Made available in DSpace on 2016-04-27T14:32:22Z (GMT). No. of bitstreams: 1 Marisa Vasconcelos Ferreira.pdf: 1872391 bytes, checksum: dbd7fb731888ab84123b99ba8997fbb4 (MD5) Previous issue date: 2008-11-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research draws on the idea that the hegemonic curricular organization in the context of modern school constitutes and reedits the fragmentations and segmentations that characterize children´s, youngsters and adults teaching-learning process, which includes the process of teacher education. Having these fragmentations as a counterpoint, we describe the assumptions and some conditions that frame our perspective towards teacher education. Furthermore we propose an articulation of the assumptions concerning teacher education with the perspective of curriculum integration, which materializes itself in different and articulated dimensions such as the integration of experiences, social integration, knowledge integration and integration itself as a curricular conception, according to James Beane (1997). Along that line, through the analysis of the curriculum development of a special teacher education program, PEC Municípios (Undergraduate Teacher Education Program Municipalities), we attempt to identify curriculum integration elements, trying to figure out how the different dimensions of this integration were concretely dealt within the program. PEC Municípios was held during the years 2003 and 2004, as a partnership that included the State of São Paulo Department of Education, the Municipal Departments of Education of 41 cities in the State of São Paulo and two universities (USP The University of São Paulo and PUC-SP The Pontifical Catholic University of São Paulo). This program certified, with a college degree diploma, 4,500 preschool and elementary school (from 1st to 4th grades) teachers who worked in municipal schools. As a whole, we identified the presence of important teacher education elements that deal with aspects of curriculum integration such as the interinstitutional character of the Program, the permanent presence of teacher educators within the Program, the articulation of various interactive media and of various types of activities which, on their side, integrate different teachers knowledge, as stated by Tardif (2002), among others. On the other hand, we observed the absence, or even the weakness of some elements such as the lack of participation of the educators and of the student teachers in the process of curriculum design, the emphasis on the development of an individual autonomy, which reduces the conditions for school team work a requirement for the articulation and development of integrated teaching in and of the school community. Thus, we can identify advances that may become recommendations for other experiences concerning teacher education, including regular undergraduate Teacher Education, and we can also identify challenges for the design of an integrated teacher education curriculum and for educational policies guided by integration and continuity / Esta pesquisa parte da idéia de que a organização curricular hegemônica no contexto da escola moderna constitui e reedita fragmentações e segmentações que marcam o processo de ensino-aprendizagem de crianças, jovens e adultos, incluindo aqui o processo de formação docente. Fazendo das fragmentações contrapontos, delimitamos os princípios e condições que configuram nossa perspectiva de formação docente e propomos a articulação dos princípios da formação docente à perspectiva da integração curricular, que se concretiza em diferentes e articuladas dimensões, tais como a integração de experiências, a integração social, a integração de conhecimentos e a integração como uma concepção de currículo, segundo James Beane (1997). Nessa direção, buscamos, a partir da análise do desenvolvimento curricular de um programa especial de formação de professores em exercício, o PEC Formação Universitária Municípios (PEC Municípios), identificar dispositivos de integração curricular, procurando refletir como concretamente foram sendo contempladas as diferentes dimensões dessa integração no programa. O PEC Municípios foi realizado durante os anos de 2003 e 2004, fruto de uma parceria da Secretaria de Estado da Educação de São Paulo, das secretarias municipais de educação de 41 municípios paulistas e de universidades paulistas (USP e PUC-SP). O programa graduou cerca de 4.500 professores de Educação Infantil e anos iniciais do Ensino Fundamental atuantes nas redes públicas de ensino. De forma geral, identificamos a presença de importantes dispositivos de formação de professores que contemplam aspectos da integração curricular, tais como: o caráter interinstitucional do programa, a presença permanente de formadores de professores no seu decorrer, a articulação de diferentes mídias interativas e de diferentes modalidades de atividades que, por sua vez, integram diferentes saberes docentes, conforme Tardif (2002), dentre outros. De outro lado, observou-se a ausência ou mesmo a fragilidade de alguns dispositivos, dentre os quais podemos citar: a ausência de participação dos formadores e dos alunos-professores na construção do currículo e a ênfase na construção de uma autonomia individual, que minimiza as condições de concretização do trabalho coletivo na / da escola condição necessária para a articulação e realização da prática docente integrada na / da comunidade escolar. Observam-se, assim, avanços que se revertem em recomendações para outras experiências de formação de professores, inclusive cursos regulares de Pedagogia, além de desafios para a construção de um currículo integrado de desenvolvimento profissional docente e para a proposição de políticas educacionais pautadas pela integração e pela continuidade

