nÃo hà / Esta pesquisa teve por objetivo investigar como ocorre a integraÃÃo das disciplinas profissionais com a biologia no curso tÃcnico em enfermagem. O estudo, utilizando a abordagem qualitativa à descritivo na anÃlise dos dados. Como metodologia escolheu-se o estudo de caso e os instrumentos de coleta dos dados foram anÃlise documental, observaÃÃes da jornada e planejamento pedagÃgicos e entrevistas. A pesquisa foi realizada em uma Escola Estadual de EducaÃÃo Profissional- EEEP, os sujeitos da pesquisa foram os professores de Biologia e os professores da Ãrea profissional do curso TÃcnico em Enfermagem. No primeiro momento do estudo fez-se a fundamentaÃÃo teÃrica de autores que abordam as temÃticas: educaÃÃo profissional, currÃculo/currÃculo integrado e sobre a importÃncia da Biologia para o curso tÃcnico em Enfermagem. O trabalho consistiu em analisar os documentos oficiais, em especial o plano de curso. Em seguida foram realizadas as observaÃÃes da jornada e dos planejamentos pedagÃgicos e, por Ãltimo, foi feita a anÃlise das entrevistas sobre a integraÃÃo curricular, com a finalidade de perceber indÃcios de como eles planejam suas aulas e como articulam a disciplina biologia com as disciplinas profissionais. Podeâse perceber que em seu discurso, os professores dÃo indÃcios de tentarem planejar articulando as Ãreas. No entanto, no momento do planejamento percebe-se que sua prÃtica se apresenta de forma tÃnue, ficando evidente que a perspectiva da integraÃÃo curricular presente nos documentos oficiais como Decreto 5154/2004 e o plano de Curso do TÃcnico em Enfermagem, nÃo à empregada de forma constante, fato explicado nas entrevistas e na observaÃÃo da jornada e planejamento pedagÃgicos. Os resultados da investigaÃÃo indicam que, na escola observada, os professores acompanham ainda o modelo dualista, em que a teoria e a prÃtica estÃo dissociados e que estÃo tentando aproximar prÃticas curriculares isoladas e especÃficas de cada matÃria, o que possibilita uma tentativa de integraÃÃo. Podeâse considerar, portanto, que apesar dos esforÃos dos professores, na tentativa da integraÃÃo curricular, ainda exista um hiato entre os documentos oficiais, identidade dessa modalidade e planejamento pedagÃgico. / This research aimed to investigate how does the integration of professional disciplines with biology in technical nursing. The study, using a qualitative approach is descriptive data analysis. Methodology was chosen as the case study and the instruments of data collection were document analysis, observations and planning educational journey and interviews. The research was conducted in a State School of Professional Education - EEEP, the subjects were biology teachers and teachers in the area of professional technical Nursing course. At first the study became the theoretical foundation of authors who address the themes: professional education, curriculum / integrated curriculum and the importance of biology for the technical course in Nursing. The work consisted in analyzing the official documents, especially the course plan. Then the observations were made the journey planning and teaching , and finally , the analysis was made of the interviews on the curriculum integration , in order to perceive signs as they plan their lessons and how articulate discipline Biology with the professional disciplines . One can see that in his speech, teachers give evidence of trying to plan articulating areas . However , when planning you realize that your practice performs weakly , making it clear that the prospect of curriculum integration in official documents as Decree 5154/2004 and the plan of the Technical Course in Nursing , is employed on a constant , a fact explained in interviews and observation of the journey and educational planning . Research results indicate that observed in school , teachers still follow the two-tier model , in which theory and practice are dissociated and that they are trying to approach curricular practices isolated and specific to each field , which allows an attempt at integration . One may consider, therefore, that despite the efforts of teachers in an attempt of curriculum integration, there is still a gap between the official document, the identity of this modality and educational planning .

