O currículo domador e as tecnologias selvagens

Segundo uma perspetiva cr��tica e baseando-se em autores como Papert), Jonassen, Toffler, Robinson, Facer e Christensen, o artigo aborda a incorpora����o de tecnologias potencialmente transformadoras na escola, t��o transformadoras que algumas delas (as TIC, por exemplo) t��m tido poder suficiente para operarem mudanças radicais na maneira como vivemos e at�� como nos representamos, e como essas tecnologias acabam invariavelmente ao servi��o do desenvolvimento do currículo, sem que da�� advenham mudanças qualitativas importantes, quer para escola, muito menos para o pr��prio currículo. No caso particular das TIC, o artigo discute tamb��m como as propostas inovadoras do seu uso como ferramentas de aprendizagem desvinculadas dos modelos curriculares a priori, one-fits-all, desenvolvidas nomeadamente ao longo dos anos setenta e oitenta do s��culo XX, foram sendo inexoravelmente suplantadas pelo uso de TIC ao servi��o da did��tica e, mais recentemente, como suporte de plataformas digitais de distribui����o de conte��dos curriculares.

O programa de integra����o e forma����o como meio de inclus��o social e inova����o pedag��gica: um olhar etnogr��fico

Esta investiga����o inserida no mestrado em Ci��ncias da Educa����o- Inova����o Pedag��gica tem como objetivo conhecer a cultura escolar, designadamente, as pr��ticas pedag��gicas no ��mbito do programa, Plano Integrado de Educa����o e Forma����o (PIEF), num estabelecimento de ensino do Funchal. A procura de uma eventual mudança de paradigma, assim como, de inova����o pedag��gica, poder�� comprovar e refor��ar a necessidade de alterar os trilhos que levam a Escola atual a afastar-se do lugar-comum. Nesta perspetiva, o rumo a seguir passar�� pela Mudança, podendo o foco da mesma estar numa pequena comunidade (cultura) ou num programa, cujo estudo particular permitir�� conhecer como atuam os seus agentes de aprendizagem. O desafio central da investiga����o emana da seguinte quest��o: Ser�� o PIEF um meio de inclus��o e, em simult��neo, de inova����o pedag��gica? Com vista a evidenciar a pertin��ncia desta quest��o, foram desenvolvidos conceitos temas e abordadas teorias de aprendizagem contempor��neas que ao se concretizarem como suporte te��rico de fundamenta����o, contextualizam o estudo e constituem a base de orienta����o para o trabalho de investiga����o no campo. A metodologia de investiga����o privilegiada apresenta um car��cter etnogr��fico, uma vez que particulariza o conhecimento dos fen��menos sociais, a microan��lise e a vis��o hol��stica sobre a comunidade local. A defini����o do seu foco associado a um programa e a sua delimita����o no tempo e no espa��o classifica-o de estudo de caso etnogr��fico. O objetivo final ser�� compreender e analisar a cultura da Escola Vila Mar atrav��s da observa����o participante e das narrativas dos seus intervenientes, de modo a aferir da veracidade ou logro da quest��o basilar. A necessidade de implementa����o do programa PIEF nesta escola foi a resposta encontrada face �� inadequa����o do currículo nacional, no entanto, n��o se verificou no seu estudo o ��mpeto suficiente para criar a metamorfose necess��ria.

Patrim��nio musical madeirense: a preserva����o da identidade atrav��s do currículo