本研究以國民中小學課程統整為範圍，旨在探討「課程統整」概念之涵義、理論基礎、課程統整的理由、統整模式、實施原則，以及與課程統整相屬的觀念，並根據理論探討的結果，評析「九年一貫社會領域課程綱要草案」。經過文獻分析及概念分析，最後得到的發現如下： 第一，課程統整的涵義。從歷史的角度探討課程統整的演變，本文發現近代課程統整概念源於十九世紀之「學問的統整」、「社會的統整」、「學習者(人格)的統整」及「學習的統整」的思想。到了進步主義教育思想盛行的時代，課程統整已經發展成為統合學習者、知識及社會三者的課程理論，其形式與內涵都相當完備，二次大戰後迄今，由於課程科學化、概念重建、人本主義以及後現代思潮的影響，課程統整的內涵從知識的統整逐漸擴展為統整知識、學習者(自我意義、認知結構、社會文化、生活經驗)、社會(社會所期望之價值、能力與公民素質)的課程設計方法或理論。 第二，課程統整與「科際整合」的概念有關，但不宜視之為「一而二，二而一」的關係。 第三，教育人員對課程統整的認識，除了「找出課程組織核心」、「打破學科界限」、「組織有意義、統整的學習內容」之外，更要有課程統整乃促成知識與學習者之自我意義、認知結構、生活經驗及社會文化相聯結的思考，因為課程統整最後乃是統整在學習者身上。 第四、了解課程統整的涵義之後，必須掌握課程統整的特性及正確觀念，才能架接從「認識」到「實踐」的一致性。 第五、當代課程統整的理論依據，從課程統整概念的演進過程來看，至少包括杜威教育哲學、認知學習理論、建構論、人本主義心理學、腦相容學習理論、多元智力理論及後現代課程思潮。 第六，從課程改革的立場而論，實施課程統整需要「好理由」，但是從「功能」層面出發，往往遭到反對者質疑沒有充分的證據、並不比傳統分科課程優越、或者與課程無關而是教師專業能力的問題。因此論課程統整的理由應從「學理」與「理想」層面著手，找出當今教育上必須努力或值得努力，而課程統整在實踐上要比分科課程具「優越性」的目標，做為實施課程統整的理由，本文將這些理由分成教育方面、學習方面、社會統整及適應社會變遷方面、反應時代特性方面等四個範疇。 第七，課程統整設計必須能帶給學生獲得以主題為核心的完整的學習，以及提高思考層次，從這種標準而論，有些統整型課程其實只是分科課程的變形，但並不表示統整性越高越有價值，這必須視課程主題及學習目標而定，因此設計統整型課程必同時考慮課程主題的性質與統整模式的功能，本研究探討主題之選擇與課程組織原則，並結合主題的學術性強弱及學科界限之濃淡這兩個向度，將統整型課程的設計模式分成：概念性多科並列統整、概念性學科互動統整、主題性多科並列統整、主題性學科互動統整、主題性超學科統整等五種類型，各舉實例說明。 第八，推行課程統整應遵循某些必要的原則，也需要配合措施。原則方面本研究指出主題處理的原則、課程組織原則；配合措施則從建立全校性課程藍圖；「教」、「學」與「評量」的一致性措施；統整的校園文化；充分的行政支援；以及與課程統整相屬的觀念等方面討論之。 第九，關於「九年一貫社會領域課程綱要(草案)」之評析，本研究根據研究結果，採取「支持統整而求其完美」的立場，針對課程綱要與「課程統整」有關的陳述加以評析。發現其統整取向是正確的，但仍有若干待補強的地方： (一)缺少對於「追求統整」從「認知」到「實踐」所需的觀念、原則與要件之陳述。 (二)缺少社會領域課程非統整不可的基本理由。 (三)社會領域目標仍有進一步統整的可能。 (四)九大主題軸僅顧及社會領域知識統整，導致經過轉化的「分段能力指標」過於向知識學習，因而出現能力指標在各學習階段分配不均，甚至從缺的現象。 (五)「實施要點」內容不敷所需，也需要調整其定位。 最後本研究依據前述之發現，針對「如何實踐課程統整」、「九年一貫社會領域課程綱要(草案)」之修訂，以及後續研究三方面提出建議。 / The purposes of this study are: (1) to explore the meanings, theoretical foundations, rationales, models, principles, character and relevant ideas of curriculum integration; and (2) to analyze what the “1-9 Social Study Curriculum Program “involves in curriculum integration. Through the methods of literature review and concept analysis , the researcher has had the following main findings : 1. Tracing the changing of the concept of curriculum integration(CI), we know the original thinkings of CI were discipline-integration, society-integration, personal-integration and learning integration in the nineteen century. During the progressivism era, curriculum integration had fully developed both in pattern and content. After World War II, the concept of CI affected by Curriculum-Scientific movement, Reconceptualists movement, Humanistic Psychology and Post-modern Curriculum Thinking, the concept of CI has grown into a curriculum design theory and method which bring knowledge, society and learner(cognitive schema, social-culture, self-signification )together. 2. It is not true to think “interdisciplinary” is equal to “curriculum integration”. 3. If teachers want to know CI completely, they will recognize the CI not only to find out “core”, to break the discipline barriers, and to organize whole experience, etc. but also to facilitate the integrated knowledge, society and the learner. 4. According to CI concept evolution, the theory foundations of CI included John Dewey educational thinking, Cognitive Learning Theory, Constructivism Humanistic Psychology, Brain-Compatible Learning Theory, Gardner’s multiple intelligences theory and Post-modern curriculum thinking at least. 5. The rationales for CI to be practiced , including four major aspects: the reasons of education, the reasons of learning, the reasons of social integration and social changing, as well as the reasons of time-changing necessity. 6. Although most of experts believe that there is a continuum along which progressively more and more connections are made, but the growth toward a more progressive state may not be better; it may be just complexities. So, design an integrated curriculum must consider both curriculum theme and model. In this study, provided five curriculum integration models: conceptual multidisciplinary approach, conceptual interdisciplinary approach, thematic multidisciplinary approach, thematic multidisciplinary approach, and thematic transdisciplinary approach. 7. To carry out curriculum integration idea ,we need to hold some disciplines and create supportive conditions which are to build curriculum mapping, to make teaching, learning and assessment in alignment, to grow up an integrative culture in a school and integrative idea in staff development. 8. The “1-9 Social Studies curriculum Program” is a progressive curriculum plan , but something with curriculum integration have to supply: (1) to add some explanation to practice. (2) to add some rationale to implement. (3) to integrate the social curriculum objects more. (4) to expand the curriculum theme content to include both knowledge and abilities elements which have to be learned for the students in compulsory education level. (5) to adjust and supply some “ implement guidelines ”. At last, this study draws some suggestions about how the curriculum integration idea to be practiced, the curriculum program to be adjusted and what the next study step is in the future.