This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

A quasi experimental study tested a contextual teaching and learning (CTL) model for integrating reading and mathematics competencies through 13 introductory Career and Technical Education (CTE) courses. Volunteer CTE Lead Teachers with assistance from academic teachers, developed integrated units. The purpose of this study was to determine whether students who participated in CTE courses that integrated core mathematics and reading standards performed better on a test of mathematics and reading skills compared to students who participated in traditional, non-integrated courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE Lead Teachers and the control group consisted of students in all other sections of the 13 introductory courses not taught by CTE Lead Teachers. After a 26-week intervention, 9th and 10th grade student Florida Comprehensive Assessment Test (FCAT) reading and mathematics scores were analyzed to determine if the mean change in post-test scores was greater in the treatment group than the mean change in scores in the control group. An ANCOVA and multiple regression analysis of quantitative data revealed that the integrated CTE courses were statistically significant in improving reading treatment group scores, but not statistically significant in improving mathematics treatment group scores. The study is significant because it seeks to address a gap in the literature on academic and CTE integration and to provide evidence that a partnership between academics and CTE can contribute to student achievement as measured by state assessments.

Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.

ABSTRACT Curriculum integration has become an important theme in discussions on school reform during the past ten to fifteen years (Bullough, 1999; Erickson, 2001). Martin-Kniep, Feige and Soodak (1995) maintain that integration can help students to understand and appreciate the complexity of the world that they are living in. In addition, Hargreaves and Moore (2000) claim that curriculum integration can inspire students to discover relevance in their education. Therefore, curriculum integration is perceived by many educators as the key to helping students prepare for the great changes that the developed nations are experiencing at this time (Meier, 1996; Tchudi & Lafer, 1996). The purpose of this study was to examine the impact of integrating a unit in Physics 11 with history of science, language arts and social studies on the academic achievement, attendance and attitudes of high school students. A second purpose was to assess whether it is feasible to provide curriculum integration without restructuring the current high school organization and offering in-depth professional development for teachers. A mixed methods research design was used to examine the effectiveness of this strategy by comparing a treatment group with a comparison group. Significant gains were realized in student attendance, unit and test marks. There was a clear impact on achievement and attitudes of students through integration. Analysis of individual student writings and projects not only demonstrated that integration had occurred, but also gave interesting insights into student learning and perceptions of science content, understanding and relevance. Interview data with participating teachers and reflections by the action teacher revealed numerous benefits of teachers working together on integrated curriculum. Moreover, these data made it clear that a simple model of integration was viable in the current school structure. This study demonstrated the benefits of using curriculum integration in order to help prepare students more thoroughly for further studies and work in the real world. It also presented a practical and realistic method of curriculum integration without requiring restructuring, funding and formal professional development.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais / O processo de elaboração e implantação d a proposta curricular do Curso de Pedagogia, da Faculdade de Educação, da Universidade do Estado de Minas Gerais, entre 1996/2002 , que teve como centralidade a integração entre seus componentes , foi o objeto deste estudo. Buscando conferir uma dinâmica democrática à tomada de decisões, sua elaboração e implantação ocorreram no âmbito de um processo, cuja participação foi aberta a toda a comunidade acadêmica. A investigação parte do pressuposto de que o currículo constitui uma produção social e histórica (Ivor Goodson) e de que a produção de políticas e de práticas curriculares envolve processos de negociação complexos, que passam por diferentes recontextualizações e hibridizações (Basil Bernstein, Stephen Ball, García Canclini), onde sentidos diversos são construídos pelos grupos disciplinares. A reconstituição do processo buscou situar as idéias, concepções e condições histórico -sociais que possibilitaram a emergência da proposta, assim como a experiência e a cultura da instituição e sua influência na apropriação das novas proposições, pelos professores e suas respectivas áreas disciplinares. A análise permitiu examinar as concepções que direcionaram o processo, a partir das idéias em circulação, embates e discussões e aquelas que, à época, foram consideradas legít imas, bem como as forças que as validaram. Para essa compreensão foi importante também o exame das concepções e influências que fizeram parte do percurso da instituição na educação; foi possível perceber distintos sentidos atribuídos à proposta e à integra ção e sua articulação com as questões à época presentes na instituição, às quais mesclaram -se outras advindas de sua trajetória. As diferentes concepções e influências geraram embates