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O presente artigo é parte de uma pesquisa ampla de mestrado acadêmico, que teve por objetivo analisar a produção científica sobre o ensino de Ciências nos anos iniciais, realizada no Brasil nas últimas duas décadas. Prioriza a análise realizada sobre a trajetória histórica da área de conteúdo escolar Ciências, a partir de estudo documental e bibliográfico que possibilitou identificar os principais fatores sociais, políticos, econômicos e educacionais que concorreram para que, finalmente, a área fosse prioridade nos anos iniciais. O estudo foi realizado a partir de consulta a um conjunto de legislações brasileiras (leis, decretos e resoluções), publicadas pela esfera federal, que têm normatizado o ensino de Ciências para este segmento escolar. Os dados apontam a recente presença da educação científica nos anos iniciais, com destaque para as modificações que suas concepções e finalidades têm sofrido, notadamente, nas duas últimas décadas. The present paper is part of a wide research of academic masters, which aimed to analyze the scientific production of the Science teaching in the Primary school years, which was performed in Brazil in the last two decades. It prioritizes the analysis that was made about the historical trajectory of the subject Sciences, starting from a bibliographic and documentary study that made it possible to identify the main social, political, economic and educational factors that cooperated to finally make the area a priority in the Primary school years. The study was made from an inquiry of a set of Brazilian legislations (laws, decrees and resolutions) published by the federal level, which have standardized the Science education for this school segment. The data point to the recent presence of Scientific education in the Primary school years, highlighting the changes that its conceptions and purposes have been undergone, notably, in the last two decades.

Dans le contexte du virage curriculaire pris par les politiques éducatives, cette étude ancrée dans une approche didactique curriculaire a pour but de documenter les composantes des curriculums officiels de la France, du Québec et de la Suisse romande dans le cas de l’éducation physique (EP) pour la scolarité obligatoire, depuis les finalités éducatives générales jusqu’à la discipline de l’EP (finalités et visées, contenus, modalités d’enseignement, de progression et d’évaluation). Il s’agit aussi d’étudier l’articulation entre ces différentes composantes (Lenoir, 2014) et de repérer des éléments de convergence et de divergence entre ces trois curriculums. Les résultats montrent que les finalités éducatives sont sur-prescrites, alors que les composantes disciplinaires relatives aux contenus de l’EP, aux modalités d’enseignement, de progression et d’évaluation sont peu, voire pas documentées. Au-delà de ces convergences, nous avons pointé des spécificités dans les trois curriculums d’EP, en particulier dans les relations entre les composantes des curriculums. Cette étude ouvre des perspectives pour les recherches didactiques. Elle invite notamment à discuter de la cohérence d’ensemble du curriculum, de la pertinence des contenus prescrits ainsi que des conditions d’acquisition de ce qui est indispensable à tous les élèves à l’issue de la scolarité obligatoire (Lebeaume, 2019b). In the context of the curricular shift taken by educational policies, this study, anchored in a didactic and curricular approach, aims to document the components of the official curricula of France, Quebec and French-speaking Switzerland in the case of physical education (EP) for compulsory education, from general educational to PE (aims, content, methods of teaching, progression and assessment). We study the articulation between these different components (Lenoir, 2014) and we identify the elements of convergence and divergence between these three curricula. The results show that the educational goals are over-prescribed, while the disciplinary components relating to the contents of PE, the methods of teaching and of assessing are little or not documented. Beyond these convergences, we have pointed out specificities in the three PE curriculums, in particular for the relationships between the components of the curricula. This study opens perspectives for didactic research to discuss the overall coherence of the curriculum, the relevance of the prescribed contents as well as the conditions for acquiring what is essential for all students at the end of compulsory education (Lebeaume, 2019b).

espanolA partir del analisis de contenido de disposiciones curriculares oficiales y manuales escolares que regularon la ensenanza de la historia de Colombia de 1903 a 1984, se identifican los mecanismos con los que discursivamente el Estado via institucion escolar, busco dar cuenta de dos procesos de luchas fratricidas que marcaron la historia del pais a lo largo del siglo XX: "La Guerra de los Mil Dias" y el periodo de "La Violencia". En este sentido, a partir de la centralidad que tuvo la difusion de la Historia Patria, el articulo estudia la configuracion de una memoria oficial que, amparada en la defensa de las ideas de "reconciliacion" y "unidad" nacional, se nego a establecer una comprension critica de la conflictividad sociopolitica del pais, promoviendo con ello el olvido y tergiversacion de procesos y acontecimientos asociados a diferentes hechos de violencia que definieron la historia del siglo XX de Colombia. EnglishFrom the content analysis of the official curricular dispositions and the textbooks that regulated the teaching of Colombian his tory from 1903 to 1984, we identify the way through which the State discursively through schooling education, sought to account for two processes of fratricidal struggles that marked the country's history throughout in the twentieth century; "The War of the Thousand Days" and the period of "La Violencia". In this sense, from the centrality that had the diffusion of the National History, the article studies the configuration of an official memory which that based on the defense of the ideas of national "reconcilia tion" and "unity", refused to establish a critical understanding of the socio-political conflict of the country, thus promoting the oblivion and distortion of processes and events associated with different acts of violence that defined the history of the twentieth century in Colombia.

The paper contains the results of research devoted to both the official and hidden curricula of university education. Special attention is paid to revealing such oppositions between an official and hidden curriculum as declared democracy, independence, eąuality versus autocracy, submissiveness and hierarchy. The examination of the official curriculum is based on an analysis of documents which determine fiinctioning of universities in Poland and the chosen university in particular. The hidden curriculum is examined through references to the experiences of students, revealed in the survey. Apart from a diagnosis of the situation, the paper offers some recommendations and examples of good practices aimed at improving standards of academic education towards real autonomy, equality and emancipation of its participants. The paper provides information on the author’s original research based on a survey and textual analysis.