Esta tese tem como objeto de estudo uma proposta de turismo pedagógico embasada na teoria sociológica. Faz parte do projeto de pesquisa Perspectivas de ensino na educação básica: prática pedagógica e formação de professores, sob a coordenação da Professora Doutora Maria Helena Degani Veit, socióloga, pertencente à Linha de Pesquisa O sujeito da educação: conhecimento, linguagem e contextos, do Programa de Pós-Graduação em Educação (PPGEdu) da Universidade Federal do Rio Grande do Sul (UFRGS). Através de uma pesquisaação, foi acompanhada a implantação de um projeto piloto de turismo pedagógico na Rede Municipal de Ensino de Balneário Pinhal, uma cidade do Litoral Norte do Rio Grande do Sul. O estudo teve o objetivo de verificar o potencial de experiências de turismo pedagógico na qualificação do processo de ensino e aprendizagem, como uma alternativa de concretização de uma modalidade de pedagogia mista com integração curricular. O projeto piloto de turismo pedagógico teve as seguintes etapas: (a) encontros de formação – estudo de conceitos teóricos para o embasamento do planejamento da prática pedagógica; (b) encontros de planejamento da prática pedagógica; (c) realização de atividades de preparação das visitas de estudo do meio (etapa denominada de Despertando a Curiosidade); (d) realização de uma Aula-Passeio; (e) realização de atividades de avaliação do trabalho (etapa denominada de Compartilhando as Experiências); e (f) avaliação do projeto piloto pelos sujeitos da pesquisa, as professoras das turmas participantes. O trabalho foi embasado na contribuição teórica de Basil Bernstein (1996, 1998), a respeito de currículo, pedagogia e avaliação; em Ana Maria Morais et al. (2001, 2003, 2004) quanto à prática pedagógica mista; e em Jurjo Torres Santomé (1996), James Beane (2003) e Aires (2011), com relação à integração curricular; e em Ivani Fazenda (1997, 2003, 2008), com respeito a reflexões sobre interdisciplinaridade. O projeto de turismo pedagógico foi considerado pelas professoras participantes uma possibilidade viável, interessante e envolvente de integração curricular, propiciando uma aprendizagem efetiva e prazerosa aos alunos. Assim, o Turismo Pedagógico se configura em uma alternativa de integração do currículo, uma possibilidade de despertar o encantamento do aluno pelo seu lugar no mundo e, por consequência, o respeito, a curiosidade e a admiração por todos os lugares do mundo. / This thesis has as its object of study a proposal of pedagogical tourism based on sociological theory. It is part of the research project, Perspectivas de ensino na educação básica: prática pedagógica e formação de professores, coordinated by Professor Maria Helena Degani Veit, a sociologist. It belongs to the research line, O Sujeito da Educação, conhecimento, linguagem e contextos of the Programa de Pós- Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Through an action-research, the implementation of a pilot project on pedagogical tourism was accompanied in Balneário Pinhal´s municipal schools. Balneário Pinhal is a city located on the northern coast of Rio Grande do Sul. This study aimed at verifying the potential for experiences in pedagogical tourism in the improvement of the teaching-learning process as an alternative for the realization of a mixed pedagogy with curriculum integration. The pilot project on pedagogical tourism followed the following steps: (a) training meetings – study of theoretical concepts in order to support the planning of teaching practices; (b) planning meetings of the teaching practices; (c) carrying out activities in preparation for the visits to study the environment (step called Arousing Curiosity); (d) taking an educational outing; (e) performing activities of assessment of the work (step called Sharing Experiences); (f) evaluation of the pilot project by the research subjects, the teachers of the participating classes. The work was based on the theoretical works of: Basil Bernstein (1996, 1998) about curriculum, pedagogy and evaluation; Ana Maria Morais et al. (2001, 2003, 2004) about mixed pedagogic practice; Jurjo Torres Santomé (1996), James Beane (2003) and Aires (2011) about curriculum integration; and Ivani Fazenda (1997, 2003, 2008) about interdisciplinarity. The pedagogical tourism project was considered by the participant teachers as an interesting, engaging and feasible possibility of curriculum integration, providing an enjoyable and effective learning for students. Thus, the Pedagogical Tourism is set as an alternative mode of curriculum integration, an opportunity to awaken the student's enchantment by its place in the world and, therefore, to develop respect, curiosity and admiration for all the places in the world.

