Flexibilização curricular: concepções e práticas em uma escola de ensino médio de tempo integral na cidade de Floriano/Piauí
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Data
2022-12
Orientador
Oliveira, Eniz Conceição
Banca
Del Pino, José Claudio
Leão, Marcelo Franco
Fenner, Roniere Dos Santos
Neuenfeldt, Derli Juliano
Título do periódico
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Resumo
O currículo deve ser apontado como um caminho a ser seguido, sendo efetivado nas mais diversas situações, contextos, vivências e interações, deixando de ser um elemento estático e padronizado. Assim, esta Tese tem como objetivo geral analisar a proposta de implementação da flexibilização curricular em uma escola de Ensino Médio de tempo integral na cidade de Floriano/PI, no período de 2017 a 2021, considerando as vivências encontradas por gestores, professores e alunos quanto à sua efetivação. Trata-se de pesquisa qualitativa, descritiva e exploratória, que usou técnica documental, bibliográfica e estudo de caso, sendo que para a análise de dados foi utilizada a análise textual discursiva. Os participantes da pesquisa foram 14, sendo eles dois gestores, um diretor e um coordenador pedagógico e oito alunos. Para a coleta de dados foi utilizado um questionário semiestruturado no formulário google forms docs, bem como análise documental. Para a análise de dados foi utilizada a análise textual discursiva, da qual emergiram cinco categorias: Planejamento escolar: impressões na Escola de Ensino Médio de Tempo Integral CETI Fauzer Bucar; Currículo: promovendo atividades interdisciplinares e de iniciação científica; Flexibilização curricular: potencializando o projeto de vida e protagonismo dos alunos; Tempos e espaços escolares: contribuindo na melhor formação e desenvolvimento dos alunos; Pedagogia da presença: Percepções quanto à evasão escolar e resultados dos alunos. Como resultado da pesquisa foi verificado que o currículo do Centro Estadual de Tempo integral é desenvolvido na perspectiva integrada e interdisciplinar, com a integração de atividades diversificadas no contraturno como: música, dança, dramatizações, atividades culturais, sociais e esportivas, proporcionando aos alunos saberes no âmbito da investigação científica, na pesquisa, nas interações com a sociedade e cultura local, fomentando neles a socialização, a participação e o protagonismo juvenil. Com a ampliação da permanência nas escolas de tempo integral, os professores têm a possibilidade de dedicarem mais tempo aos planejamentos e atividades em prol da melhoria do processo de aprendizagem dos alunos, favorecendo, assim, a interação, participação e envolvimento de todos no processo educacional. Notou-se também que a pedagogia da presença permite a construção do diálogo, das interações e o fortalecimento dos vínculos, possibilitando a permanência dos alunos na escola, contribuindo na redução da evasão escolar e no prosseguimento dos estudos. Considera- se que o CETI Fauzer Bucar tem implementado ações de flexibilizações em seus currículos com o desenvolvimento de atividades nas mais diversas áreas do conhecimento de forma interdisciplinar, dinâmico e inovador, tornando-se uma escola modelo para as demais escolas, não necessitando formatações em sua configuração, trabalhando com a ampliação da jornada escolar, no construto de aprendizagens ativas, diversificadas e autônomas desenvolvidas nos mais diversos espaços de aprendizagens, de forma integrada e socializada, o que permite aos alunos alcançarem o protagonismo juvenil e a melhoria na construção de seus conhecimentos.
The curriculum must be pointed as a way to be followed, being effective in the most diverse situations, contexts, experiences and interactions, ceasing to be a static and standardized element. Thus, this Thesis has as main goal analyze the proposal for the implementation of the curricular flexibilization in a full time high school in the city of Floriano-PI in the period of 2017 to 2021, considering the experiences found by the managers, teachers, and students as to its implementation. It is about a qualitative descriptive and exploratory research, that used documentary and bibliographic technique, in addition to case study, whereas for the data analysis it was used the discursive textual analysis. The research participants were 14 people, two managers, one school principal, one pedagogical coordinator, and eight students. For data collection, a semi-structured questionnaire was used in the form google forms docs, as well as document analysis. For the data analysis it was used the discursive textual analysis, from which five categories emerged: school planning: impressions at full time high school CETI Fauzer Bucar; curriculum: promoting interdisciplinary activities and scientific initiation; curricular flexibilization: enhancing the life project and student protagonism; school times and spaces: contributing to better training and development of students; pedagogy of presence: perceptions regarding school evasion and student results. As a search result it was verified that the curriculum of the full time state center is developed from the integrated and interdisciplinary perspective, with the integration of diversified activities in after hours such as: music, dance, dramatizations, cultural, social and sportive activities, providing to the students knowledge in the field of scientific research, in search, in interactions with the society and local culture, promoting the socialization in them, participation and the youth protagonist. With the extension of permanence in full time school, teachers have the possibility of dedicating more time to the plannings and activities in favor of improvement in teaching and learning of students, thus favoring the interaction, participation and involvement of everybody in educational process. It was also noticed that the pedagogy of presence allows the dialogue construction, interactions and the link strengthening making it possible to the student to stay at school, so contributing in the reduction of school evasion and study continuation. It is considered that the CETI - Fauzer Bucar School has implemented actions of flexibilizations in its curricula with the development of activities in the most diverse areas of knowledge in an interdisciplinary way, dynamic and innovative, becoming a model school to the other schools, not needing formattings in its configuration, working with the amplification of the school day, in the construct of active, diversified and autonomous learning, developed in the most diverse learning spaces, in an integrated and socialized way allowing that the students reach the youth protagonism and the improvement in the construction of their knowledge.
The curriculum must be pointed as a way to be followed, being effective in the most diverse situations, contexts, experiences and interactions, ceasing to be a static and standardized element. Thus, this Thesis has as main goal analyze the proposal for the implementation of the curricular flexibilization in a full time high school in the city of Floriano-PI in the period of 2017 to 2021, considering the experiences found by the managers, teachers, and students as to its implementation. It is about a qualitative descriptive and exploratory research, that used documentary and bibliographic technique, in addition to case study, whereas for the data analysis it was used the discursive textual analysis. The research participants were 14 people, two managers, one school principal, one pedagogical coordinator, and eight students. For data collection, a semi-structured questionnaire was used in the form google forms docs, as well as document analysis. For the data analysis it was used the discursive textual analysis, from which five categories emerged: school planning: impressions at full time high school CETI Fauzer Bucar; curriculum: promoting interdisciplinary activities and scientific initiation; curricular flexibilization: enhancing the life project and student protagonism; school times and spaces: contributing to better training and development of students; pedagogy of presence: perceptions regarding school evasion and student results. As a search result it was verified that the curriculum of the full time state center is developed from the integrated and interdisciplinary perspective, with the integration of diversified activities in after hours such as: music, dance, dramatizations, cultural, social and sportive activities, providing to the students knowledge in the field of scientific research, in search, in interactions with the society and local culture, promoting the socialization in them, participation and the youth protagonist. With the extension of permanence in full time school, teachers have the possibility of dedicating more time to the plannings and activities in favor of improvement in teaching and learning of students, thus favoring the interaction, participation and involvement of everybody in educational process. It was also noticed that the pedagogy of presence allows the dialogue construction, interactions and the link strengthening making it possible to the student to stay at school, so contributing in the reduction of school evasion and study continuation. It is considered that the CETI - Fauzer Bucar School has implemented actions of flexibilizations in its curricula with the development of activities in the most diverse areas of knowledge in an interdisciplinary way, dynamic and innovative, becoming a model school to the other schools, not needing formattings in its configuration, working with the amplification of the school day, in the construct of active, diversified and autonomous learning, developed in the most diverse learning spaces, in an integrated and socialized way allowing that the students reach the youth protagonism and the improvement in the construction of their knowledge.
Descrição
Palavras-chave
Currículo; Escola de tempo integral; Flexibilização; Práticas escolares; Curriculum; Full time school; Flexibilization; School practices
Citação
ARAÚJO, Glauce Barros Santos Sousa. Flexibilização curricular: concepções e práticas em uma escola de ensino médio de tempo integral na cidade de Floriano/Piauí. 2022. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 09 dez. 2022. Disponível em: http://hdl.handle.net/10737/3468.