Banca de DEFESA: ENI JOSE GOMES SINGH

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ENI JOSE GOMES SINGH
DATA : 26/09/2919
HORA: 09:30
LOCAL: Sala 30 IE
TÍTULO:

Implementation of an agroforestry system in a high school: An analysis of public policies and curriculum implications in daily school life

PALAVRAS-CHAVES:

Curriculum, High School Reform, Project.

PÁGINAS: 100
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

This work aimed to reflect on the relationship between curriculum and practice through a school project, in order to establish relationships with an epistemological perspective of curriculum and the teaching of Biology. For this purpose, a theoretical perspective was used that articulated to the empirical dimension allows making notes on the relationship between social contexts and curricular practice. This work relied on theoretical references that include curricular studies, in the works of Ball and Bowe (1992 and 1994) and Mainardes (2009) regarding the policy cycles. The contexts of influence, text production, context of practice, context of results and policy strategy were used for the reflections in this work. The methodology, of a qualitative nature, was carried out through semi-structured interviews with 10 high school students. The surveys were answered for further analysis of data from the responses of the research subjects. The analyses were organized around the following axes: data from the socioeconomic characterization survey; perception of the importance of environmental education and the preservation of the environment. These analyses showed that the majority of students used their daily reference to define in a generalist vision, as a social being. Regarding the conceptions of social and economic order, most of them identify themselves as dependent on their parents. From the analysis of these conceptions of students and guided by the theoretical framework, we developed a project that proposes a more articulated approach to environmental education. The implementation of this project to a group of students in the 1st year of high school enabled an analysis of its potentialities relating to the mobilization of concepts of biology, the explanation of prior knowledge and articulation with scientific knowledge of other topics such as agroforestry systems and the environment revealing a movement of reconstruction of knowledge by students evidenced by the questions proposed by them throughout the activity. In addition, the project allowed the approach to the issue of health inserted in a social context that covers from the aspects of public health to those relevant to science itself, because the school articulates knowledge within a social and cultural context. This study enabled a teaching methodology that can be used in various social contexts. In addition, we highlight the importance of a practice aimed at increasing actions with greater meaning in which the conceptual joins the practice in a more comprehensive and articulated perspective overcoming prescribed views, which enable the training of students in age of choices, a broadening of views and as a social practice.

MEMBROS DA BANCA:
Interno - 1877266 - BRUNO MATOS VIEIRA
Interno - 3350978 - LANA CLAUDIA DE SOUZA FONSECA
Externo à Instituição - MAICON JEFERSON DA COSTA AZEVEDO - CEFET/RJ
Interno - 1849562 - MARCIO DE ALBUQUERQUE VIANNA