O objetivo do presente estudo consiste em perceber o papel do currículo na preserva����o da identidade cultural. O estudo justifica-se pelo seu contributo original no campo do currículo, mediante uma investiga����o pioneira e in��dita no que diz respeito �� articula����o entre o currículo, a identidade e o patrim��nio musical madeirense. Para compreender aquele processo, recorremos a um trabalho de campo, caracterizado por um estudo explorat��rio, sob a ��gide da abordagem qualitativa, abrangendo todos os professores de Educa����o Musical da Regi��o Aut��noma da Madeira. Como instrumentos de recolha, assinalamos: observa����o de confer��ncias e a an��lise das planifica����es no ��mbito do projeto Regionaliza����o do Currículo de Educa����o Musical (RCEM), entrevistas semiestruturadas, inqu��rito por question��rio e an��lise documental. Os dados foram submetidos �� an��lise de conte��do, organizados em seis categorias, e os dados quantitativos foram analisados atrav��s de uma grelha do programa excel. Dos resultados do estudo, evidenciamos: reconhecimento da import��ncia da constru����o curricular local; integra����o de componentes regionais e locais no currículo como pr��tica comum a todos os professores; valoriza����o das atividades pr��ticas e dos saberes dos alunos, constitui um vetor importante para a motiva����o; constata����o de uma boa ades��o pela maioria dos alunos ��s propostas naquele ��mbito; reconhecimento de que as novas sonoridades s��o um fator de motiva����o; reconhecimento de car��ncia de forma����o no ��mbito do projeto RCEM; conhecimento e utiliza����o de v��rios materiais pedag��gicos no ��mbito do projeto RCEM; exist��ncia de um conhecimento geral do patrim��nio imaterial madeirense; conhecimento da grande maioria das institui����es e grupos culturais musicais e da sua import��ncia na pesquisa e divulga����o do patrim��nio; constata����o de uma fraca colabora����o entre aquelas institui����es e a escola; reconhecimento de que a cultura demarca a identidade; constata����o de que a m��sica �� um ve��culo de identidade; reconhecimento de que m��sica madeirense representa um legado hist��rico; reconhecimento de que educa����o ajuda a formar a identidade do aluno, considerando que o currículo �� um documento de identidade. Estes resultados sustentam a posi����o da educa����o, atrav��s do currículo, como vetor de transmiss��o cultural e forma����o da identidade.

A (re)constru����o do PCT: uma abordagem ��s pr��ticas dos professores no ��mbito da gest��o/flexibiliza����o curricular. Um estudo numa turma do 1�� Ciclo do Ensino B��sico RAM

Num mundo marcado pela globaliza����o e mundializa����o dos problemas, um mundo igualmente em busca da preserva����o das ra��zes locais e identit��rias, novas exig��ncias se imp��em �� escola, no sentido de esta acompanhar as mudanças ocorridas e se adaptar ��s novas realidades. Uma adapta����o que passa por solu����es cada vez mais flex��veis e diferenciadas, pressupondo ou implicando uma mudança igualmente ao n��vel das pol��ticas educativas, numa sociedade tamb��m ela cada vez mais heterog��nea, pelo que a resposta est�� na ���diversifica����o e gest��o local do currículo���, em cujo ��mbito a ���(re)constru����o do PCT��� vai assumir uma import��ncia singular. Assim, o estudo que agora apresentamos prop��e-se analisar, de maneira cr��tica e fundamentada, as conce����es e as pr��ticas dos docentes de uma turma do 1.�� Ciclo do Ensino B��sico do Funchal ��� RAM, no campo da reorganiza����o curricular para este n��vel de ensino, estabelecida pelo Decreto-Lei n.�� 6/2001, procurando entender ���de que forma �� que eles (re)constroem o seu PCT���, enquanto ferramenta para uma gest��o curricular flex��vel e adequada �� diversidade da turma a que se destina, �� sua realidade mais particular ou espec��fica. Nesse sentido, a recolha de dados implicou uma abordagem qualitativa, consubstanciada pela an��lise de documentos referentes ��s entrevistas, aos inqu��ritos por question��rio, aos Projetos da escola (PEE e PCE) e ao Projeto da turma dos docentes nele envolvidos (PCT), e ainda ��s observa����es levadas a cabo na mesma. N��o obstante as limita����es que um estudo desta natureza apresenta, os resultados apontam para a urg��ncia de uma mudança ao n��vel das pr��ticas neste ��mbito. Por conseguinte, percebemos que os docentes, de um modo geral, dominam a no����o de PCT e as conce����es a ele inerentes, e reconhecem as vantagens da sua (re)constru����o, sobretudo ao n��vel da oferta educativa e consequente melhoria da aprendizagem dos alunos. No entanto, tamb��m percebemos que falta melhorar certos aspetos ao n��vel da a����o, melhor dizendo, da intera����o e colabora����o docente, para uma mudança significativa das pr��ticas, para uma verdadeira (re)constru����o do PCT. De qualquer modo, ficou patente a necessidade de uma aposta na forma����o dos professores, de forma a promover e estimular neles uma ���cultura de Projeto���, e a dot��los com as devidas compet��ncias que lhes permitam pr��ticas colaborativas e os ajudem na (re)constru����o de PCT com sentido, numa escola para todos.