Esta tese tem como objeto de estudo uma proposta de turismo pedagógico embasada na teoria sociológica. Faz parte do projeto de pesquisa Perspectivas de ensino na educação básica: prática pedagógica e formação de professores, sob a coordenação da Professora Doutora Maria Helena Degani Veit, socióloga, pertencente à Linha de Pesquisa O sujeito da educação: conhecimento, linguagem e contextos, do Programa de Pós-Graduação em Educação (PPGEdu) da Universidade Federal do Rio Grande do Sul (UFRGS). Através de uma pesquisaação, foi acompanhada a implantação de um projeto piloto de turismo pedagógico na Rede Municipal de Ensino de Balneário Pinhal, uma cidade do Litoral Norte do Rio Grande do Sul. O estudo teve o objetivo de verificar o potencial de experiências de turismo pedagógico na qualificação do processo de ensino e aprendizagem, como uma alternativa de concretização de uma modalidade de pedagogia mista com integração curricular. O projeto piloto de turismo pedagógico teve as seguintes etapas: (a) encontros de formação – estudo de conceitos teóricos para o embasamento do planejamento da prática pedagógica; (b) encontros de planejamento da prática pedagógica; (c) realização de atividades de preparação das visitas de estudo do meio (etapa denominada de Despertando a Curiosidade); (d) realização de uma Aula-Passeio; (e) realização de atividades de avaliação do trabalho (etapa denominada de Compartilhando as Experiências); e (f) avaliação do projeto piloto pelos sujeitos da pesquisa, as professoras das turmas participantes. O trabalho foi embasado na contribuição teórica de Basil Bernstein (1996, 1998), a respeito de currículo, pedagogia e avaliação; em Ana Maria Morais et al. (2001, 2003, 2004) quanto à prática pedagógica mista; e em Jurjo Torres Santomé (1996), James Beane (2003) e Aires (2011), com relação à integração curricular; e em Ivani Fazenda (1997, 2003, 2008), com respeito a reflexões sobre interdisciplinaridade. O projeto de turismo pedagógico foi considerado pelas professoras participantes uma possibilidade viável, interessante e envolvente de integração curricular, propiciando uma aprendizagem efetiva e prazerosa aos alunos. Assim, o Turismo Pedagógico se configura em uma alternativa de integração do currículo, uma possibilidade de despertar o encantamento do aluno pelo seu lugar no mundo e, por consequência, o respeito, a curiosidade e a admiração por todos os lugares do mundo. / This thesis has as its object of study a proposal of pedagogical tourism based on sociological theory. It is part of the research project, Perspectivas de ensino na educação básica: prática pedagógica e formação de professores, coordinated by Professor Maria Helena Degani Veit, a sociologist. It belongs to the research line, O Sujeito da Educação, conhecimento, linguagem e contextos of the Programa de Pós- Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Through an action-research, the implementation of a pilot project on pedagogical tourism was accompanied in Balneário Pinhal´s municipal schools. Balneário Pinhal is a city located on the northern coast of Rio Grande do Sul. This study aimed at verifying the potential for experiences in pedagogical tourism in the improvement of the teaching-learning process as an alternative for the realization of a mixed pedagogy with curriculum integration. The pilot project on pedagogical tourism followed the following steps: (a) training meetings – study of theoretical concepts in order to support the planning of teaching practices; (b) planning meetings of the teaching practices; (c) carrying out activities in preparation for the visits to study the environment (step called Arousing Curiosity); (d) taking an educational outing; (e) performing activities of assessment of the work (step called Sharing Experiences); (f) evaluation of the pilot project by the research subjects, the teachers of the participating classes. The work was based on the theoretical works of: Basil Bernstein (1996, 1998) about curriculum, pedagogy and evaluation; Ana Maria Morais et al. (2001, 2003, 2004) about mixed pedagogic practice; Jurjo Torres Santomé (1996), James Beane (2003) and Aires (2011) about curriculum integration; and Ivani Fazenda (1997, 2003, 2008) about interdisciplinarity. The pedagogical tourism project was considered by the participant teachers as an interesting, engaging and feasible possibility of curriculum integration, providing an enjoyable and effective learning for students. Thus, the Pedagogical Tourism is set as an alternative mode of curriculum integration, an opportunity to awaken the student's enchantment by its place in the world and, therefore, to develop respect, curiosity and admiration for all the places in the world.