e conflitos em todo o processo; a dinâmica adotada, ao possibilitar a emergência de diferentes interesses pessoais, pedagógicos e profissionais, contribuiu para explicitar a diversidade presente na instituição e introduzir modificações importantes no curso e na formação. / The purpose of this investigation was to analyze the curriculum construction process developed by members of a teacher s formation academic course, between 1996/2002, at the Education College of Minas Gerais State University in Brazil. This curriculum, that had its centralization in an integrated organization, was constructed in a democratic and flexible process, allowing the participation of all academic members to the studies and decision -making. This investigation had some basic assumptions. The curriculum was considered a social and historical construction (Ivor Goodson) and the curriculum policies and practices production a complex negotiation process, which passes through different recontextualization and hybridization (Basil Bernstein, Stephen Ball, Garcí a Canclini) with a diversity of meanings, constructed by different teacher s discipline areas The process reconstitution intended to investigate the main ideas and conceptions and the social -historical conditions which made possible the emergency of this curriculum proposal as well as the institutional experience and culture in appropriating new propositions by different teacher s discipline areas. The analysis made possible the examination of the process direction conceptions, taking into account the ideas that were circulating, the discussions and conflicts, the conceptions considered legitimate at that time, and their corresponding valid social forces. It was also important the examination of the conceptions and influences that had come from the educational institution past history . It was possible to perceive the different meanings the curriculum proposal and the integrated organization were seeing and its articulation and hybridization with institution present and past questions and conceptions. The different conceptions and influences became more evident and provoked conflicts and troubles on the execution process; the dynamics used had made visible the different personal, pedagogical and professional interests; it also contributed to explicit the diversity present in the institution and for introducing important changes in the teacher formation course.

Esta pesquisa analisa a política curricular da Rede Municipal de Educação de Niterói, RJ, na gestão do Partido dos Trabalhadores, triênio 2005 2008. O currículo é abordado neste trabalho como artefato cultural marcado por processos de hibridação. Com base na abordagem do ciclo de políticas de Stephen Ball, as políticas de currículo são tratadas como textos, discursos e práticas produzidos em três contextos articulados entre si e permeados por relações de poder e disputas pela significação e controle simbólico do currículo. A partir das contribuições de Ernesto Laclau, entendo que no processo de produção da política curricular, sujeitos se articulam para defender determinadas concepções de currículo, as quais querem hegemonizar. A produção curricular, nessa perspectiva, é uma luta hegemônica caracterizada pela tensão entre particular e universal. O objetivo da presente pesquisa é analisar as interpretações que o contexto da prática opera sobre os textos que representam a política curricular defendida pelo poder público local. Defino o contexto da prática nesta pesquisa como o 3 e 4 ciclos do Ensino Fundamental de uma escola denominada, ficticiamente, Escola Niterói. Os sentidos curriculares produzidos nessa escola foram acessados por meio de entrevistas realizadas com professores das oito disciplinas que compõem o currículo escolar. O contexto de produção dos textos é acessado através da análise dos quatro documentos curriculares produzidos pela Fundação Municipal de Educação, nos quais investigo também sentidos do contexto de influência da política. Analisando os sentidos que estão em jogo nos documentos curriculares e na Escola Niterói, concluo que há interpretações diversas, desenvolvidas em consonância com as demandas defendidas pelos grupos em disputa pela hegemonia no currículo. Identifico dois projetos curriculares em disputa a partir dos quais dois grupos se constituem: os que defendem a proposta da FME e os que a ela se opõem. No grupo favorável à proposta da FME, está grande parte das pedagogas da Escola Niterói, alguns poucos professores e os membros da equipe da FME; no grupo que se opõe a proposta está a maioria dos professores entrevistados que acredita na inviabilidade de sua adequação à realidade do contexto da prática. A insatisfação declarada por alguns professores passa a ser um dos elementos que une esses professores, criando uma identidade que é ao mesmo tempo fomentada em função da oposição à proposta hegemônica e do desejo de constituírem outra proposta particular. / This research analyzes the curriculum policy of Niteróis Public Education System during the government (2005-2008) of Partido dos Trabalhadores (Labour Party). Curriculum is addressed here as a cultural artifact that suffers hybridation processes. Based on Stephen Balls study of policy cycles, the curriculum policies were discussed as texts, discourses and practices produced by three different contexts combined, surrounded by power relationships and disputes on curriculum symbolic control and meaning. Based on Ernesto Laclaus contributions, I understand that individuals gather to defend some curriculum conception wishing that it becomes hegemonic in the process of curriculum policy production. In this sense, the curriculum production is viewed as a struggle for hegemony marked by tension between