Information and Communication Technologies are key tools of the society in which we are living; as a result their use is already a reality in the most diverse sectors of society. However, in classrooms, still only the privilege of some teachers and students. The present article aims to study the integration of ICT, specifically the computer, in the schoolcurriculum at the Basic Education stage. The computer, as a multifunctional tool, can encourage richer learning atmospheres in different areas of teaching when teachers incorporate it in classroom activities.
This work is the result of research that has as its thematic axis Diversity and SchoolCurriculum carried out in an interdisciplinary enterprise in the 7th semester of Pedagogy. The research carried out is of a theoretical nature and with field research data related to the pedagogical actions visible in the observation of the teachers' work in the early years of Elementary School and how the pedagogical actions and practices develop in the children's learning. As a research methodology, we carried out a bibliographic study of the authors that deals with this theme. In the field research, we carried out an analysis of the PPP (Pedagogical Political Project), interviews with coordinating teachers and the director of a public school in Cáceres. In carrying out the bibliographic research, we used the main authors: Monton (2007), Pedago Brasil (2010), Monteiro (2000), Reily (2004) and others, as well as some documents such as: PCN´s (2001), RCNEI (2001), among others. Through research, we can say that the interdisciplinary seminar provided us with a reflection and the expansion of the knowledge acquired during graduation, having possibilities to realize that the school curricula still need to be reformulated so that it can serve the entire school community.
Therefore, Cultural Studies act like providential investigative interdisciplinary tools, and, why not, transdisciplinary tools for the reading of postmodern and postcolonial 8 contingencies, having cultural identities and differences as relevant objects of study. That is why we chose Cultural Studies - as an operative concept - in a path of complementarity with other concepts and knowledge, as a possibility for the subject to express his or her different “counter-hegemonic subjectivities and identities” (SILVA, 2005, p. 206). We understand that in the intercultural dialogue “[...] cultural differences touch each other in a ‘contingent’ and conflicting way, it becomes a moment of panic that reveals the frontier experience” (BHABHA, 2013, 328) in which curricular hybrids are produced. Particularly, in this article, the experience we describe occurs at the boundaries of the schoolcurriculum. This can be done through the interpretation of texts and intertexts, and of field research, in the analysis of the systems of signification present in cultures (SILVA, 2014) to recognize “other spaces of subaltern signification” (BHABHA, 2013, p. 26), such as religiosity, a field we have chosen to deepen the discussion about the right to diversity in daily curricula.
This paper presents a “talk” about the history of curriculum showing how the author has been going through two of the several possible places that study the school material culture in the researches she has been carrying out, trying to grasp the history of curriculum in its most ordinary material expressions in the school history: the books, the notebooks, and analyzing, in the history of “exemplary schools”, the school buildings as the most visible expression of a curriculum project. Firstly some questions about the polysemy of the words curriculum and culture are pointed up, and how the theoretical references that I assume led to investigations about the school and the school culture to study the history of curriculum, facing the school particularity without losing the sight of the historical totality. Analyzing the results of an investigation about the buildings of “exemplary schools” and another one about the notebooks of normal school students, the author concludes that both analyses, the exemplary schools buildings and the deep study of the details found in the notebooks, allow the comprehension of the history of curriculum in its material expressions, identifying this history marks in the exemplarity shown in its buildings monumentality, in the selective processes in the admissions, in its high degree of requirement, in the “excellence” of its teachers, in the respect among teachers and students, and the process of negotiation that can be noticed on the notes written in the notebooks.
As provided in art. 36, the high schoolcurriculum will be com- posed of the National Curricular Base (BNCC) and formative itinerar- ies, which should be organized through the provision of different cur- ricular arrangements, according to the relevance to the local context and the possibility of the education systems, to know: I – languages and their technologies; II – mathematics and its technologies; III – nature sciences and their technologies; IV – applied human and social scienc- es; V – technical and professional training (Brasil, 2017b). Organizing a curriculum by formative itineraries may incur the worsening of limit- ing the still undecided young person into future professional choices. These choices will be decisive in the access to the undergraduate cours- es, which given the specificity of this level of education, are professional courses. Therefore, this form of high school organization engenders the possibility of overcoming the frontiers of knowledge, since the curricu- lar organization is limited to choices for disconnected and solitary itin- eraries.
