-oriented educational system teachers have – to some extent – the possibility to interpret and decide how the formal curriculum should be realized in practice. The starting point of this study is the claim that planning is a complex process and that more knowledge is needed about its implementation in today´s school. The planning of the History syllabus, as planned and performed by two teachers in upper secondary schools has been studied during one term with special emphasis on the teachers´ planning related to the national documents. Starting from the teachers´ description of their planning, a model that seems to be a relevant tool to help describe and analyse central aspects of planning, has been used. Their planning has also been described by the help of various concepts and perspectives. The study includes, among other things: the teachers´ selection of story and organizing principle, the measure of intention when planning for the goals in the formal curriculum, the selection of various analytical tools, the teaching for resonance, the planning for transparency and progression of the assessment, the selection of assessment tools and the basis for assessment. The study has also included the issue of whether the goals in the formal curriculum have primarily been interpreted in a general manner or related to the special school subject History, and to what extent the goals in the formal curriculum have been integrated in the didactic decisions made in order to plan teaching and evaluation. / Baksidestext Beskrivningen av planeringsuppdraget i ett målstyrt system handlar ofta om hur uppdraget är tänkt att utföras och mer sällan om hur uppdraget genomförs i praktiken. Med tanke på att det är lärare och elever som i sista hand beslutar om hur undervisningen och bedömningen ska utformas så är det praktiska genomförandet intressant att studera och diskutera. Den här studien har som mål att med praktiknära utgångspunkter analysera frågan om vad planeringsarbetet för en kurs i historia kan handla om. I undersökningen har två lärares beskrivning av sin planering av undervisning och bedömning följts under en termin. I studien har det visat sig att planering av en kurs i historia handlar om en mängd olika beslut som kan beskrivas med olika begrepp och perspektiv. Som exempel kan nämnas: val av kursens berättelse och organisationsprincip samt val av olika redskap som eleverna ska få. Med utgångspunkt i lärarnas beskrivning av sin planering har undersökningen lyft fram en planeringsmodell som framstår som ett relevant verktyg för att beskriva och analysera centrala aspekter av planeringsarbetet. Studien har uppmärksammat frågan om i vilken grad som kursplanens mål tolkats generellt eller ämnesspecifikt samt frågan om i vilken grad som kursplanens mål integrerats i de didaktiska beslut som tagits för att utforma undervisning och bedömning. Förhoppningen är att begreppen och perspektiven kan underlätta diskussion och reflektion vid praktiskt planeringsarbete.

Made available in DSpace on 2016-04-27T16:33:06Z (GMT). No. of bitstreams: 1 Andrezza Silva Cameski.pdf: 99502367 bytes, checksum: dc3c3bc12708099d76324c28e4d4b97c (MD5) Previous issue date: 2015-09-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research purpose is to understand the course of teaching of Literature at Colégio Pedro II, since its start as a school subject to Benjamin Constant amendment, during the first year of Republic, in 1890. Colégio Pedro II became a reference to this research for being the first institution where Literature started being studied in a methodic way, starting along the Rhetorica e Poetica seat, besides being considered a pattern institution and reference during century XIX. It is about thinking the way the seat was planned, established and organized, as well as its studying topic, which material were used and what was the objective of teaching, concerning the understanding of constitution of humane civilizing process, taking the context into consideration. The observing of the institution will be present in the aspects that refer to the research topic data, aiming to understand its application and purposes dynamics. The theory is that Literature, when started at Colégio Pedro II, in the century XIX, became representative of a scholar model which intended to develop a national identity in its civilizing projects integrated to concepts of the Christian European world. As a studies program in Literature was created, it was noticed that such studies showed a dubious concern in strengthening a national identity when selecting mainly foreign authors and literary compositions. The sources selected to research are school documents and those related to the organization of Colégio Pedro II concerning the teaching staff and the classes. We favored the programs, Colégio Pedro II congregation records, periodicals and teaching material used to teach the literary content. For document analysis we have as a pretext the school subject conceptions of André Chervel s (1990, 1992, 1999) and Ivor Goodson s (1997), which have as a perspective the importance of historical studies for understanding the formation of a school knowledge, in which several people politicians, intellectuals settled in different command fields and especially the teachers / A pesquisa objetiva compreender o percurso do ensino de Literatura no Colégio Pedro II, a partir de sua constituição como disciplina escolar até a reforma Benjamin Constant, no primeiro ano da República, 1890. O Colégio Pedro II se tornou referência para esta pesquisa por se tratar da instituição primeira onde a Literatura passou a ser estudada metodicamente, iniciando junto à cadeira de Rhetorica e Poetica, além de ser considerada instituição modelar e referencial no decorrer do século XIX. Trata-se de pensar o modo com a cadeira foi planejada, instaurada e organizada, bem como seu objeto de estudo, quais materiais eram utilizados e o que se pretendia com esse ensino, dentro do que se entendia por constituição de processo civilizatório humanístico, considerando o contexto. A observação da instituição estará presente nos aspectos que dizem respeito aos dados do objeto de pesquisa, de modo a compreender a dinâmica de sua aplicação e finalidades. A hipótese é a de que a Literatura, ao ser constituída no Colégio Pedro II, no século XIX, tornou-se representativa de um modelo escolar que pretendia desenvolver uma identidade nacional dentro dos projetos civilizatórios integrados a concepções do mundo europeu cristão. Ao montar um programa de estudos em Literatura, notou-se que tais estudos apresentaram uma preocupação ambígua no fortalecimento de uma identidade nacional ao selecionarem autores e obras majoritariamente estrangeiros. As fontes selecionadas para a pesquisa são documentos escolares e os referentes à organização do Colégio Pedro II quanto ao corpo docente e das aulas. Privilegiamos os programas, atas de congregação do Colégio Pedro II, periódicos e materiais didáticos utilizados no ensino do conteúdo literário. Para a análise da documentação temos como pressuposto as concepções de disciplina escolar de André Chervel (1990,1992,1999) e Ivor Goodson (1997), que tem como perspectiva a importância de estudos históricos para a compreensão da constituição de um conhecimento escolar do qual participam vários sujeitos políticos, intelectuais situados em diferentes esferas do poder e, em especial os professores