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Previous issue date: 2017-07-28 / O Ensino M?dio, etapa final da Educa??o B?sica, apresenta s?rias incoer?ncias decorrentes da sua identidade vacilante. Pol?ticas veem sendo implementadas a fim de responder ?s exig?ncias postas pela sociedade do S?culo XXI, possibilitando aos alunos ter acesso a um conjunto de conhecimentos para conecta-los ao mundo globalizado e tecnol?gico. Nesse contexto surge o Programa do Ensino M?dio Inovador (ProEMI), criado pelo Minist?rio da Educa??o (MEC) em 2009 com o objetivo de ofertar outro tipo de forma??o aos estudantes, mais focada na resolu??o de problemas, distanciando-se do curr?culo vigente que valoriza demasiadamente o conte?do e a memoriza??o. O ProEMI ? pautado por um curr?culo organizado a partir de quatro dimens?es integradoras: trabalho, ci?ncia, tecnologia e cultura. Esse programa tem exigido uma nova postura do professor na sua atua??o da escola tornando a inova??o como elemento principal do Programa. O ato de inovar exige que o professor e demais profissionais da educa??o reflitam e adquiram uma ressignifica??o de concep??es e de pr?ticas pedag?gicas. A inser??o da inova??o no contexto escolar tem como objetivo promover mudan?as no processo de ensino e aprendizagem: ? uma a??o constitu?da de desafios e dificuldades. O presente estudo tem como objetivo caracterizar e analisar as pr?ticas pedag?gicas inovadoras dos docentes no ?mbito do ProEMI. A fundamenta??o te?rica e epistemol?gica foi respaldada na compreens?o de que o professor como profissional do processo de ensino aprendizagem deve ser capaz de refletir sobre a sua pr?tica e direcion?-la segundo a realidade em que atua, como afirmam Candau (1997), Hernandez (2000), Carbonell (2002), Pozo (2002), Fullan (2007) Perrenoud (2002), Ramalho, Nunez e Galthier (2004) entre outros. Trata-se de uma pesquisa explorat?ria e descritiva baseadas nas abordagens qualitativa e quantitativa, tendo como foco identificar a representa??o que tem os professores sobre a inova??o pedag?gica e pr?tica inovadora. Para isso, 33 professores participaram da pesquisa, respondendo a um question?rio composto por quest?es abertas e fechadas. Conjugamos a T?cnica da An?lise de conte?do (Bardin 2011) para conhecer as representa??es em pauta e a An?lise descritiva para dados quantitativos. Constata-se que os professores afirmam poder inovar a pr?tica pedag?gica por meio de novos conhecimentos, interesse e atividades de forma??o. O estudo revela existir um saber inovador, a ser incorporado na base dos conhecimentos profissionais, um desafio a ser reconhecido pelos processos formativos inicial e continuado. O estudo destaca tamb?m a responsabilidade que deve ter as equipes pedag?gicas em rela??o a condu??o nas concep??es te?ricas, metodol?gicas e t?cnicas n?o apenas dos professores, mas de todos os respons?veis pela implementa??o do Programa. Algumas recomenda??es s?o postas para o conjunto das escolas ProEMI. / The Secondary School, the final stage of Basic Education, presents serious inconsistencies due to its hesitant identity. Policies are being implemented in order to respond to the demands of society in the 21st Century, enabling students to have access to a set of knowledge to connect them to the globalized and technological world. In this context, the Inovador High School Program (ProEMI) was created by the Ministry of Education (MEC) in 2009 with the objective of offering another type of training to students, more focused on solving problems, distancing itself from the current curriculum that values Content and memorization. The ProEMI is based on a curriculum organized from four integrating dimensions: work, science, technology and culture. This program has required a new posture of the teacher in his / her school performance making innovation as the main element of the Program. The act of innovating requires that the teacher and other education professionals reflect and acquire a re-signification of pedagogical conceptions and practices. The insertion of innovation in the school context aims to promote changes in the teaching and learning process: it is an action constituted of challenges and difficulties. The present study aims to characterize and analyze the innovative pedagogical practices of teachers within ProEMI. The theoretical and epistemological foundation was supported by the understanding that the teacher as a professional in the learning process should be able to reflect on their practice and direct it according to the reality in which it operates, as stated by Candau (1997), Hernandez (2000) ), Carbonell (2002), Pozo (2002), Fullan (2007) Perrenoud (2002), Ramalho, Nunez and Galthier (2004) among others. It is an exploratory and descriptive research based on qualitative and quantitative approaches, with the aim of identifying the representation that teachers have about pedagogical innovation and innovative practice. For this, 33 teachers participated in the research, responding to a questionnaire composed of open and closed questions. We conjugate the Content Analysis Technique (Bardin 2011) to know the representations on the agenda and the Descriptive Analysis for quantitative data. It is observed that the teachers affirm to be able to innovate the pedagogical practice through new knowledge, interest and training activities. The study reveals an innovative knowledge to be incorporated in the base of professional knowledge, a challenge to be recognized by the initial and ongoing training processes. The study reveals an innovative knowledge to be incorporated in the base of professional knowledge, a challenge to be recognized by the initial and ongoing training processes. The study also emphasizes the responsibility that the pedagogical teams should have in relation to the theoretical, methodological and technical conceptions not only of the teachers, but also of all those responsible for the implementation of the Program. Some recommendations are made for all ProEMI schools.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24257 |
| Date | 28 July 2017 |
| Creators | Bezerra, Alaine Sinara Ribeiro |
| Contributors | 13604759404, Ferreira, Adir Luiz, 25348787949, Diniz, Adriana Valeria Santos, 55249396453, Nunez, Isauro Beltran, 00767399455, Bormann, Maria Aliete Cavalcante, 02034059786, Ramalho, Betania Leite |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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