Esta tese tem como objeto de estudo uma proposta de turismo pedagógico embasada na teoria sociológica. Faz parte do projeto de pesquisa Perspectivas de ensino na educação básica: prática pedagógica e formação de professores, sob a coordenação da Professora Doutora Maria Helena Degani Veit, socióloga, pertencente à Linha de Pesquisa O sujeito da educação: conhecimento, linguagem e contextos, do Programa de Pós-Graduação em Educação (PPGEdu) da Universidade Federal do Rio Grande do Sul (UFRGS). Através de uma pesquisaação, foi acompanhada a implantação de um projeto piloto de turismo pedagógico na Rede Municipal de Ensino de Balneário Pinhal, uma cidade do Litoral Norte do Rio Grande do Sul. O estudo teve o objetivo de verificar o potencial de experiências de turismo pedagógico na qualificação do processo de ensino e aprendizagem, como uma alternativa de concretização de uma modalidade de pedagogia mista com integração curricular. O projeto piloto de turismo pedagógico teve as seguintes etapas: (a) encontros de formação – estudo de conceitos teóricos para o embasamento do planejamento da prática pedagógica; (b) encontros de planejamento da prática pedagógica; (c) realização de atividades de preparação das visitas de estudo do meio (etapa denominada de Despertando a Curiosidade); (d) realização de uma Aula-Passeio; (e) realização de atividades de avaliação do trabalho (etapa denominada de Compartilhando as Experiências); e (f) avaliação do projeto piloto pelos sujeitos da pesquisa, as professoras das turmas participantes. O trabalho foi embasado na contribuição teórica de Basil Bernstein (1996, 1998), a respeito de currículo, pedagogia e avaliação; em Ana Maria Morais et al. (2001, 2003, 2004) quanto à prática pedagógica mista; e em Jurjo Torres Santomé (1996), James Beane (2003) e Aires (2011), com relação à integração curricular; e em Ivani Fazenda (1997, 2003, 2008), com respeito a reflexões sobre interdisciplinaridade. O projeto de turismo pedagógico foi considerado pelas professoras participantes uma possibilidade viável, interessante e envolvente de integração curricular, propiciando uma aprendizagem efetiva e prazerosa aos alunos. Assim, o Turismo Pedagógico se configura em uma alternativa de integração do currículo, uma possibilidade de despertar o encantamento do aluno pelo seu lugar no mundo e, por consequência, o respeito, a curiosidade e a admiração por todos os lugares do mundo. / This thesis has as its object of study a proposal of pedagogical tourism based on sociological theory. It is part of the research project, Perspectivas de ensino na educação básica: prática pedagógica e formação de professores, coordinated by Professor Maria Helena Degani Veit, a sociologist. It belongs to the research line, O Sujeito da Educação, conhecimento, linguagem e contextos of the Programa de Pós- Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Through an action-research, the implementation of a pilot project on pedagogical tourism was accompanied in Balneário Pinhal´s municipal schools. Balneário Pinhal is a city located on the northern coast of Rio Grande do Sul. This study aimed at verifying the potential for experiences in pedagogical tourism in the improvement of the teaching-learning process as an alternative for the realization of a mixed pedagogy with curriculum integration. The pilot project on pedagogical tourism followed the following steps: (a) training meetings – study of theoretical concepts in order to support the planning of teaching practices; (b) planning meetings of the teaching practices; (c) carrying out activities in preparation for the visits to study the environment (step called Arousing Curiosity); (d) taking an educational outing; (e) performing activities of assessment of the work (step called Sharing Experiences); (f) evaluation of the pilot project by the research subjects, the teachers of the participating classes. The work was based on the theoretical works of: Basil Bernstein (1996, 1998) about curriculum, pedagogy and evaluation; Ana Maria Morais et al. (2001, 2003, 2004) about mixed pedagogic practice; Jurjo Torres Santomé (1996), James Beane (2003) and Aires (2011) about curriculum integration; and Ivani Fazenda (1997, 2003, 2008) about interdisciplinarity. The pedagogical tourism project was considered by the participant teachers as an interesting, engaging and feasible possibility of curriculum integration, providing an enjoyable and effective learning for students. Thus, the Pedagogical Tourism is set as an alternative mode of curriculum integration, an opportunity to awaken the student's enchantment by its place in the world and, therefore, to develop respect, curiosity and admiration for all the places in the world.