schoolcurriculum. These two variables were directly related to the dieticians’ weekly work hours, but the relationships were not significant (p>0.05 for both). The percentage of municipalities with dieticians in charge of school meals for at least twelve months that conducted educational actions was roughly 22% higher than that of those with dieticians in charge for less than twelve months (p=0.003). Also, 20% more municipalities with dieticians in charge of the school meals for at least twelve months as opposed to municipalities with dieticians in charge for less than twelve months included organic foods in the schoolcurriculum (p=0.015). Dieticians’ weekly work hours were also directly related to school garden-related activities (p=0.016). Duration of employment was not associated with any type of educational action/strategy.
bioethics to high schoolcurriculum, considering that the new discipline could contribute to the formation of a more critical vision in the construction of more humane values and attitudes in students. This insertion is not the only solution for the proper ethical and moral training of the student, but it responds to a question of a qualitative nature, regarding the teaching of existing subjects. Similar to other cross-cutting themes, the teaching of bioethics would cut across training in disciplines focused on science, contributing to training in ethical terms. Therefore, it is essential to prioritize issues related to teacher training, to enable them to enter the discussion and reflection on ethical issues that often arise in any discipline, including science.
Abstract: Among the main obstacles to the literacy of the Earth System Sciences, the content organization in official curricula stands out. The knowledge of this science has been shown as fundamental for the formation of citizens who know how to use natural resources regarding environmental questions and life itself. Faced with such issues, the present study has done a documentary analysis of the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM in Portuguese, or National Cur- riculum Parameters of Secondary Education) and of the Currículo do Estado de São Paulo (CESP in Portuguese, or SchoolCurriculum of the State of São Paulo), with aim at suggesting effective teaching alternatives for citizens formation. Both the PCNEM and the CESP present contents in a fragmented way through traditional disciplines, such as has been the educational structure in Brazil for decades. The PCNEM suggest an interdisciplinary approach of these contents, while the CESP do not mention this type of approach, but relates skills to be developed to each type of content, and so presents interdisciplinary teaching as valuable. As an alternative to this pedagogical structure, it is proposed that the contents encompassed in the Earth System Science should be treated in an interdisciplinary context, allowing the integrated development of contents and contributing to the teacher’s work.
This article aims to analyze the influence of culture on the schoolcurriculum, discussing the way culture implies in the selection of a curriculum, in the choices of the subjects to be addressed. Therefore, it was necessary to understand the relationship between culture and curriculum, through the analysis of articles and books, characterizing the research as bibliographic. The text presents the way culture is incorporated into the curriculum, either statically or dynamically, as proposed by Silva (1999). Social representations are crucial in the elaboration of the schoolcurriculum, for it is the moment when the type of education that is considered appropriate to teach is stipulated. It starts by discussing about culture and its relationship with the curriculum, highlighting the curriculum as a place of dispute (ARROYO, 2011) and signification (SILVA, 1999). Then, it starts to debate the production of difference in Cultural Pedagogy (CORAZZA, 2004) and the importance of bringing the students context to the school (MOREIRA; CANDAU, 2007). From this analysis, it concludes that there is a cultural multiplicity that must be incorporated into the schoolcurriculum; the school cannot be something apart from the social context of the student, because education is a reflection of social and cultural relations, and, for this reason, the cultural and social representations that have influence on the classroom must be worked in a way that the curriculum goes beyond the school walls.
The creation of the republican regime led to the emergence of the so- called “enthusiasm for education” (Carvalho, 2003, p.13), reopening debates about the question of public education which had been ongoing since the end of the Empire and pointed to the need to construct a national system of educa- tion. With the Republic, however, it was the states and not the central govern- ment which had to face the problem of education. Between the end of the nineteenth and the beginning of the twentieth century, different states carried out widespread educational reforms, seeking both to organize education sys- tems and to align them with the ongoing political project. In São Paulo, for example, the changes started in 1890, with the implementation of schools di- vided into levels in the Escola Normal followed by the approval of norms or the organization of primary schools and the implementation of school groups. 4
The study has investigated conceptions about Curriculum, Health, and Technology held by eight ninth grade elementary school teachers (n=8) in a public school in Rio de Janeiro. It also aimed to investigate how these conceptions affect and are expressed in their practices. Data were collected through Participant Observation of teachers involvement in the planning, development, and implementation of a set of workshops about Health with their students, and through interviews with these teachers. The teachers who were easily able to integrate the innovations involved in the workshop activities into their disciplines have expressed more critical and open conceptions about Curriculum, Health, and Technology. Those who presented more dificulty in integrating the innovation expressed traditional conceptions about curriculum; hygienists and biologicist conceptions about health, and instrumental views about technology. All these conceptions live together in the School culture and inluence teachers’ approaches and practices.