particular and universal. The purpose of this research is to analyze the practice context interpretations of the curriculum policy texts defended by the local government. The practice context, here, is the 3rd and 4th cycles of a Middle School called Escola Niterói (fictional name), accessed by interviews with teachers from the eight academic subjects. Through the analysis of the four curriculum documents produced by the Fundação Municipal de Educação (municipal educational foundation) the context of text production is accessed, as well as the meanings of policy context of influence. On dealing with the meanings in the curriculum documents, I conclude that there are different interpretations made by different groups that are on struggle for hegemony on curriculum. Those interpretations are connected to the groups demands. Its possible to identify two disputing curriculum projects and to notice two groups linked to them: one defending the FMEs proposal and the other that is against it. Most of the pedagogues and some of the teachers of Escola Niterói, as well as the FMEs staff are in the group favorable to FMEs proposal. The majority of teachers interviewed in this research are in the opposite group, because they believe that is not viable to make the proposal adequate the context of practice. The teachers insatisfaction begins to bind them together, creating an identity that is stimulated by the opposition to the hegemonic proposal and by the desire of developing a new one at the same time.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais / O processo de elaboração e implantação d a proposta curricular do Curso de Pedagogia, da Faculdade de Educação, da Universidade do Estado de Minas Gerais, entre 1996/2002 , que teve como centralidade a integração entre seus componentes , foi o objeto deste estudo. Buscando conferir uma dinâmica democrática à tomada de decisões, sua elaboração e implantação ocorreram no âmbito de um processo, cuja participação foi aberta a toda a comunidade acadêmica. A investigação parte do pressuposto de que o currículo constitui uma produção social e histórica (Ivor Goodson) e de que a produção de políticas e de práticas curriculares envolve processos de negociação complexos, que passam por diferentes recontextualizações e hibridizações (Basil Bernstein, Stephen Ball, García Canclini), onde sentidos diversos são construídos pelos grupos disciplinares. A reconstituição do processo buscou situar as idéias, concepções e condições histórico -sociais que possibilitaram a emergência da proposta, assim como a experiência e a cultura da instituição e sua influência na apropriação das novas proposições, pelos professores e suas respectivas áreas disciplinares. A análise permitiu examinar as concepções que direcionaram o processo, a partir das idéias em circulação, embates e discussões e aquelas que, à época, foram consideradas legít imas, bem como as forças que as validaram. Para essa compreensão foi importante também o exame das concepções e influências que fizeram parte do percurso da instituição na educação; foi possível perceber distintos sentidos atribuídos à proposta e à integra ção e sua articulação com as questões à época presentes na instituição, às quais mesclaram -se outras advindas de sua trajetória. As diferentes concepções e influências geraram embates e conflitos em todo o processo; a dinâmica adotada, ao possibilitar a emergência de diferentes interesses pessoais, pedagógicos e profissionais, contribuiu para explicitar a diversidade presente na instituição e introduzir modificações importantes no curso e na formação. / The purpose of this investigation was to analyze the curriculum construction process developed by members of a teacher s formation academic course, between 1996/2002, at the Education College of Minas Gerais State University in Brazil. This curriculum, that had its centralization in an integrated organization, was constructed in a democratic and flexible process, allowing the participation of all academic members to the studies and decision -making. This investigation had some basic assumptions. The curriculum was considered a social and historical construction (Ivor Goodson) and the curriculum policies and practices production a complex negotiation process, which passes through different recontextualization and hybridization (Basil Bernstein, Stephen Ball, Garcí a Canclini) with a diversity of meanings, constructed by different teacher s discipline areas The process reconstitution intended to investigate the main ideas and conceptions and the social -historical conditions which made possible the emergency of this curriculum proposal as well as the institutional experience and culture in appropriating new propositions by different teacher s discipline areas. The analysis made possible the examination of the process direction conceptions, taking into account the ideas that were circulating, the discussions and conflicts, the conceptions considered legitimate at that time, and their corresponding valid social forces. It was also important the examination of the conceptions and influences that had come from the educational institution past history . It was possible to perceive the different meanings the curriculum proposal and the integrated organization were seeing and its articulation and hybridization with institution present and past questions and conceptions. The different conceptions and influences became more evident and provoked conflicts and troubles on the execution process; the dynamics used had made visible the different personal, pedagogical and professional interests; it also contributed to explicit the diversity present in the institution and for introducing important changes in the teacher formation course.

