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Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes which include the selection, motivation and interaction of curriculum developers, curriculum definitions and models, and an algorithm for curriculum design; b) curriculum organisation which addresses philosophical, sociological, cultural and psychological foundations, curriculum paradigms and a chiropractic conceptual framework; c) curriculum development which concerns design strategies, situational analysis, intent, content, design and organisation of learning experiences and assessment of student performance; and d) curriculum application, which includes the learning climate, quality management, management of change, self-evaluation and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)

Made available in DSpace on 2016-04-27T14:32:45Z (GMT). No. of bitstreams: 1 Claudia Barbosa Santana Mirandola.pdf: 1224367 bytes, checksum: d3c86ec024402f82e8d86df652d46c11 (MD5) Previous issue date: 2010-05-11 / Secretaria da Educação do Estado de São Paulo / This work is the report of a master degree research in the Post- Graduate Program Education: Curriculum, of Public Policies and Curricular and Educational Reform research group, performed in the municipality of Poá - SP. After contracting the company Sol Soft s e Livros Ltda. in 2006, the municipal school system began to receive a didactic and pedagogical package named Sistema Objetivo Municipal de Ensino (SOME). The package contract included the supply of study material to the students as well as orientation manual and qualifying programs to the teachers. The aim of this research is to understand how the contract process of the company was and how teachers gave meaning to their practice after this process. The research started from a documental analysis based on the reading of laws and decrees that regulate the process of municipalization of basic education in the State of São Paulo and the documents related to the public selection process for contracting the company. There were also observation of pedagogical meetings and hearing of twenty one teachers of the first level of basic education through the use of questionnaires. The bibliographical research was based on J. Gimeno Sacristán, Paulo Freire, Michael W. Apple, Henry Giroux and Lisete Arelaro and has contributed to the constitution of hypotheses and instrumental analysis. It was possible to understand how teachers, as direct authors of their pedagogical practice, deal daily with teaching based on study guides. The conclusion is that the low number of students enrolled at private schools compared to those enrolled at the municipal public school network, the absence of infrastructure in the town which would enable full responsibility for basic education and the available financial resources are factors that contribute to turn the public school network into a target market for educational product companies / Este trabalho é um relatório de uma pesquisa de mestrado do Programa Educação: Currículo na linha de pesquisa Políticas Públicas e Reformas Educacionais e Curriculares, realizada no município de Poá-SP. A partir de 2006, depois de contratar a Editora Sol Soft s e Livros Ltda., o município passou a receber um pacote didático pedagógico sob a denominação Sistema Objetivo Municipal de Ensino (SOME). A contratação inclui o fornecimento de material apostilado para os alunos, manual orientador e capacitação para os professores. Por meio dessa pesquisa quisemos compreender como foi o processo de contratação da empresa e como os professores deram significado à sua prática docente a partir dessa contratação. Nossa pesquisa partiu de uma análise documental baseada na leitura de leis e decretos que abordam o processo de municipalização do Ensino Fundamental no Estado de São Paulo e dos documentos que fizeram parte do processo de concorrência pública para a contratação da empresa. Realizamos também, observações em reuniões pedagógicas e demos voz a vinte e uma professoras do Ensino Fundamental I por meio de aplicação de questionários. A pesquisa bibliográfica baseada em J. Gimeno Sacristán, Paulo Freire, Michael W. Apple, Henry Giroux e Lisete Arelaro contribuiu para a composição dos argumentos e para a análise dos instrumentos. Pudemos compreender como os professores, como autores diretos da prática pedagógica, lidam com uma proposta apostilada de ensino no cotidiano. Concluímos que o baixo número de alunos matriculados nas escolas da rede privada em relação ao número de alunos matriculados na rede pública municipal, a ausência de infraestrutura do município para assumir a responsabilidade do Ensino Fundamental e os recursos financeiros disponíveis tornaram a rede pública, alvo de mercado de empresas de produtos didáticos

Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes which include the selection, motivation and interaction of curriculum developers, curriculum definitions and models, and an algorithm for curriculum design; b) curriculum organisation which addresses philosophical, sociological, cultural and psychological foundations, curriculum paradigms and a chiropractic conceptual framework; c) curriculum development which concerns design strategies, situational analysis, intent, content, design and organisation of learning experiences and assessment of student performance; and d) curriculum application, which includes the learning climate, quality management, management of change, self-evaluation and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)

The number of instructors introducing web-based elements in the course curriculum is growing and students need to be able to access content on the web to participate. As such, a campus website with accessibility design standards for course developers at California State University showed potential to greatly assist in equalizing the educational playing field for students with disabilities.