We omitted at least two subjects in this article. We did not dwell upon the process of reviewing a syllabus and the revision of the curriculum that follows. Also, we did not mention the evaluation, if any, of the implementation of newly revised syllabuses. The review was not always transparent. The approaches were often diverse. One does not know the detail unless one is personally involved. After the revision, implementation takes place. The evaluation of the implementation does not always happen. The evaluation is an important aspect of any reform. However this is a neglected area, especially in the developing countries. As this is beyond the scope of designing a curriculum, we shall not discuss here.
became essential to ensure that school work lived up to the expectations. In other words, accountability measures emerged as an alternative to centralized governance and as a response to the need of ensuring that schools were working to meet the goals set for education. As a result, many European countries developed and implemented quality assurance systems for education, many of those in the form of school evaluation processes (Faubert, 2009). These systems aim to: 1) ensure that schools achieve the quality and efficiency requirements in terms of the educational service provided – pedagogical practices, teaching and learning environment, curriculum development; 2) ensure that schools reach the goals settled for school education in terms of students’ results; 3) ensure that schools are able to efficiently manage human, material and financial resources; and 4) find ways of improving educational systems by understanding what is being done in schools, and what needs to be adjusted and improved (Figueroa, 2008; Grek, et al., 2009; Hadji, 1994; Dupriez & Maroy, 2003; Wrigley, 2003; West, Mattei, & Roberts, 2011; Ehren & Swanborn, 2012).
Computers have been typically used for individual learning but, given the positive findings reported for collaborative learning and the need to educate individuals to work together, it has become apparent that the use of computers can constitute a particularly valuable context for social interaction (Gros, 2001, p. 440). Contrary to the simulation approach computers can be used for supporting collaborative learning and making it easy (Kanselaar, Erkens, Jaspers' & Schijf, 1999, p. 246). Without doubt, computers design an important learning environment for students to enhance their knowledge (Tzeng, 2009, p.990). As a result, they ensure meaningful learning and make the knowledge more permanent. The aim of this study is to research the effect on the student attitude of the subject of “Geometric Objects” included in mathematics curriculum of the eighth grade by using computer assisted instruction (CAI) and find out the views of 8 th grade students’ about the computer-assisted instruction. So the literature gap can be filled.
Volunteers studying on this university, referred that they felt on the JUST curriculum lacked specially practical subjects like “emergency response”, “emergency care on catastrophes”, “first aid” a “basic skills/procedure course” or subjects that allow students more engagement with the community as “community medicine”, “counselling and emotional support” and “ public health” and being an university placed in a front row country to the refugee crisis with so many refugee camps, some students feel they could have some “field training/internships” quoting students own words while answering the survey: “In our university we lack a basic course on emergency preparation and emergency disaster situations which makes student lack the necessary skills needed to use during such situations” (20-year-old female; 3 rd year
This study determines whether the quality of Instructional Technology (IT) significantly influence the implementation of Home Economics Curriculum (HEC) and also solicited the challenges influencing the implementation of HEC and its empowerment at the Primary School Level (PSL). A survey of 234 Upper Primary School Teachers (UPST) from 24 government primary schools in South Central Region (SCR) of Botswana was carried out using structured and unstructured questionnaire as well as interview. One research hypothesis was tested using Pearson Correlation to answer one of the three research questions while the others were answered descriptively. Result showed that the quality of IT significantly r (234) = .199**, p < .05 influenced the implementation of HEC. Problems of implementation were highlighted mainly under quality of human and material resources. Suggestions were made towards empowering HEC.
others, were developed, that is, when students recognized their usefulness to solve problems that confronted them in their occupational activities. Students shared in the planning of their projects, and the execution of these projects was marked by a cooperative division of labor, in which leadership roles were frequently rotated. Providing children with first-hand experience with problematic situations is the key to Dewey’s pedagogy. Kilpatrick is recognized for structuring and disseminating the inquiry-based learning method, but it was John Dewey who first applied it in an experimental school of the University of Chicago. The projects were characterized by functionality, influence of Stanley Hall evolutionism, the theory of Thorndike’s constructivist learning theory, and Dewey’s socialist theories (Zabala, 2002).
This study departs from the innovation of a fully competency-based Nursing curriculum, which replaced classes with lectures by PBL in small groups. This experience involved the transfer from a teaching paradigm centered on the teachers and the contents of the different subjects to another one centered on the students and the basic competences and skills of the professional proile. To conclude the process, the innovation would require a general analysis of the teaching coherence in order to obtain clear criteria of improvement in the teaching and learning process.