Submitted by TIAGO BEZERRA DA COSTA (tiago.tiago.bdc@gmail.com) on 2019-04-24T21:27:04Z No. of bitstreams: 1 DISSERTAÇÃO-versão definitiva.pdf: 3262524 bytes, checksum: 82ed7f4582ed225f44b7b6921fbbd8c2 (MD5) Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2019-04-25T12:46:06Z (GMT) No. of bitstreams: 1 costa_tb_me_sjrp.pdf: 3262524 bytes, checksum: 82ed7f4582ed225f44b7b6921fbbd8c2 (MD5) Made available in DSpace on 2019-04-25T12:46:06Z (GMT). No. of bitstreams: 1 costa_tb_me_sjrp.pdf: 3262524 bytes, checksum: 82ed7f4582ed225f44b7b6921fbbd8c2 (MD5) Previous issue date: 2019-04-04 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Uma das aplicações das funções trigonométricas é a modelagem de alguns fenômenos periódicos, são exemplos de tais fenômenos, o movimento da luz solar, as fases da Lua, a circulação do sangue e o movimento dos planetas. Abordamos aqui aspectos teóricos das funções seno e cosseno, essas são as principais funções trigonométricas trabalhadas no ensino médio. Utilizando um dos materiais oficiais das escolas públicas, o Caderno do Aluno, propusemos atividades sobre as funções trigonométricas a uma turma da 2ª série do Ensino Médio da Rede do Estado de São Paulo, posteriormente analisamos os resultados da nossa aplicação, em sala de aula, de tais atividades. Apresentaremos ainda uma proposta de aula com a utilização do software GeoGebra para a aplicação na sala de informática no intuito de tornar a aprendizagem das funções trigonométricas um pouco mais dinâmica. Analisamos também os resultados dessa aplicação. One of the applications of the trigonometric functions is the modeling some periodic phenomenas, examples of such phenomenas are the movement of sunlight, the phases of the Moon, the circulation of blood and the movement of the planets. We address here theoretical aspects of the sine and cosine functions, these are the main trigonometric functions worked out in high school. Using one of the official public school materials, Student Notebook, we proposed activities on the trigonometric functions of high school class from the State of São Paulo. Later, we analyzed the results of our application in the classroom, of such activities. We will present a lesson proposal with the use of GeoGebra software for the application in the computer laboratory in order to make the learning of the trigonometric functions a little more dynamic. We also analyze the results of this application.

MFU Connexion: Journal of Humanities and Social Sciences, 8, 2, 87

Resumen: Si ha y una “ sena de identidad” en los ultimos programas oficiale s, esta es la inclusion de las competencias. Sin embargo, la escasa concrecion de cualquier reforma lleva al profesorado a acudir a los libros de texto para saber que hacer en el aula. Ahora bien, ?responden estos materiales de aprendizaje a lo que senala el curriculum sobre la ensenanza de las competencias? Tras la ultima reforma educativa (LO MCE, 2013 ) y su posterior desarrollo curricular en la Comunidad Autonoma de Andalucia hemos querido conocer la opinion de algunos docentes sobre la adecuacion al marco normativo y el nivel de logro competencial que presentan los libros de texto. Nos hemos ocupado de la Competencia en comunicacion linguistica (CCL); la Competencia matematica y basicas en ciencia y tecnologia (CMyCT) y Competencias sociales y civicas (CSyC). Para ello, se elaboro un cuestionario y se paso a unos maestros de Educacion Primaria. Los resultados muestran las deficiencias existentes en el planteamiento actual que realizan los libros de texto y su distanciamiento de lo que marca el curriculum oficial. Palabras clave: Libros de texto; Ciencias de la Naturaleza; Curriculum oficial; Educacion Primaria; Competencias. Teachers 'opinion on the treatment of competences in textbooks of natural sciences 2 in primary education Abstract: If there is a "hallmark" in the latest official programs, this is the inclusion of the competencies. However, the scarce concreteness of any reform leads teachers to turn to textbooks to know what to do in the classroom. Now, do these learning materials respond to a model based on learning competencies? After the last educational reform (LOMCE, 2013) and its subsequent curricular development in the Autonomous Community of Andalusia we wanted to know the opinion of some teachers about the adequacy to the normative framework and the level of competence achievement of textbooks. We have dealt with the Competence in linguistic communication (CCL), Mathematical and basic competence in science and technology (CMyCT) and social and civic competences (CSyC). To do this, we developed a questionnaire and passed on to some Primary Education teachers. The results show the deficiencies existing in the current approach of textbooks and their distancing from what the official curriculum marks. Keywords: Textbooks; Natural Sciences; Official Curriculum; Primary education; Competences . DOI : http://doi.org// 10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3102

University of Technology Sydney. Faculty of Arts and Social Sciences. The development of L2 pronunciation has long been considered a challenge for adult learners. Vietnamese students of English in particular face difficulties because of the phonological distance between the two languages. This issue is especially significant in ELT because learners who are proficient in other aspects (grammar, vocabulary, etc.) of an L2 may be much less so in their pronunciation resulting in problems of intelligibility, and thus face problems of access to social, educational and occupational opportunities. While L1 influence is a major factor in developing L2 pronunciation, factors such as teachers’ and learners’ views of the importance of pronunciation, pedagogical practices, the affordances and constraints of a particular pedagogical context are equally as important, however under-researched they are. The present study is located at a Vietnamese university and investigates pronunciation pedagogy in an English Preparation Course at this university, which prepares undergraduate students to do subjects of their majors instructed in English. It is principally qualitative in approach, drawing on data from the observation of 20 classes