Esta pesquisa analisa a política curricular da Rede Municipal de Educação de Niterói, RJ, na gestão do Partido dos Trabalhadores, triênio 2005 2008. O currículo é abordado neste trabalho como artefato cultural marcado por processos de hibridação. Com base na abordagem do ciclo de políticas de Stephen Ball, as políticas de currículo são tratadas como textos, discursos e práticas produzidos em três contextos articulados entre si e permeados por relações de poder e disputas pela significação e controle simbólico do currículo. A partir das contribuições de Ernesto Laclau, entendo que no processo de produção da política curricular, sujeitos se articulam para defender determinadas concepções de currículo, as quais querem hegemonizar. A produção curricular, nessa perspectiva, é uma luta hegemônica caracterizada pela tensão entre particular e universal. O objetivo da presente pesquisa é analisar as interpretações que o contexto da prática opera sobre os textos que representam a política curricular defendida pelo poder público local. Defino o contexto da prática nesta pesquisa como o 3 e 4 ciclos do Ensino Fundamental de uma escola denominada, ficticiamente, Escola Niterói. Os sentidos curriculares produzidos nessa escola foram acessados por meio de entrevistas realizadas com professores das oito disciplinas que compõem o currículo escolar. O contexto de produção dos textos é acessado através da análise dos quatro documentos curriculares produzidos pela Fundação Municipal de Educação, nos quais investigo também sentidos do contexto de influência da política. Analisando os sentidos que estão em jogo nos documentos curriculares e na Escola Niterói, concluo que há interpretações diversas, desenvolvidas em consonância com as demandas defendidas pelos grupos em disputa pela hegemonia no currículo. Identifico dois projetos curriculares em disputa a partir dos quais dois grupos se constituem: os que defendem a proposta da FME e os que a ela se opõem. No grupo favorável à proposta da FME, está grande parte das pedagogas da Escola Niterói, alguns poucos professores e os membros da equipe da FME; no grupo que se opõe a proposta está a maioria dos professores entrevistados que acredita na inviabilidade de sua adequação à realidade do contexto da prática. A insatisfação declarada por alguns professores passa a ser um dos elementos que une esses professores, criando uma identidade que é ao mesmo tempo fomentada em função da oposição à proposta hegemônica e do desejo de constituírem outra proposta particular. / This research analyzes the curriculum policy of Niteróis Public Education System during the government (2005-2008) of Partido dos Trabalhadores (Labour Party). Curriculum is addressed here as a cultural artifact that suffers hybridation processes. Based on Stephen Balls study of policy cycles, the curriculum policies were discussed as texts, discourses and practices produced by three different contexts combined, surrounded by power relationships and disputes on curriculum symbolic control and meaning. Based on Ernesto Laclaus contributions, I understand that individuals gather to defend some curriculum conception wishing that it becomes hegemonic in the process of curriculum policy production. In this sense, the curriculum production is viewed as a struggle for hegemony marked by tension between particular and universal. The purpose of this research is to analyze the practice context interpretations of the curriculum policy texts defended by the local government. The practice context, here, is the 3rd and 4th cycles of a Middle School called Escola Niterói (fictional name), accessed by interviews with teachers from the eight academic subjects. Through the analysis of the four curriculum documents produced by the Fundação Municipal de Educação (municipal educational foundation) the context of text production is accessed, as well as the meanings of policy context of influence. On dealing with the meanings in the curriculum documents, I conclude that there are different interpretations made by different groups that are on struggle for hegemony on curriculum. Those interpretations are connected to the groups demands. Its possible to identify two disputing curriculum projects and to notice two groups linked to them: one defending the FMEs proposal and the other that is against it. Most of the pedagogues and some of the teachers of Escola Niterói, as well as the FMEs staff are in the group favorable to FMEs proposal. The majority of teachers interviewed in this research are in the opposite group, because they believe that is not viable to make the proposal adequate the context of practice. The teachers insatisfaction begins to bind them together, creating an identity that is stimulated by the opposition to the hegemonic proposal and by the desire of developing a new one at the same time.