Orientador: Ivan Amorosino do Amaral / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T06:18:22Z (GMT). No. of bitstreams: 1 Pereira_FrancielleAmancio_D.pdf: 2833597 bytes, checksum: d627bcdd23ba36e6b2b62b5375bd3686 (MD5) Previous issue date: 2014 / Resumo: Os avanços alcançados pela pesquisa brasileira em Educação Ambiental nas últimas décadas têm demandado estudos dedicados à compreensão dessa produção, conhecendo suas características, tendências, contribuições, limitações, aplicabilidade de suas conclusões, etc. Neste cenário insere-se a presente pesquisa, cujos objetivos são: investigar o conjunto de teses e dissertações defendidas no Brasil na área de Educação Ambiental, que consideraram explicitamente a perspectiva da integração curricular da temática na Formação Inicial de Professores, no período de 1981 até 2010, descrevendo e analisando as tendências desta produção. Trata-se de um estudo do tipo Estado da Arte, desenvolvido a partir da complementaridade dos enfoques qualitativo e quantitativo. Após a identificação e recuperação das pesquisas, foi realizada a classificação dos documentos de acordo com um conjunto apropriado de descritores. Os dados obtidos foram organizados em tabelas, planilhas e gráficos, analisados e interpretados, buscando identificar tendências dessa produção. Dos 28 trabalhos levantados, foram recuperados 22 documentos completos. Os resultados revelam um desequilíbrio temporal e regional da distribuição da produção acadêmica relacionada à temática da pesquisa. O predomínio de sua produção por instituições de origem pública foi acompanhado da pequena participação das agências de fomento na concessão de apoio, e não revelou nenhuma tradição institucional ou pessoal de pesquisa nesta área. Os autores das pesquisas investigadas são formados principalmente em cursos de Ciências Biológicas ou Pedagogia, que também foram alvo principal de interesse, enfocando principalmente currículos, projetos e programas desenvolvidos, concepções, representações e percepções de formadores e aprendizes em Educação Ambiental. Nos referenciais teóricos adotados pelos autores dos documentos investigados predominam teorias mais contemporâneas sobre Educação Ambiental (tendência crítica), integração curricular (transdisciplinaridade, interdisciplinaridade genérica, plena e de transição) e formação de professores (emancipatório-político, prático-reflexivo e negação do modelo tradicional). Em alguns casos, apesar de o autor apresentar, no referencial teórico, um determinado posicionamento quanto a alguns dos descritores utilizados por nós, os argumentos por ele desenvolvidos para embasar esse posicionamento revelaram uma perspectiva diferente, demonstrando uma contradição entre o que pretendia e o que alcançou de fato. Quanto aos cursos de formação inicial de professores investigados nos documentos analisados por nós, o cenário foi um pouco diferente. A maioria deles se alinhou a um perfil de Educação Ambiental adestradora e, contraditoriamente, às modalidades curriculares de Educação Ambiental de maior potencial integrador (Educação Ambiental como elemento transversal e como elemento essencial). No caso dos modelos de formação de professores, houve um sensível predomínio daqueles que tentam se contrapor ao modelo tradicional. Quanto aos níveis de integração curricular, predominaram aqueles de maior potencial integrador (transdisciplinaridade, interdisciplinaridade genérica, plena e de transição), quando considerados em conjunto. Apesar de, no conjunto, ocorrer o predomínio dos modelos de formação de professores que se contrapõem ao tradicional, este modelo ganhou destaque sobre os demais no plano individual, o que contribui para justificar os altos índices de tendências de Educação Ambiental naturalista e adestradora identificados. O presente estudo revela a necessidade de se repensar a formação inicial de professores, a fim de possibilitar a inclusão da temática ambiental sob uma perspectiva integradora e crítica / Abstract: The advances made by Brazilian research in environmental education field during recent decades have demanded studies to understand this production, knowing their characteristics, tendencies, contributions, limitations, applicability, etc. The present study fits in these sceneries, whose purposes are: to investigate the pool of theses and dissertations in Brazil concerning the Environmental Education¿s field, which explicitly considered an integration perspective of this theme in Initial Teacher Training curriculum, from 1981 until 2010, describing and analyzing the tendencies of this production. This is a study of "State of the Art", developed from qualitative and quantitative approaches. After the identification and recovery of the studies, we classified all documents according to an appropriate set of descriptors. Data were organized in tables, spreadsheets and graphs, and then analyzed and interpreted in order to identify all the tendencies of these productions. Twenty-two complete documents were recovered from 28 studies that were searched. The results show temporal and regional imbalance in academic literature publications distribution, about this study theme. The predominance of its production by public institutions was followed from a small support of funding agencies, and showed no institutional or personal research tradition in this area. The authors from the studies investigated are mainly from Biology and Pedagogy field, which were also the main target in their curriculum, projects and programs that was made, conceptions, and representations and perceptions of teachers and learners in Environmental Education. They were mainly Environmental Education (critical view), curriculum integration (transdisciplinarity, generic, full and transition interdisciplinarity) and teacher training (political-emancipatory, reflective-practical and denial of the traditional model) in the references used from the authors in their studies investigations. However, in several cases, although the author is positioned in a certain way for some of the descriptors used by us, the theoretical arguments revealed to support the studies had another perspective, showing no sense between what they wanted and what they reached indeed. The initial formation courses of investigated teachers had a different comparing with the other results. The majority of them fits a shaped environmental education, on the opposite side of higher integrative potential Environmental Education curricular arrangements (environmental education as a cross member and as an essential element). Regarding teacher education models, there was a substantial predominance of those trying to counter the traditional model. Regarding the curriculum levels integration, there was a predominance of those with greatest integrator potential (transdisciplinarity, generic interdisciplinarity, full and transition interdisciplinarity), when considered together. Although, the prevalence of the training models for teachers that oppose the traditional model, this model reach