and the interviews with 10 teachers. The findings from these data are complemented by the analysis of data gathered in focus groups and via survey questionnaires administered to 87 students across different levels of English proficiency, as well as the analysis of curriculum documents. The thesis draws upon several theories of language teaching and language learning. Its fundamental focus is on teachers and learners, their views and experiences. The study provides deep insights into pronunciation pedagogy at the university level in Vietnam. This knowledge was gained through the exploration of teachers’ beliefs, knowledge and practice as well as students’ beliefs, practice, and aspirations concerning pronunciation learning. The study first revealed that in contrast to the official curriculum in which pronunciation was absent, teachers and students placed a high value on improving pronunciation. Secondly, the study investigated what teachers and students viewed as varieties of English that were appropriate as instructional models, and varieties that were desirable and realistic targets for students’ production. By interviewing teachers and observing their classroom practices, aspects of English pronunciation which were taught and how they were taught were able to be identified and analysed in detail. Also, the study uncovered many kinds of constraints that impacted on both teachers and students in pronunciation teaching and learning including: the curriculum, teacher training, teachers’ knowledge and confidence, and teaching resources. Consequently, the treatment of pronunciation was found to be less than what both teachers and students felt was necessary. However, the study also revealed the potentials and opportunities for the development of pronunciation in Vietnamese ELT; these were found in the interest and strong efforts of several teachers to teach and, especially, of learners to learn English pronunciation both within and beyond the classroom. Finally, this study identified learners’ subjective needs and interests in pronunciation learning, and their sense of ‘selves’ when using English as important areas that should be granted due attention in Vietnamese EFL classes.

This paper aims to investigate primary teachers’ attitude to the current Romanian official curriculum and to point to possible solutions. Drawing on recent theory and research, we briefly outline the important role teachers should play in implementing a (new) curriculum, we identify the factors that positively influence the quality of state education and we consider the successfulness of the Romanian curricular reform. The research, conducted in Prahova county, revealed teacher or not teacher-related obstacles that have to be overcome when trying to reach formal curriculum objectives. We conclude that pre-/in-service training could help Romanian primary teachers overcome these obstacles.

Se presentan los resultados de un análisis crítico, de corte interpretativo, sobre la educación científica que se promueve desde el curriculum oficial de Primaria para Andalucía. Para ello, se aplicó un protocolo de análisis, ya validado por los autores en estudios anteriores, que integra una relación de estándares o posicionamientos predominantes en la Didáctica de las Ciencias actualmente. Como estrategia de fiabilidad, el análisis se hizo combinando procesos inter- e intra-jueces. Los resultados revelan que la educación científica sugerida oficialmente para Andalucía no sintoniza, en cierta medida, con las actuales tendencias en Didáctica de las Ciencias. A la vista de las carencias detectadas, se hacen algunas recomendaciones que mejorarían la propuesta oficial, al respecto. Science education promoted by Andalusia’s official curriculum for Primary Education is analyzed by means of a critical and interpretative analysis. For this aim a protocol validated previously by the authors is applied. The protocol includes a set of standards referred to the current trends in science education. As a reliability strategy, the protocol was applied by means of both interjudge and intrajudge analysis methods. Results reveal that science education suggested for Primary Education in Andalusia does not completely fit with current trends in science education. In view of the weaknesses detected in the document, several recommendations are made in order to improve it. Ministerio de Ciencia e Innovación EDU2009-12760EDUC (2009-2012), Junta de Andalucía y Fondos FEDER SEJ-5219 (2010-2014)

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T19:18:05Z No. of bitstreams: 1 Luciane da Silva Vicente.pdf: 2178567 bytes, checksum: 45a0a807aa08ef3ae8cf401aeae8d674 (MD5) Made available in DSpace on 2017-06-14T19:18:05Z (GMT). No. of bitstreams: 1 Luciane da Silva Vicente.pdf: 2178567 bytes, checksum: 45a0a807aa08ef3ae8cf401aeae8d674 (MD5) Previous issue date: 2017-04-04 The present paper aims to study the current Science Curriculum of S??o Paulo Education Department (SEESP). It was implemented in 2008 with the purpose to unify the school programmers taught and improve the quality of education of state public schools. The curriculum was developed by a group of experts chosen by SEE without teachers??? participation. In this regard, the goal of the survey is to figure out how teachers comprehend the official curriculum and how this comprehension has been impacting their work. In order to reach the goal, the survey was organized in two different moments. The first one has a bibliographical process, in which part of the literature about approaches and conceptions of the Science Curriculum over the past few years was mapped. During this process, national and state Science curricular purposes produced from the 1990s were analyzed. We see Science teachers??? statements as an important instrument therefore, for the second moment, they were interviewed about their experience, perception, and comprehension about the curriculum and how it has impacted their teaching practice. The interviews were analyzed through articulation between qualitative research and content analysis methodology. The results achieved indicate that the official curriculum of the State of S??o Paulo ignores the peculiarities of different school