Mudança dos processos de neg��cios e adequa����o da TI nas empresas em decorr��ncia da implanta����o do sistema p��blico de escritura����o digital SPED: um estudo de casos m��ltiplos

Companies have always been organized by processes, often imperceptible to its employees. With the advancement of technology, organizational processes currently run an organization through computers, and thus generate immediate information that is available to each sector. With the objective of seeking business information in real time, the government created the SPED - Public System of Digital, which involves three subsystems, which are the Electronic Invoice, Digital Accounting Bookkeeping and Digital Tax Bookkeeping. This system is revolutionizing the business structures when gathering, in an innovative way, all information and interlinked business processes. For the implementation of SPED, a revision in the organizational processes is required, since the information is generated and is sent online to the government, without mistakes. Thus the study aimed to analyze the change brought about by the implementation of the Public System of Digital SPED in the main business processes. In order to do so, we have performed a multiple case study involving three companies in the state of Para, two operate in wholesale and one explores agribusiness. The Data collection was performed by accounting professionals, IT and managers. According to the results obtained, it was found that in two companies, the IT infrastructure was capable of deploying the new system without major problems, while one company had more difficulties to cope with the new system. However, all companies had to examine its processes to make the customizations needed to fit. It was also observed that there is no IT Governance in two companies. Therefore, we recommend the use of an appropriate model, not only for the implementation of SPED, but as a way to manage and extract better results from investment in information technology

Forma����o em odontologia: um estudo sobre as cl��nicas integradas em cursos do Brasil

Dental education is going through important changes in preparing workers to meet the needs of the society and the labor market. For that reason, we studied the offering of comprehensive dental care clinics in Brazil with the aim of encouraging future curriculum changes focused on the training of general dental practitioners. An email questionnaire on educational organization and comprehensive care clinics of undergraduate programs was sent to each academic dental affairs dean. Sixty-seven (41.6%) dental schools agreed to participate. We observed that curriculum changes have contributed to modify the format of comprehensive care clinics. This was felt mainly (88,1%) with regards to workload and course offerings in different levels of the dental curriculum, thereby creating a favorable environment for generalist training. Most schools shared the following characteristics: clinical procedures were being prioritized according to level of complexity (95,5%), students were having the chance to attend courses in other programs (37,3%), and attempt to diversify teaching methods was being challenged (58,2%). Although progress in combining teaching and clinical services was reported by 83,6% of schools, most clinical procedures were still being performed intramurally (50,7%) in partnership with public service. There was also improvement in clinical mentorship due to the hiring of instructors qualified to work in comprehensive care clinics and with aptitude to supervise a wider range of dental procedures (58,2%). Further changes to Brazilian comprehensive care clinics should hence be encouraged and intensified to ensure appropriate generalist training for dental practitioners

Vivendo do mar: tradi����o, mem��ria e mudança na vida pesqueira de Pitangui-RN

This research focuses on the fishery activity, aligned to knowledge of past generations, and the transformation to those who depend on this activity for their livelihood, at the seashore community of Pitangui in Extremoz municipality, which lies 40 km away from Natal, seat of the state of Rio Grande do Norte. The intense modernization which has taking place during the last few years may be considered the result of a number of economic, social and cultural factors, as the introduction of new fishery technology. On the other hand, the present study seeks to show how this changing process happened, and to what extent those affected understand and evaluate this transformation. The methodology to carry out the ethnographic work was mainly adopted by qualitative methods and techniques - by participant observation, oral history, photography and the audiovisual records besides reference to data extracted under quantitative methods, as an important instrument of analyses. This induces a conclusion that the transformation of the community is a consequence of the globalized market, though still tied up to specific local relations. The emerging results are: the use of new fishery technology, and new ways of orientation and navigation; the opening to new jobs and occupational activity, the re-order of space s appropriation; changing sociability, larger access to consumer goods, besides bringing on some new conflicts land appropriation and the fishery and the protection of the environment. All this comprehended as a result of the movement of the local relations participating in the global spaces

