The research aimed to identify and discuss the influences between the curriculum of the professional base and the curriculum of the common base, for the quality educational offer in vocational schools in the State of Ceara (Brazil), and its relationship with student learning. A qualitative study was carried out, with a descriptive nature, in the form of a comparative study, carried out through bibliographic survey, documentary research, on-site observation and semi-structured interviews, among 10 high and low income professional schools, which offer this modality of integrated education to high school, based on the results of external evaluations. The study confirms the importance of curricular integration to improve learning in an interdisciplinary educational context, based on adverse behaviors between the two groups of schools surveyed.

https://dialnet.unirioja.es/descarga/articulo/7653715.pdf

Educação Profissional integrada ao Ensino Médio: diferentes realidades sobre complementariedade dos curriculos

O objetivo desse artigo e discutir como professores de uma Instituicao de Ensino Superior, que atuam numa proposta denominada Nucleo Pedagogico Integrador - NPI, percebem sua atuacao e significam sua experiencia na formacao de professores. A pesquisa tem abordagem qualitativa. Os dados foram coletados por meio de um questionario com perguntas abertas e fechadas. Os respondentes foram os professores que atuavam nas disciplinas do NPI no ano de 2014. A analise dos dados levou em conta o perfil dos professores e as exigencias necessarias a atuacao em disciplinas pedagogicas, fazendo uso dos referenciais teoricos pertinentes a area da educacao. Os resultados apontam como contribuicoes a diversidade de pensamento e o contato com as diferentes visoes de mundo que as areas de conhecimento oportunizam, favorecem a constituicao identitaria de um profissional mais aberto e tolerante. Palavras-chave: Formacao de Professores. Praticas Educativas. Proposta Integradora.

/pdf/contribuicoes-de-uma-proposta-integradora-em-cursos-de-53ko301le9.pdf

Contribuições de uma proposta integradora em cursos de licenciatura: a visão dos professores formadores

O objetivo deste texto e apresentar as percepcoes de professores egressos de um curso de Licenciatura em Matematica sobre a sua formacao docente. O referencial teorico fundamenta-se em autores como Imbernon (2009), Tardif (2011), Gatti e Nunes (2009) e Fiorentini e Lorenzato (2006). De vies qualitativo, a pesquisa contou com 12 participantes, e como instrumento para coleta de dados utilizou-se um questionario com questoes abertas e fechadas. Os resultados revelam aspectos importantes durante a formacao inicial como: as condicoes institucionais como significativas para o desempenho e formacao do licenciando ao longo do curso de formacao; a articulacao entre os conhecimentos especificos da area de formacao e os pedagogicos como norteadores da formacao; a aproximacao com a escola de educacao basica, o exemplo das praticas dos professores formadores e a troca de experiencias com os colegas de curso como fundamental para a formacao do professor.

https://periodicos.furg.br/momento/article/download/8183/6308

O que pensam os egressos sobre a sua formação inicial na licenciatura em matemática

This paper discusses the results obtained in a research whose aim was to investigate the perception of students in relation to the pedagogical integration proposal employed in the undergraduate teaching education courses of a community college in Santa Catarina since 2009. The main objective of the proposal of integration is to train teachers with a vision beyond the specific discipline with a professional profile common to all courses offered by the University. To contribute to the development of this profile, a Pedagogic Integrator Core – PIC – was created, which deals with the social production of knowledge, the construction of scientific thought and the incorporation of research as a formative principle since the beginning of the course. The theoretical reference of the research is based on authors who discuss the teaching education, such as Tardif (2011), Gatti (2009) and Fazenda (2006, 2009). To collect the research data a questionnaire with closed and open questions was used. The respondents were students of the last years of the teaching education courses. The results indicate that most students realized the importance of this experience, indicating a new teacher profile, open to new proposals and dialogue with their colleagues in order to answer the challenges inflicted to the school. Keywords: teacher education, teaching education courses, integration.

A integração curricular de cursos de licenciatura: a percepção dos acadêmicos

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Contribuições de uma proposta integradora em cursos de licenciatura: a visão dos professores formadores

A integração curricular de cursos de licenciatura: a percepção dos acadêmicos