contexts and it doesn???t provide appropriate teaching resources and infrastructure. Moreover, the state official curriculum conception turns teachers into mere repeaters of a curriculum built without the participation of those directly involved in teaching process. La presente investigaci??n tiene como objeto de estudio el actual curr??culo de ciencias de la Secretaria de Educaci??n del Estado de S??o Paulo (SEESP), que fue implementado en 2008 con el prop??sito de unificar los contenidos ense??ados en toda la red y mejorar la calidad de la educaci??n en las escuelas p??blicas estaduales. El curr??culo fue elaborado por un grupo de expertos seleccionados por la SEESP, pero, sin la participaci??n de los profesores. En este contexto, el objetivo de la investigaci??n es evaluar la comprensi??n que los profesores de ciencias tienen del curr??culo oficial y c??mo esa comprensi??n se refleja en su trabajo. Para lograr hacerlo, inicialmente, mapeamos parte de la literatura que trata de los abordajes y de las concepciones del curr??culo de ciencias a lo largo de los ??ltimos a??os. Luego analizamos las proposiciones curriculares para la disciplina de ciencias producidas en ??mbito federal y por la SEESP a partir de la d??cada de 1990. Entendemos que la declaraci??n de los profesores es un instrumento importante de la investigaci??n, as?? que, realizamos un conjunto de entrevistas semiestructuradas con profesores de ciencias que aborda la experiencia, la percepci??n y la comprensi??n que ellos tienen del curr??culo y de c??mo estos factores impactan la pr??ctica escolar. Las entrevistas fueron analizadas por medio de la articulaci??n entre t??cnicas de investigaci??n cualitativas y metodol??gicas de la analice del contenido. Los resultados de esta investigaci??n indican que el curr??culo oficial para la red estadual de ense??anza del estado de S??o Paulo desconsidera las peculiaridades de cada contexto escolar: no oferta recursos did??cticos ni siquiera una infraestructura correcta para que los profesores realicen su trabajo. Adem??s, su concepci??n reduce los profesores a reproductores de un curr??culo construido sin la participaci??n de los involucrados directamente en el proceso educativo de la red. A presente investiga????o tem como objeto de estudo o atual curr??culo de ci??ncias da Secretaria de Educa????o do Estado de S??o Paulo (SEESP). Ele ?? implementado em 2008 com o objetivo de unificar os conte??dos ensinados em toda a rede e para melhorar a qualidade da educa????o nas escolas p??blicas estaduais. O curr??culo foi elaborado por um grupo de especialistas definidos pela SEESP, sem a participa????o dos professores. Nesse contexto, o objetivo dessa pesquisa ?? compreender a compreens??o que os professores de ci??ncias possuem do curr??culo oficial e como esse entendimento tem impactado em seu trabalho. Para alcan??ar esse intento a pesquisa foi organizada em dois momentos. O primeiro, de car??ter bibliogr??fico, mapeamos parte da literatura que trata das abordagens e concep????es de curr??culo de Ci??ncias ao longo dos ??ltimos anos. Nesse mesmo processo, analisamos as proposi????es curriculares para a disciplina de Ci??ncias produzidas em ??mbito Federal e pela Secretaria de Educa????o do Estado de S??o Paulo a partir da d??cada 1990. Entendemos que o depoimento dos professores se constitui em instrumento importante da pesquisa, assim, no segundo momento, realizamos um conjunto de entrevistas semiestruturadas com professores de Ci??ncias, que tratou da experi??ncia, percep????o e compreens??o que eles possuem do curr??culo e de como impactou a pr??tica escolar. As entrevistas foram analisadas por meio da articula????o entre t??cnicas de pesquisa qualitativa e metodologia da an??lise de conte??do. Os resultados dessa investiga????o indicam que o Curr??culo Oficial para a Rede Estadual de Ensino do Estado de S??o Paulo desconsidera as peculiaridades dos contextos escolares, n??o disponibiliza recursos did??ticos e infraestrutura adequada para que os professores realizem seu trabalho. Al??m disso, sua concep????o, reduz os professores ?? meros reprodutores de um curr??culo constru??do sem a participa????o dos envolvidos diretamente no processo educativo da rede.

Balıkesir Üniversitesi, Sosyal Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Yapılan araştırmanın amacı, mesleki ve teknik anadolu liselerinin örtük program kapsamının belirlenmesidir. Bu amaç doğrultusunda ilgili alanyazın ışığında örtük programın boyutları dikkate alınarak mesleki ve teknik anadolu liselerinin örtük program kapsamının belirlenmesi için toplam on alt probleme cevap aranmıştır. Araştırmada, araştırma amacı doğrultusunda nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu 2014–2015 eğitim-öğretim yılında Bursa İli Mustafakemalpaşa İlçesindeki Mustafakemalpaşa Mesleki ve Teknik Anadolu Lisesi' ne kayıtlı, Elektrik-Elektronik Teknolojisi Alanı 11. sınıf endüstri meslek lisesi ve anadolu teknik lisesi grubu öğrencilerinin devam ettiği sınıfta derse giren öğretmen ve öğrenciler oluşturmuştur. Araştırma kapsamında, çalışma grubu içerisinde yer alan tüm öğretmenlerle ve maksimum çeşitlilik ve kolay ulaşılabilirlik yöntemine göre belirlenen 6' şar öğrenci ile yarı-yapılandırılmış görüşme tekniği kullanılarak görüşmeler yapılmış, ayrıca bir meslek dersi ve genel kültür dersi belirlenerek 6 hafta boyunca, sınıf ortamında gözlemler yapılmıştır. Araştırmanın alt amaçlarıyla ilgili verileri analiz etmek için betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırma sonucunda, mesleki ve teknik anadolu liselerinde, hem okul hem de sınıf düzeyinde, örtük program kapsamında değerlendirilebilecek kurallar, beklentiler ve işleyiş seti olduğu ve bu setin mesleki lise ve anadolu teknik lisesi öğrencileri açısından karşılaştırıldığında benzer ve farklı özelliklere sahip olduğu belirlenmiştir. Araştırmanın bir diğer sonucu ise, okulun fiziksel özellikleri, öğrencilerin ders dışı yaşantıları ve cinsiyet başta olmak üzere okulun parçası olan birçok durumun öğrencileri olumlu veya olumsuz yönde etkilediğidir. Ayrıca öğretmenlerin örtük program çerçevesinde değerlendirilebilecek davranışlarının okulda ve sınıfta öğrenci davranışlarının şekillenmesinde önemli bir faktör olduğu, öğretmenlerin kendilerine itaat eden ve saygı gösteren öğrencilere daha toleranslı yaklaştığı ve öğrencilerin başarı durumunun şekillenmesinde öğrencilere yönelik algının etkili olduğu da araştırmada ulaşılan başka bir sonuçtur., The study intends to identify the scope of the hidden curriculum in vocational and technical anatolian high schools. To this end, the study seeks answers to a total of ten research questions based on the dimensions of hidden curriculum laid out in the related literature. As regards its main goal, the study has a qualitative research design, and uses the case study methodology. The study group consists of teachers and students of 11th-grade industrial vocational high school and Anatolian technical high school students' class in the field of Electrical-Electronics Technology, at Mustafakemalpaşa Occupational and Technical Anatolian High School in Mustafakemalpaşa province of Bursa during the 2014–2015 academic year. Within the scope of the study, semi-structured interviews were conducted with all the teachers in the study group, and with groups of six students formed by maximum variation and convenience sampling methods. In addition, a vocational class and a general world knowledge class were determined, in which class observations were conducted for six weeks. Descriptive analysis and content analysis methods were used to analyze the data concerning the research questions. The results of the study revealed that there are rules, expectations, and instructional sets, which can be regarded within the scope of hidden curriculum, in vocational and technical anatolian high schools both on the school and class level, and that there are differences and similarities as to this set between occupational high school and Anatolian technical high school students. Another finding of the study was that the physical characteristics of the school, students' lives outside of school, other components of school, mainly gender, influence students positively and negatively. Moreover, the results indicated the following: teacher behaviors, which can be considered within hidden curriculum, is an important factor influencing students' behaviors at school and in the classroom; teachers are more tolerant of students who are obedient and respectful; others' perception of students affects students' level of success.

Se analiza la educación científica promovida por el currículo oficial de primaria en Es - paña. El análisis centra la atención en los aspectos siguientes relativos a la ciencia escolar: naturaleza y sociología de la ciencia; axiología; psicología en el aprendizaje de la ciencia; objetivos, competencias, contenidos y criterios de evaluación; actividades, recursos y estrategias de enseñanza. Los resultados indican que las prescripciones del currículo oficial de la LOE para la educación científica en primaria no sintonizan adecuadamente con las actuales tendencias en Didáctica de las Ciencias. A la vista de las carencias detectadas, se hacen algunas recomendaciones que mejorarían la propuesta oficial al respecto Science education promoted by the national curriculum of primary education in Spain is analyzed. The analysis pays attention to the following aspects regarding the school science: nature and sociology of science; axiology; psychology in science learning; goals, competences, contents and evaluation criteria; activities, didactic and methodological resources and teaching strategies. Results indicate that primary school science proposed in the national curriculum does not completely adjust with current trends in Science Education. In view of the lacks detected in the curriculum several recommendations are proposed.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T15:32:18Z No. of bitstreams: 1 Emerson Francisco De Souza.pdf: 847858 bytes, checksum: 9ecec83a05260166e1de3b30c9fd8530 (MD5) Made available in DSpace on 2016-06-09T15:32:18Z (GMT). No. of bitstreams: 1 Emerson Francisco De Souza.pdf: 847858 bytes, checksum: 9ecec83a05260166e1de3b30c9fd8530 (MD5) Previous issue date: 2016-04-06 The state government of S??o Paulo, through the State Secretary of Education, presented and implemented, in 2008, a new curriculum proposal for all schools in the state public school system. In 2010, this curriculum proposal became the official curriculum. This research object of study is the proposed curriculum for the subject of history. Our main concern is to try to understand how history teachers that work in state schools understand, analyze and incorporate the official curriculum objectives, and procedures, and educational concepts, and guidelines into their routine and school practice. Research sources are constituted of official documents that support the proposal such as the base document, the teacher's notebook and student's notebook, the regulatory framework produced by SEE-SP and a set of four interviews with history teachers. Interviews approach teachers??? educational background, their understanding of the curriculum debate, their analysis of the implementation process and how the proposals present in the curriculum have been incorporated in their daily work at school. In this process, the text initially presents different curriculum theories that inform the current debate to show the approximations and distances with the official curriculum. Following, it presents the official curriculum, its foundations, guidelines and structural axes. At the end, it presents history teachers speeches, specifically relating their training to their understanding of curriculum processes, their reading of the official curriculum, the criticism that manifest, the experiences built daily to deal with the curriculum. In the face of the findings in this research, it is clear that there is little understanding of the curricular debate among teachers and that resistance or acceptance they manifest in relation to the official curriculum is guided by a conception of education that they understand to be critical and disruptive of the official discourse. The practices that they report show critics to the curriculum objectives, specifically to its imposition and linking with the pedagogy of competencies. Teachers defend the need for the curriculum to be standardized across the school network. They incorporate the proposed content, although making remarks to the form of distribution and organization. El gobierno del estado de S??o Paulo, por intermedio de la Secretaria del Estado de Educaci??n, he presentado y puesto en pr??ctica, en el a??o 2008, una nueva propuesta de plan de estudios para todas las escuelas del sistema de educaci??n p??blica del estado. En 2010, esta propuesta curricular se convirti?? en el curr??culo oficial. El objeto de estudio de esta investigaci??n es el curr??culo propuesto para la disciplina de la historia. Nuestra principal preocupaci??n es tratar de comprender c??mo los profesores de esta disciplina que trabajan en las escuelas de la red estadual de ense??anza entenden, analizan e incorporan en su cotidiano y en la pr??ctica escolar, los objetivos, procedimientos, conceptos y directrices educativas presentes en el curr??culo oficial. Las fuentes de investigaci??n constituyense de documentos oficiales que apoyan la propuesta como el documento base, el cuaderno del profesor y cuaderno de estudiante, el marco normativo producido por la SEE-SP y un conjunto de cuatro entrevistas con maestros de historia. Las entrevistas discuten acerca de la formaci??n de los maestros, el entendimento que tienen sobre el debate curricular, el an??lisis que hacen del proceso de implementaci??n y c??mo, en su trabajo diario en la escuela, se han incorporado las propuestas presentes en curr??culo. En este proceso, el texto presenta inicialmente diferentes conceptos de curr??culo que informan el debate actual con el fin de mostrar las proximidades y las distancias con el curr??culo oficial. A continuaci??n, se presenta el curr??culo oficial, sus fundamentos, directrices y l??neas de construcci??n. Al final, se presenta el discurso de los profesores de historia, espec??ficamente cerca de la relaci??n entre su formaci??n y la comprensi??n del proceso curricular, la lectura que hacen del curr??culo oficial, la cr??tica que manifiestan, las experiencias que se crontroyen en el trato diario del plan de estudios. A la vista de los resultados de esta investigaci??n, es posible afirmar que hay poca comprensi??n entre el profesorado del debate curricular, que la resistencia o la adhesi??n que manifiestan en relaci??n al curr??culo oficial es guiada por una concepci??n de educaci??n que los maestros entienden c??mo cr??tica y contestadora del discurso oficial. Las pr??cticas que relatan muestran que se critican los objetivos del curr??culo, espec??ficamente su imposici??n y vinculaci??n con la pedagog??a de las competencias, afirman la necesidad de que el curr??culo sea estandarizado en toda la red, que incorporan los contenidos propuestos, pero hacen cr??ticas a la forma de distribuci??n y organizaci??n. O governo do Estado de S??o Paulo, por interm??dio da Secretaria de Estado da Educa????o, apresentou e implementou, no ano de 2008, uma nova proposta curricular para todas as escolas da rede p??blica estadual de ensino. Em 2010, essa proposta curricular se tornou o curr??culo oficial. O objeto de estudo dessa pesquisa ?? o curr??culo proposto para a disciplina de hist??ria. Nossa preocupa????o central ?? procurar compreender a forma como os professores dessa disciplina que trabalham na rede estadual de ensino compreendem, analisam e incorporam em seu cotidiano e pr??tica escolar, os objetivos, os procedimentos, as concep????es de educa????o e as diretrizes presentes no curr??culo oficial. As fontes de pesquisa se constituem dos documentos oficiais que subsidiam a proposta, como o documento base, o caderno do professor e o caderno do aluno, do marco regulat??rio produzido pela SEE-SP e um conjunto de quatro entrevistas, feitas com professores da disciplina de hist??ria. As entrevistas discorrem sobre a forma????o dos docentes, a compreens??o que possuem sobre o debate curricular, a an??lise que fazem do processo de implementa????o e como, em seu trabalho cotidiano na escola, as propostas presentes no curr??culo foram incorporadas. Nesse processo, o texto apresenta inicialmente diferentes concep????es de curr??culo, que informam o debate atual, na perspectiva de mostrar proximidades e distanciamentos com o curr??culo oficial. Na sequ??ncia, apresenta o curr??culo oficial, seus fundamentos, diretrizes e eixos estruturantes. Ao final, apresenta a fala dos professores de hist??ria, especificamente sobre a rela????o entre sua forma????o e compreens??o dos processos curriculares, a leitura que fazem do curr??culo oficial, as cr??ticas que manifestam, as experi??ncias que constroem ao lidar cotidianamente com o curr??culo. Diante dos achados dessa pesquisa, ?? poss??vel afirmar que h?? pouca compreens??o entre os professores do debate curricular, que a resist??ncia ou ades??o que manifestam em rela????o ao curr??culo oficial ?? orientada por uma concep????o de educa????o, que eles entendem como cr??tica e contestadora do discurso oficial. As pr??ticas que relatam mostram que se criticam os objetivos do curr??culo, especificamente sua imposi????o e vincula????o com a pedagogia das compet??ncias, defendem a necessidade de que o curr??culo seja padronizado em toda rede, que incorporam os conte??dos propostos, embora fa??am ressalvas ?? forma de distribui????o e organiza????o.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T16:04:44Z No. of bitstreams: 1 Renato de Sa Dias.pdf: 2360638 bytes, checksum: e96c8c7011ecde401dcb70109af4a915 (MD5) Made available in DSpace on 2016-06-09T16:04:44Z (GMT). No. of bitstreams: 1 Renato de Sa Dias.pdf: 2360638 bytes, checksum: e96c8c7011ecde401dcb70109af4a915 (MD5) Previous issue date: 2016-04-05 In 2008, the S??o Paulo State Secretary of Education announced a new curriculum proposal for all schools in the state public school system. In 2010, this curriculum proposal became the official curriculum. This research object of study is the proposed curriculum for the subject of physical education. The central question to guide our research was to try to understand how physical education teachers that work in state schools understand, analyze and incorporate the official curriculum objectives, and procedures, and educational concepts, and guidelines into their routine and school practice. Research sources are constituted of official documents that support the proposal such as the base document, the teacher's notebook and student's notebook, the regulatory framework produced by SEE-SP and two interviews with physical education teachers. Interviews set teachers??? educational background, their understanding of the curriculum debate, their analysis of the implementation process and how the proposals present in the curriculum have been incorporated in their daily work at school. In this process, the text initially presents different curriculum theories that inform the current debate to show the approximations and distances with the official curriculum. Following, it presents the official curriculum, its foundations, guidelines and structural axes. At the end, it presents physical education teachers speeches, specifically relating their training to their understanding of curriculum processes, their reading of the official curriculum, the criticism they manifest, the experiences built daily to deal with the curriculum. In the face of the findings in this research, it is possible to state that there is little understanding of the curricular debate among teachers and that the resistance or acceptance they manifest in relation to the official curriculum is guided by a conception of education, which they understand to be critical and disruptive of the official discourse. The practices that they report show critics to the curriculum objectives, specifically to its imposition and linking with the pedagogy of competencies. En 2008, la Secretaria de Educaci??n del Estado de S??o Paulo anuncia una nueva propuesta de plan de estudios para todas las escuelas del sistema de educaci??n p??blica del estado. En 2010, esta propuesta curricular se convirti?? en el curr??culo oficial. El objeto de estudio de esta investigaci??n es el curr??culo propuesto para la disciplina de educaci??n f??sica. La cuesti??n central a orientar nuestro trabajo fue tratar de comprender c??mo los profesores de esta disciplina que trabajan en las escuelas de la red estadual de ense??anza entenden, analizan e incorporan en su cotidiano y en la pr??ctica escolar, los objetivos, procedimientos, conceptos y directrices educativas presentes en el curr??culo oficial. Las fuentes de investigaci??n constituyense de documentos oficiales que apoyan la propuesta como el documento base, el cuaderno del profesor y cuaderno de estudiante, el marco normativo producido por la SEE-SP y dos entrevistas con maestras de educaci??n f??sica. Las entrevistas situan la formaci??n de los maestros, el entendimento que tienen sobre el debate curricular, el an??lisis que hacen del proceso de implementaci??n y c??mo, en su trabajo diario en la escuela, se han incorporado las propuestas presentes en curr??culo. En este proceso, el texto presenta inicialmente diferentes conceptos de curr??culo que informan el debate actual con el fin de mostrar las proximidades y las distancias con el curr??culo oficial. A continuaci??n, se presenta el curr??culo oficial, sus fundamentos, directrices y l??neas de construcci??n. Al final, se presenta el discurso de los profesores de educaci??n f??sica, espec??ficamente cerca de la relaci??n entre su formaci??n y la comprensi??n del proceso curricular, la lectura que hacen del curr??culo oficial, la cr??tica que manifiestan, las experiencias que se crontroyen en el trato diario del plan de estudios. A la vista de los resultados de esta investigaci??n, es posible afirmar que hay poca comprensi??n entre el profesorado del debate curricular, que la resistencia o la adhesi??n que manifiestan en relaci??n al curr??culo oficial es guiada por una concepci??n de educaci??n que los maestros entienden c??mo cr??tica y contestadora del discurso oficial. Las pr??cticas que relatan muestran que se critican los objetivos del curr??culo, espec??ficamente su imposici??n y vinculaci??n con la pedagog??a de las competencias. No ano de 2008, a Secretaria de Estado da Educa????o de S??o Paulo anuncia uma nova proposta curricular para todas as escolas da rede p??blica estadual de ensino. Em 2010, essa proposta curricular se tornou o curr??culo oficial. Essa pesquisa tem como objeto de estudo o curr??culo proposto para a disciplina de educa????o f??sica. A quest??o central a orientar nosso trabalho foi procurar compreender a forma como os professores dessa disciplina, que trabalham na rede estadual de ensino, compreendem, analisam e incorporam os objetivos, os procedimentos, as concep????es de educa????o e as diretrizes presentes no curr??culo oficial em seu cotidiano e pr??tica escolar. As fontes de pesquisa se constituem dos documentos oficiais que subsidiam a proposta, como o documento base, o caderno do professor e o caderno do aluno, do marco regulat??rio produzido pela SEE-SP e duas entrevistas feitas com professoras da disciplina de educa????o f??sica. As entrevistas situam a forma????o dos docentes, a compreens??o que possuem sobre o debate curricular, a an??lise que fazem do processo de implementa????o e como, em seu trabalho cotidiano na escola, as propostas presentes no curr??culo foram incorporadas. Nesse processo, o texto apresenta inicialmente diferentes concep????es de curr??culo, que informam o debate atual, na perspectiva de mostrar proximidades e distanciamentos com o curr??culo oficial. Na sequ??ncia, apresenta o curr??culo oficial, seus fundamentos, diretrizes e eixos estruturantes. Ao final, apresenta a fala das professoras de educa????o f??sica, especificamente sobre a rela????o entre sua forma????o e compreens??o dos processos curriculares, a leitura que fazem do curr??culo oficial, as cr??ticas que manifestam, as experi??ncias que constroem ao lidar cotidianamente com o curr??culo. Diante dos resultados dessa pesquisa, ?? poss??vel afirmar que as professoras compreendem de forma parcial o debate curricular, que a resist??ncia ou ades??o que manifestam em rela????o ao curr??culo oficial ?? orientada por uma concep????o de educa????o, que elas entendem como cr??tica e contestadora do discurso oficial. As pr??ticas que relatam mostram que se criticam os objetivos do curr??culo, especificamente sua imposi????o e vincula????o com a pedagogia das compet??ncias.

