The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
The study presents an analysis about the curriculum integration in legal devices that run the Brazilian basic education destined for initial years of Fundamental Education, these devices' implications to curriculum of initial teacher training, destined for this schooling step. It is grounded on...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/10950 |
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| Resumo: | The study presents an analysis about the curriculum integration in legal devices that run the Brazilian basic education destined for initial years of Fundamental Education, these devices' implications to curriculum of initial teacher training, destined for this schooling step. It is grounded on Beane and Alonso, above all in their propositions about curriculum integration; the analysis has come up with four categories: Wide curriculum conception; Liaison between knowledge of distinct natures; Curriculum rooted on the engaging environment and Curriculum as an educational project. The work identifies that the curriculum integration is forgotten during the schooling process of Fundamental Education and points the need of this same curriculum perspective to guide the initial teacher training, with the certainty this model allows a progressive, solid and meaningful integration of knowledge, procedures and behaviors, endowing the future teachers with abilities which will guide their professional exercise. |
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