high attention comparing with others individual plain, which allow us to justify the high rates of naturalistic and shaped tendencies of Environmental Education and identified. This study reveals the importance of rethink the initial training of teachers in order to enable the inclusion of environmental issues in an integrated and critical perspective / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national and global environmental crisis (DoE, 2001, P. 3). For this reason, the post-1994 education provision sought to infuse environmental education into the new curriculum called Curriculum 2005. The White Paper on Education and Training (RSA, 1995) perceived environmental education as a means to a better quality of life for all people and argued that it should be integrated at all levels of the SA Education and Training system. The White Paper further stated that “environmental education, involving an inter-disciplinary, integrated and active approach to learning, must be a vital element of all levels and programmes of the education and training system, in order to create environmentally literate and active citizens and ensure that all South Africans, present and future, enjoy a decent quality of life through the sustainable use of resources” (RSA, 1995, P. 22). How have the schools responded to this challenge by the new integration policy? How is the environmental learning provided for in the primary school curriculum across SA? What resources exist to make environmental policy workable in schools, and how are these resources mobilised and organised to promote learning? These and other questions formed the basis for the present inquiry An Opportunity to Learn (OTL) study was conducted to explore how one primary school in SA provides OTL about the environment. The main aim of the study was to understand the manner in which teachers integrate environmental learning in the school curriculum. A qualitative research approach was used as a mode of inquiry for this study. Interviews, classroom observations and document analysis were used as data collection methods. The findings of the study suggest that Sechaba Primary School has managed to integrate environmental learning in its curriculum through the help of non-governmental organisations (NGOs) and other stakeholders. The research concluded by arguing that OTL about the environment appear to be enhanced where there are strong connections between the schools and NGOs. Specifically, the following set of recommendations was documented: First, local leadership and agency are required to pursue the various opportunities and resources to build the school’s capacity for environmental learning. Schools should be encouraged to designate and support local leaders to take responsibility for driving the integration of environmental learning into their curriculum. Such integration is too important and maybe too demanding to be left to individual teachers independently in their own classrooms. Second, converting the latent capacity and/or physical and intellectual infrastructure for environmental learning into real OTL about the environment for the students will continue to remain a challenge for some of the teachers while others have managed the integration in some exemplary fashion. Opportunities for teachers to observe each other, plan together and work collaboratively on issues of integration should be created at school and district level. Third, it is critical that all teachers undergo in service training regarding the implementation of environmental education, and such training should provide teachers with enough time to learn. One of the major limitations of the Department of Education’s programme of implementation of the new environmental learning policy has been the inability to provide teachers with enough time to learn and implement the new ideas of the revised national curriculum statement. Finally, it is important to reiterate the importance of providing adequate resources for implementation of environmental learning from the Department of Education. Having said that, however, the case of Sechaba has demonstrated how such resources can also be mobilised from elsewhere outside the system. Encouraging beneficial partnerships between schools and NGOs may in itself be a valuable resource to encourage many primary schools in SA for whom government resources in this field continue to remain inadequate. / Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Syftet med den här studien är att studera möjligheter och/eller hinder vid ämnesintegrering med programmering i åk 4-6. I den här studien innebär ämnesintegrering ett projekt där flera ämnen samarbetar. Studien bygger på en deltagande observation i min egen undervisning, där jag genomför ett ämnesintegrerat projekt mellan naturvetenskap och programmering i två olika klasser. Uppgiften gick ut på att eleverna skulle redovisa sina kunskaper om vattnets kretslopp, vattnets former och vattenmolekylen genom att skapa en modell i programmeringsverktyget Scratch. Resultatet antyder att det viktigaste, för att få ett undervisningsprojekt att fungera, är att eleverna har rätt förkunskaper. I det här projektet var det svårt för eleverna att prestera på topp eftersom de var osäkra på hur de skulle följa en instruktion samt använda en matris som checklista. Eleverna som observerats tyckte att det var roligt att jobba med programmeringsverktyget Scratch, ibland lite för roligt då en del tid gick åt till att ”leka” med olika funktioner istället för att jobba med alla delar som modellen skulle bestå av. Studiens resultat är delvis påverkad av coronapandemin som gör att underlaget för studien blev mindre, då många elever var frånvarande under den sista tiden vid genomförandet av projektet. / The purpose of this study is to study possibilities and/or obstacles in curriculum integration with programming in year 4-6. In this study, curriculum integration involves a project where several subjects collaborate. The study is based on a participatory observation in my own teaching, where I carry out a subject-integrated project between science and programming in two different classes. The task is for students to report their knowledge of the water cycle, the shapes of the water and the water molecule by creating a model in the Scratch programming tool. The result suggests that the most important thing, in order to make a teaching project work, is that the students have the correct prerequisites. In this project, it was difficult for students to perform at the top because they were uncertain about how to follow an instruction and use a matrix as a checklist. The observed students thought it was fun to work with the programming tool Scratch, sometimes a little too fun when some time was spent "playing" with different functions instead of working with all the parts that the model would consist of. The study's results are partly influenced by the corona pandemic, which reduces the basis for the study, as many students were absent during the final period of the project.