The work presented aims to discuss the school Matemoteca proposal in its relation to the games in the teaching of mathematics, as well as pedagogical paradigms that circumscribe. The political-pedagogical functioning of school Matemoteca and its relation to the organization of the teaching of mathematics is the object of research entitled The Challenge of Finding: Matemoteca in the school setting, held at the master's level, which gives rise to this article. To this aim, we make use of documentary analysis of important official curriculum documents, specifically the National Curriculum Parameters of Mathematics, the National Reference Curriculum of Early Childhood Education, the National Curriculum Guidelines for Early Childhood Education and the Curriculum Parameter Municipal Ribeirão Preto – SP Childhood Education. Our hypothesis is that the implementation of Matemoteca has been validated by a political-pedagogical discourse, supported by consideration of the use of the game in the official documents for the teaching of mathematics, which is regarded as an indispensable element for the production of a " teaching space and playful learning ", which in turn effectively contributes to the advancement of mathematics education. The analysis in the light of historical and cultural perspective of curriculum documents showed poor articulation of the elements needed for a collective pedagogical project for mathematics education in which the game beyond the limits of mere playful statement and presents himself as the socio-historical knowledge tool mathematician. O trabalho pretende discutir a proposta Matemoteca escolar em sua relação com os jogos no ensino de matemática, assim como paradigmas pedagógicos que os circunscrevem. O funcionamento político-pedagógico da Matemoteca escolar e sua relação com a organização do ensino de matemática é o objeto da pesquisa intitulada “Da Constatação à Contestação: a Matemoteca no cenário escolar”, realizada em nível de mestrado, a qual dá origem a este artigo. Para tanto, valemo-nos da análise de importantes documentos curriculares oficiais, especificamente o Parâmetro Curricular Nacional de Matemática, o Referencial Curricular Nacional da Educação Infantil, as Diretrizes Curriculares Nacionais para a Educação Infantil e o Parâmetro Curricular Municipal da Educação Infantil de Ribeirão Preto – SP. Partimos da defesa de que a implantação da Matemoteca tem sido validada por um discurso político-pedagógico, amparado pelas considerações sobre o uso do jogo nos documentos oficiais para o ensino de matemática, o qual é considerado como um elemento indispensável para a produção de um “espaço de ensino e aprendizagem lúdico”, que, por sua vez, efetivamente contribui para o avanço da Educação Matemática. A análise à luz da perspectiva histórico-cultural dos documentos curriculares mostrou a carente articulação dos elementos necessários a um projeto pedagógico coletivo para a Educação Matemática, no qual o jogo ultrapasse os limites da mera indicação lúdica e apresente-se como instrumento do conhecimento sócio-histórico matemático..

Resumen La implementacion de la tecnologia en la ensenanza-aprendizaje de las matematicas, requiere un cambio en la practica docente. Este cambio puede ser promovido desde la formacion inicial de los profesores de matematicas. Para lograrlo es necesario mayores investigaciones sobre las diferentes aristas que podrian estar interviniendo; una de ellas es el curriculum oficial, reconocido como una variable de corte institucional. Por ello, se presenta un estudio comparativo de cuatro licenciaturas representativas de Mexico dedicadas a la formacion inicial de profesores de matematicas del preuniversitario; en particular se identifica de que manera se presenta la tecnologia en los programas tematicos de las asignaturas del area de Matematica Educativa y en tres documentos que sirven de referencia en el diseno de programas dirigidos a la formacion inicial y continua de profesores de matematicas del Nivel Medio Superior. La metodologia adoptada en esta investigacion es de corte cualitativo, considerando que se fundamenta en un analisis interpretativo. Para ello, se realiza un analisis de contenido a los curriculos oficiales de la Licenciatura en Matematica Aplicada de la Universidad Autonoma de Puebla; la Licenciatura en Matematicas de la Universidad Autonoma de Zacatecas; la Licenciatura en Docencia de la Matematica de la Universidad Autonoma de Baja California y la Licenciatura en Matematica Educativa de la Universidad Autonoma de San Luis Potosi. Esta observacion se complementa con el analisis de contenido a la Reforma Integral de Educacion Media Superior y el Tuning para la America Latina. Los resultados apuntan que los tres niveles de uso de la tecnologia (informatico, tecnico y didactico-tecnologico) estan presentes. Sin embargo, existen niveles de intencionalidad, que podrian estar supeditados a otras variables. Palabras clave: Curriculum oficial, Formacion inicial, profesores de matematicas, tecnologia. Abstract Implementation of technology in teaching-learning mathematics requires a change in teaching practice. This change can be promoted from the initial training of mathematics teachers. In order to achieve this further research on the different aspects affecting is necessary; one of these is the official curriculum recognized as an institutional- type variable. Therefore, a comparative study of four representative bachelor degree programs in Mexico, dedicated to the initial training of high school mathematics teachers is presented; particularly, it is identified how technology is present in the thematic programs of the subjects in the area of Educational Mathematics and in three documents serving as a reference in the design of programs directed to the initial and continuous training of High School Level mathematics teachers. The methodology adopted in this research is qualitative, considering that it is based on an interpretative analysis. For this, a content analysis was made to the official curricula of the Applied Mathematics bachelor program from the Autonomous University of Puebla; Mathematics program from the Autonomous University of Zacatecas; Teaching of Mathematics bachelor program from the Autonomous University of Baja California and the Educational Mathematics program from the Autonomous University of San Luis Potosi. This observation is complemented by the content analysis of the Comprehensive Reform of High School Education and Tuning for Latin America. The results show that the three levels of use of technology (informatics, technical and technological-didactical) are present. However, there are levels of intentionality, which might be depending on other different variables. Keywords : initial training, mathematics teachers, official curriculum, technology.