A transversalidade no currículo do ensino fundamental: as quest��es ambientais em foco

This thesis is the result of an investigation about the transversality of the environmental issues into the daily curriculum of High Schools (from first to eighth grade). The research field was the county of Santo Antonio de Jesus in the state of Bahia, Brazil. The investigation is related with the challenge that the present model of social development and organization has put to the school institution: to bring the regular discussion about Environmental Education (EE) to the school s daily life. Facing the complexity of the socio-environmental issues and the basic functions of Education, the object of study was restricted to the identification of the challenges and paradoxes of the EE inside the curriculum organization of Politic-Pedagogic Project of the schools and the teachers daily practices. About the methodology, we adopted different references for the qualitative research: sociology, history, economy, and education. As for the investigative procedures about the teacher s practices, we related the school s daily practices to the context of the community. We also adopted several investigative procedures, such as questionnaires, interviews, observations and formative intervention. The theoretical basis was organized based on references to curriculum organization, environmental culture, teacher education and also considering the pillars of a capitalistic system that is based on consumerism and that generates social exclusion. At the initial considerations, we contextualized the contemporary environmental issues in an attempt to interpret the conditions of the EE transversality into the school s daily practices, which are still oriented to the traditional Cartesian Education. Based on the collected data, we found the reasons for the teachers dilemma and reluctances to the insertion of the environmental issues into the organization of the work plan and into the management of a school. Nevertheless, the results also signed promising possibilities to the EE tranversality, in case the curriculum of the school could be more sensible towards the cultural and social-economical issues of a community. We especially questioned The National Curriculum Parameter s (PCN), which is considered highly insufficient to inform the teachers about the environmental issues, facing the actual local conditions of social and pedagogic work. The final considerations showed the role and the importance of this research as one strategy to organize the curriculum education into the perspective of the transversality of environmental issues inside the education of both teacher and student

O currículo escolar: uma an��lise na perspectiva da inclus��o de alunos com defici��ncia intelectual

A mid the many transformations and advances that the contemporary society is going through, the right to education is a topic that does not end and becomes increasingly present, given the urgency of including students with disabilities in education. Given this new reality, schools are challenged to receive them with quality, and implement actions that promote favorable conditions for their development at school. Accordingly, it is fundamental the organizational restructuring of education to meet the specific needs of students. Thus, it is imperative that educational institutions defining the type of person who intend to form and the society proposing to build. These are aspects that precede any question, since the knowledge covered in the curriculum will contribute directly to the creation of human beings are involved there. Based on this theme, this assignment reports aspects of a survey of a local public school, located in Natal/RN, which deals with the analysis of the curriculum and its implementation in teaching practice in the classroom, before the inclusion of students with disabilities intellectual. Thus, to undertake a study of case with five professionals at school, involving documentary analysis and observation of the curriculum of the pedagogical practice of teachers in the classroom, as well as conducting an interview with all stakeholders. To this end, the data analyzed shows that, although the right of citizens with disabilities is guaranteed by constitutional law, the school, locus of this study, have not realized the extent of conquest. Does not recognize the fact of being in school and learn together with others is also a right of persons with disabilities. Thus, while your resume is to present a progressive vision, believed to be open, concerned with the selection and organization of content, with flexibility in defining the goals, with the search for diversification of the procedures adopted, as well as the planning activities teaching and learning based on the level of student learning, this is not effective in teaching practice, either through ignorance of the guidelines defined either by lack of knowledge about the proposal and an inclusive curriculum can provide answers to all educational students, including those with intellectual disability

O currículo e as pr��ticas pedag��gicas na EJA: concep����es e cren��as dos professores da escola municipal Francisca Leon��sia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leon��sia, located in the Agrarian Reform Settlement Serra Nova, city of Flor��nia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory