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: Felício, Helena Maria dos Santos, Alonso, Luísa
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/10950
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institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Felício, Helena Maria dos Santos
Alonso, Luísa
spellingShingle Felício, Helena Maria dos Santos
Alonso, Luísa
The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
author_facet Felício, Helena Maria dos Santos
Alonso, Luísa
author_sort Felício, Helena Maria dos Santos
title The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
title_short The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
title_full The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
title_fullStr The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
title_full_unstemmed The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers
title_sort curriculum integration in brazilian fundamental education and its implications to the graduation curriculum of teachers
description 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.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2016
url https://periodicos.ufrn.br/educacaoemquestao/article/view/10950
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spelling oai:periodicos.ufrn.br:article-109502019-06-27T16:58:07Z The curriculum integration in Brazilian fundamental education and its implications to the graduation curriculum of teachers La integración curricular en la enseñanza fundamental y sus implicaciones para el currículo de formación de profesores A integração curricular no ensino fundamental e suas implicações para o currículo de formação de professores Felício, Helena Maria dos Santos Alonso, Luísa Integração curricular Ensino fundamental Formação de professores Curriculum integration Fundamental Education Teacher training Integración curricular Enseñanza fundamental Formación de professores 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. El presente estudio analiza los aspectos de la integración curricular presentes en los dispositivos legales que orientan la enseñanza fundamental brasileña y su implicación en el currículo de formación de profesores destinados a actuar en esta etapa de escolarización. Fundamentado en Beane y Alonso, principalmente en sus proposiciones acerca de la integración curricular, el análisis se realizó a partir de cuatro categorías: Concepción ensanchado del currículo; Articulación de conocimientos de diferentes naturalezas; Currículo enraizado en el medio envolvente y Currículo como proyecto educativo. El trabajo identifica que la integración curricular es preterida en el proceso de la enseñanza fundamental y apunta hacia la necesidad de que esta perspectiva curricular norteé la formación inicial de profesores, una vez que se cree que este modelo posibilita una progresiva y consistente integración significativa de saberes, procedimientos y actitudes, dotando a los futuros profesores de competencias que orienten su práctica profesional. O estudo apresenta uma análise sobre a integração curricular nos dispositivos legais que regem a Educação Básica Brasileira destinada aos anos iniciais do Ensino Fundamental, e as implicações destes dispositivos para o currículo de formação inicial de professores, destinado a esta etapa de escolarização. Fundamentados em Beane e Alonso, sobretudo em suas proposições acerca da integração curricular a análise realizou-se a partir de quatro categorias: Concepção alargada do currículo; Articulação do conhecimento de diferentes naturezas; Currículo enraizado no meio envolvente e Currículo como projeto educativo. O trabalho identifica que a integração curricular é preterida no processo de escolarização do ensino fundamental e aponta a necessidade desta mesma perspectiva curricular nortear a formação inicial dos professores, na convicção de que este modelo possibilita uma progressiva e consistente integração significativa de saberes, procedimentos e atitudes dotando os futuros professores de competências que orientem a prática profissional. Portal de Periódicos Eletrônicos da UFRN 2016-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/10950 Revista Educação em Questão; v. 54 n. 42 (2016): set./dez. 2016; 12-37 1981-1802 0102-7735 10.21680/1981-1802.2016v54n42 por https://periodicos.ufrn.br/educacaoemquestao/article/view/10950/7722

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