Banca de QUALIFICAÇÃO: GUILHERME AUGUSTO DA SILVA FERREIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : GUILHERME AUGUSTO DA SILVA FERREIRA
DATE: 23/08/2024
TIME: 09:00
LOCAL: online
TITLE:

The curriculum of Park Schools of the Federal District: between the proposal, the said and the done

KEY WORDS:

Curriculum; Park School; Organization of Pedagogical Work.

PAGES: 112
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Institutionalized education has in the organization of pedagogical work the process for achieving its objectives and intentions, which includes the construction and consolidation, in the school context, of knowledge historically accumulated by humanity. The organization of pedagogical work includes structuring elements: objectives, methods, assessment, didactics and curriculum. This research project has as its object of study one of these elements, the curriculum. Currently, dealing with curriculum presupposes, according to Sacristán (2000), that one observes its problems by reflecting on what objective one intends to achieve, what to teach, why to teach, who the objectives are for. And also who has the best access to legitimate forms of knowledge, which processes influence and modify decisions until practice is reached, how school culture is transmitted, how content can be interrelated, with which methodological resources/materials, how to organize working groups, time and space, how to promote student development and learning and the consequences on pedagogical practices. Understanding the curriculum as a territory of and in dispute and a question of “knowledge, power and identity (Silva, 2009), investigating the curriculum – its various theories, manifestations and influences – implies understanding it in its complexity, in a contextualized way, as a construction that takes place in the relationships between individuals and the social spaces that permeate pedagogical practice. In this scenario, these and other elements that make up the curriculum present nuances and specificities related to the context in which the pedagogical practice takes place. Stages, levels, teaching modalities and specific characteristics of networks and even schools present singularities that contribute to curriculum design and development. Given these circumstances, the research will focus on the curriculum of Park Schools in the Federal District and the relationships between what is proposed, what is said and what is done to implement the curriculum of these unique educational institutions. Currently, there are eight Park Schools in the Federal District, which develop a comprehensive education model with specificities, among these particularities we can point out the curriculum developed in them. The research will then seek to delve deeper into the curricula of these schools, through critical-dialectic analysis, to grasp the essence of the elements, negotiations, tensions, approximations, ruptures and contradictions that permeate their organization of pedagogical work. This research project is part of the set of scientific productions developed by the Study and Research Group on Teaching Work, Didactics and Organization of Pedagogical Work – Prodocência, within the scope of the Postgraduate Program of the Faculty of Education of the University of Brasília (UnB), in the Research Line: Teaching Profession, Curriculum and Assessment (PDCA). It presents itself as a research problem: how do the Parque Schools of the Federal District organize, develop and evaluate their pedagogical work, considering the articulations between the prescribed curriculum, the modeled curriculum and the lived curriculum? The general objective that will guide the investigative process is to analyze how the Parque Schools of the Federal District organize, develop and evaluate their pedagogical work, considering the articulations between the prescribed curriculum, the modeled curriculum and the lived curriculum. For better guidance, the following were established as specific objectives: a) Discuss the theoretical-methodological assumptions guiding the curricular proposals of Park Schools of the Federal District; b) Reflect on the meanings constituted by education professionals regarding the curriculum of Park Schools of the Federal District; c) Understand how the organization and implementation of the curriculum occurs at Park Schools of the Federal District; d) Understand whether the pedagogical work carried out in schools is linked to the curriculum of Park Schools of the Federal District. In theoretical-methodological terms, qualitative research assumes a critical-dialectic perspective based on assumptions of Historical-Dialetic Materialism (Marx, 2008.; Cury, 1985.; Netto, 2009, 2011). The following will be used to produce data: documentary analysis, observations and interviews with teachers working at Park Schools in the Federal District. When reading and organizing the data produced, the meaning cores will be adopted (Aguiar and Ozella, 2006, 2013, 2015). In theoretical-conceptual terms, Bernstein's (1996) concepts on the theory of codes and class relations will be worked on, which will serve as a basis for the analysis of curricular documents. In the context of curricular practices, the approaches of Apple (2001, 2003, 2008), Sacristán (2000), Moreira (2002, 2013, 2016) and Godson (2018) will be considered, focusing on the curriculum from a social constructionist perspective. In developing the study, we will seek to understand the multiple determinations that involve the analysis of the curriculum prescribed, modeled and lived in Park Schools, understanding that a curricular policy is not effective in itself, but through the pedagogical work conceived, organized, developed, monitored and evaluated in each educational institution, in light of its pedagogical proposal and also, due to social, economic and cultural issues that influence it.

COMMITTEE MEMBERS:
Presidente - 2279837 - EDILEUZA FERNANDES DA SILVA
Interno - 3056419 - FRANCISCO THIAGO SILVA
Externa à Instituição - JAQUELINE MOLL - UFRGS
Externo à Instituição - JOSE DAMIAO TRINDADE ROCHA - UFT