Classical frontal teaching, where pupils are supposed to listen to the teacher and make notes is becoming stereotypical. Therefore I decided to focus on a topic where I can apply more teaching methods both in Geography lessons and Biology ones. The goal of this work was to create a teaching guide including necessary materials covering the topic of American natural lanscapes and afterwards to evaluate the contribution of these activities. The teaching materials were tested in two classes in The Basic School in Dolní Břežany. Both classes underwent a pretest, the first posttest (immediately after the experimental lessons), the second posttest (six weeks after the experimental lessons) and pupils also tried activities in which they had to apply their achieved knowledge. The data were evaluated using statistical analyses where the results showed a progress of gained knowledge between the pretest and the first posttest, whereas their knowledge did not significantly differ between the first and second posttest. It can be concluded that pupils broadened their knowledge, which was deeper than at the beginning and the pupils were able to retain this knowledge for a longer time. Key words: North America, South America, natural lanscapes, Biology, Geography, activating teaching methods, curriculum integration

Made available in DSpace on 2016-04-27T14:30:53Z (GMT). No. of bitstreams: 1 Remane Selimane.pdf: 5001353 bytes, checksum: 76b0dcb624589611e1bd8a87b85b3c49 (MD5) Previous issue date: 2012-02-02 / This research fits into the theme of curriculum development. Its focus is to understand the curriculum revision in Mozambique, since the mid 2000s. It seeks to understand to what extent this process has been ongoing on the basis of valid theoretical assumptions and how that has been reflected in the improvement or not of the quality of education offered. It critically analyzes curriculum integration in the area of Social Sciences, in the Junior General Secondary Education. Specifically, the research analyzes the process of creating of the discipline of Social Sciences in the Field of Communication and Social Sciences. Thus, the basic categories are: curriculum (development, reform and integration) and (discipline of) Social Sciences, as well as patriotic references and values. The relevance of this discussion is justified primarily by its timeliness. The study is based on the epistemological principles of dialectic paradigm and the assumptions of qualitative research and develops through documentation, bibliographic and documentary research, questionnaires and interviews. The empirical research was based on documents on the subject issued at the Ministry of Education of Mozambique and fieldwork benefited from the testimony of 20 (twenty) teachers and 10 (ten) national level educational supervisors or tecnitions. In the four chapters of this work, besides the Introduction and Conclusions, it is discussed, in turn, the origin of the research problem, the author's personal motivations for its achievement and other aspects that reinforce the rationale, objectives, methodology and track the results produced. There's, also, an historical critical review on the construction of the curriculum, taking in Mozambique, having as a starting point the time when the author started to be involved in it; a critical analysis of Teaching Programs of History and Geography in the Junior General Secondary Education, and data collected through interviews and questionnaires. A theoretical approach based on the categories enunciated above and supported by critical authors. Outline the conclusions, in conclusions, which sum up the basic ideas of work, seeking to respond to the challenge put at first. The work provides an outline of some alternative strategies to the process of curriculum construction in haste. It has been assumed that the proposed strategies conducive to achieving the aims of the Social Sciences Area at General Secondary Education and strengthen the contribution of this area in the curriculum structure particularly, and in the development of Mozambican General Secondary Education curriculum, in general / Esta pesquisa enquadra-se na temática de desenvolvimento curricular. Seu foco é a compreensão da revisão curricular em Moçambique, que vem decorrendo desde meados da primeira década de 2000. Ela busca perceber em que medida este processo tem estado a ser desenvolvido com base em pressupostos teóricos válidos e como isso pode estar a repercutir-se na melhoria ou não da qualidade de ensino oferecida. Analisa criticamente a integração curricular na Área das Ciências Sociais, no Ensino Secundário Geral do 1º Ciclo. De modo concreto ela centra a sua atenção no processo da concepção da disciplina de Ciências Sociais na Área de Comunicação e Ciências Sociais, daí que as categorias básicas sejam: desenvolvimento, reforma e integração (curricular) e (disciplina de) Ciências Sociais, assim como referências e valores (pátrios). A relevância desta discussão justifica-se, fundamentalmente, pela sua actualidade. O estudo baseou-se nos princípios epistemológicos do paradigma dialéctico e nos pressupostos da pesquisa qualitativa e se desenvolveu através da documentação; pesquisa bibliográfica e documental; aplicação de questionários e entrevistas. A pesquisa empírica baseou-se em documentos sobre a matéria emitidos pelo Ministério da Educação de Moçambique e o trabalho de campo beneficiou do depoimento de 20 (vinte) professores e 10 (dez) técnicos pedagógicos de nível central. Nos quatro Capítulos deste trabalho, além da Introdução e das Conclusões, abordase, sucessivamente, a origem do problema da pesquisa, as motivações pessoais do autor para a sua realização e outros aspectos que reforçam a justificativa, os objectivos, a trilha metodológica e os resultados a que ela permitiu produzir; uma abordagem preliminar seguida de uma análise histórico-crítica sobre a construção do currículo, em Moçambique tendo como ponto de partida, a altura em que o autor passou a estar envolvido no processo; uma análise crítica dos Programas de Ensino de História e Geografia do Ensino Secundário Geral do 1º Ciclo, e dos dados colhidos através das entrevistas e questionários; uma discussão teórica baseada nas categorias acima enunciadas e fundamentada por autores críticos. Esboça-se as conclusões em Conclusões, onde são retomadas as ideias básicas do trabalho, procurando-se responder ao problema colocado no início. O trabalho fornece o esboço de uma estratégia alternativa ao processo da construção curricular em apreço. Tem-se em vista que a estratégia proposta favoreça o cumprimento das finalidades da Área de Ciências Sociais do Ensino Secundário Geral e reforce o contributo desta Área na estrutura curricular, em particular e no desenvolvimento do currículo do Ensino Secundário Geral, em Moçambique, em geral