Navegando por Palavras-chave "Diretrizes Curriculares"
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- ItemAcesso aberto (Open Access)Descolonizando as propostas curriculares na educação infantil: uma análise sobre as relações étnico-raciais e de gênero(Universidade Federal de São Paulo (UNIFESP), 2020-09-16) Ferreira, Solange Oliveira [UNIFESP]; Finco, Daniela [UNIFESP]; Universidade Federal de São PauloThis research aims to investigate the strategies of curriculum construction and organization in Early Childhood Education, bringing into the debate ethnic-racial and gender issues. It investigates the limits and challenges of organizing educational proposals based on commemorative dates, analyzing the possibilities of educational planning that deconstructs inequalities and represents Brazilian cultural diversity. Its theoretical framework is the fields of study: curricular guidelines in Early Childhood Education, Ethnic-racial and Gender. The qualitative research was developed from document analysis and semi-structured interviews with educational managers. The methodological proposal used the pedagogical documentation collected in an institution of Early Childhood Education, as a means of photographic supports representing fragments of the daily life of the institution, to support the interviews. The research seeks to provide subsidies for the construction of decolonizing curricular guidelines and indicators that contribute to the valorization of diversity and the constitution of gender identity and that gives visibility to ethnic-racial relations, respecting Brazilian childhoods and cultural plurality.
- ItemAcesso aberto (Open Access)A expansão do ensino em serviço social e a defesa do projeto de formação profissional pela ABEPSS(Universidade Federal de São Paulo (UNIFESP), 2014-12-01) Zutter, Alessandra de [UNIFESP]; Rodrigues, Terezinha de Fatima [UNIFESP]; http://lattes.cnpq.br/0214861191886771; http://lattes.cnpq.br/0708246832908892; Universidade Federal de São Paulo (UNIFESP)Este trabalho analisou a expansão no ensino superior em Serviço Social e as estratégias da Associação Brasileira de Ensino e Pesquisa em Serviço Social – ABEPSS, na defesa do projeto de formação profissional que tem suas bases, nas Diretrizes Curriculares, aprovadas em 1996. No percurso metodológico, analisamos a expansão dos cursos de Serviço Social a partir dos anos 1990: análises quantitativas (com base nos dados divulgados em pesquisas e do MEC); e qualitativas, a partir de fontes de estudos e publicações sobre a temática; documentos publicizados pela categoria profissional de Serviço Social; elaboramos duas tabelas sobre IES que oferecem o curso de Serviço Social nas modalidades presencial e à distância, no Brasil; e, uma entrevista com a vice presidente da ABEPSS Regional Sul II, no sentido de verificar as estratégias construídas pela ABEPSS na defesa do projeto de formação profissional. Consideramos este trabalho relevante na medida em que discute as estratégias da ABEPSS na defesa do projeto de formação profissional que busca uma formação crítica, assentada no conhecimento da realidade e que tem um perfil de profissional que se deseja formar com capacidade crítica teórica-metodológica, técnico operativa e ético política.
- ItemSomente MetadadadosExpressões dos fundamentos do Serviço Social na produção sobre a formação profissional: um estudo a partir de Anais do Encontro Nacional de Pesquisadoras/es em Serviço Social(Universidade Federal de São Paulo (UNIFESP), 2019-09-24) Maddalena, Mariana de Almeida Pecci [UNIFESP]; Batistoni, Maria Rosângela [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Considerando el supuesto de que el actual proyecto de formación profesional, como se establece en las Directrices Curriculares de la Asociación Brasileña de Docencia e Investigación en Trabajo Social, es la objetivación de la concepción de los fundamentos del Tabajo Social en su asunción y base en la perspectiva de la totalidad, en esta disertación, buscamos tener en cuenta algunas expresiones de los fundamentos en la producción de formación profesional en trabajo social en Brasil. La base de datos fue constituida de las comunicaciones agrupadas en tres ediciones de los Anales del Encuentro Nacional de Investigadores en Trabajo Social, específicamente, las organizadas en el énfasis de la formación del eje temático “Trabajo social: fundamentos, formación y trabajo profesional”, en 2012, 2014 y 2016. Para ello, se realizó una investigación cualitativa, en forma de encuesta bibliográfica y documental. El análisis señaló que, aunque en un pequeño número de producciones sobresalientes, las comunicaciones seleccionadas, en sus diferencias, almacenadas sus densidades, apropiaciones y explicaciones de contenidos teóricos, sugieren referencias importantes y están dentro de la relación entre la formación y los fundamentos del trabajo social.
- ItemSomente MetadadadosO internato médico após as Diretrizes Curriculares Nacionais de 2014: um estudo em escolas médicas do estado do Rio de Janeiro(Universidade Federal de São Paulo, 2017) Candido, Patricia Tavares da Silva [UNIFESP]; Batista, Nildo Alves [UNIFESP]; Conde, Simone Regina Souza da Silva; http://lattes.cnpq.br/3375802140515152; http://lattes.cnpq.br/9347541615414055; http://lattes.cnpq.br/9280802719675275; Universidade Federal de São Paulo (UNIFESP)Introduction: Instituted in 2014, the National Curricular Guidelines (NCG) of the Undergraduate Medical Course contains several recommendations, especially for the Medical Internship. Despite the recognition of the need for changes in medical education, in terms of professional training to meet the demands of the community, instituting these NCG was considered by many to be less democratic and its implementation process by the Medical Schools is still little studied. Objectives: to analyze the Medical Internship in Medical Schools of the State of Rio de Janeiro, after instituting the National Curricular Guidelines for the Medical’s Undergraduate Course of 2014, according to the Coordinators / Course Directors and Internship Coordinators. Methodology: In this research, qualitative and quantitative approaches were used, with the participation of Coordinators / Course Directors and Internship Coordinators. In March 2016, the State of Rio de Janeiro had 19 medical courses in 15 Medical Schools. Of these, nine courses participated in the research. The study population was represented by 13 participants and of these 09 Course Coordinators and 04 Internship Coordinators. We applied a research instrument composed of closed-ended and open-ended questions and an attitudinal scale. For data analysis, the scale was evaluated by statistical analysis and the answers of the open-ended questions were submitted to content analysis, in the thematic analysis modality. Results and discussion: In the view of the Coordinators participating in the research, all Medical Schools are in the process of adapting to the NGC’s determinations of 2014. The majority are in agreement with the mandatory inclusion of Urgency and Emergency, Primary Care and Mental Health in the Internship areas. There are many difficulties that we encountered in the process of implantation and / or restructuring of these activities in Internship: the scarcity of scenarios; precariousness of the existing scenarios in the Emergency of the Unified Health System; lack of teachers / preceptors; and the deadline established for the implementation of the Guidelines. However, the coordinators have planned / used some strategies such as the diversification of practice scenarios, the creation of elective internships, the establishment of agreements and partnerships, development of integrated activities with other Internships areas and the use of realistic simulation laboratories. Final considerations: The Medical Schools live a moment of curricular transformation, encouraged by the NCG. We must see this moment as an opportunity to revisit the Medical Internship and, possibly, to find strategies for the improvement of medical training in this privileged space of the undergraduate. We believe that the dissemination of this research’s results can help the Medical Schools in the process of appropriation and implementation of NCG’s determinations of 2014.