Navegando por Palavras-chave "Reformas Curriculares"

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    Percepções acerca do desenvolvimento profissional do professor dos anos iniciais do Ensino Fundamental na escola pública municipal de Santo André – SP
    (Universidade Federal de São Paulo (UNIFESP), 2020-11-23) Oliveira, Sonia Maria Pereira De [UNIFESP]; Silva, Jorge Luiz Barcellos Da [UNIFESP]; Universidade Federal de São Paulo
    The present work is associated with the master research developed with the Graduate Program in Education at the Federal University of São Paulo (UNIFESP). The objective of this research is to identify and analyze the perception of teachers in the early years of elementary school, given the influence of curricular reforms on the professional development of teachers that work in the peripheral regions of the Santo André city, in the State of São Paulo. Therefore, we adopted the qualitative approach, bibliographic survey, and bibliographic analysis as a methodological research procedure. Besides, we utilized semi-structured interviews as a data collection instrument. The research used the hermeneutic-dialectic method and the triangulation technique for data analysis, which indicates that the perception of teachers, in terms of curricular reforms, affects their formative process and their classroom actions, promoting the professional development.
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    Políticas Educacionais Para O Ensino Médio: Confrontando Perspectivas
    (Universidade Federal de São Paulo (UNIFESP), 2018-09-28) Santos, James Pereira Ruiz Sanches Dos [UNIFESP]; Bello, Isabel Melero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Research Had The Objective Of Answering The Question "In What Sense Do Curricular Policies, With Their Ideological Constructions And Project Of Society, Take Into Account The Subjects To Which They Are Destined In The Different Contexts In Which They Are Formulated And Received?" To Answer The Main Question Above, Other Complementary Ones Were Necessary: A) What Are The Goals, Profiles And Objectives Sought By The Educational Policies For Brazilian High School Since Ldb / 96? B) What Are The Conceptions Of Youth Present In The Official Documents And What Are The Profile (S) Of The Brazilian Youth (S)? C) What Do Students Think About The Training Models To Which They Are Subjected By The Educational Policies Addressed To Them? To Answer These Questions, The Research Used Three Methodologies: 1. The Bibliographical Research To Discuss The Conceptual Difference Between Youth And Adolescence; To Characterize The Brazilian Youths In Order To Present Aspects Related To Education, Work, Family Life, Violence An