ESPECIALIZAÇÃO EM COORDENAÇÃO PEDAGÓGICA - UFPB
Autor: EDUCAÇÃO EM FOCO | Publicado: 2012-05-22T15:33:00-07:00



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UNIVERSIDADE
FEDERAL DA PARAÍBA – UFPB





 

  
  
   

    
    

    
O DESAFIO DO
    PROFESSOR DO ENSINO FUNDAMENTAL I FRENTE AO CURRÍCULO DA ESCOLA MUNICIPAL
    BALBINA DE ALMEIDA OLIVEIRA

Luciana
    Pereira dos Santos Cavalcante


   

&nbsp;
 

&nbsp;












 

  
  
JUSTIFICATIVA:
  A pesquisa se deu devido
  à falta de articulação do currículo com a realidade vigente, o que, na
  maioria das vezes, distancia os alunos das atividades por não se
  identificarem com o contexto.

  
  
METODOLOGIA:A pesquisa teve como
  participantes osprofessoresdo Ensino Fundamental da Escola Municipal Balbina
  de Almeida Oliveira, em Bom Sucesso – PB. Teve como instrumento de coleta de
  dados um questionário sobre a temática proposta.

 

  
  
OBJETIVO
  GERAL: Analisar e refletir sobre o currículo da E. M. B. A. O e suas
  modificações dentro de um contexto social e ainda aformação de identidade do
  aluno.

  
  


 

  
  
FUNDAMENTAÇÃO
  TEÓRICA:

No
  modelo de currículo de Bobbitt, os estudantes devem ser processados como um
  produto fabril [...], pois, o currículo é supostamente isso: a especificação
  precisa de objetivos, procedimentos e métodos para a obtenção de resultados
  que possam ser precisamente mensurados. (SILVA, 1992, p.2)



Estamos entendendo
  currículo com as experiências escolares que se desdobram em torno do
  conhecimento, em meio às
  relações sociais, e que contribuem para a construção das identidades de
  novos/as estudantes. Currículo associa-se, assim, ao conjunto de esforços
  pedagógicos desenvolvidos com intenções educativas. (MOREIRA, 2008, p. 18)



As relações homem-mundo com
  as palavras, os conceitos e as metodologias constituiriam a base fundamental
  de um currículo humanizado e progressista no sentido de contribuir com as mudanças sociais e
  educacionais, necessárias para a inclusão qualificada e crítica das camadas
  populares nos processos escolares e educacionais a que eles tem direito.
  (SCOCUGLIA, 2005 p. 87)



  
  
RESULTADOS/PROPOSTA
  DE INTERVENÇÃO:
  Através da pesquisa, constatamos
  que ainda vigora um currículo disciplinar. 

Com o processo de globalização, o mundo, as
  relações e as identidades mudaram e ao mesmo tempo deveriam ter mudado as
  concepções e as práticas educativas, pois não devemos, nem podemos praticar a
  pedagogia e o currículo como antes.

A proposta de intervenção visa construir um PPP que almeje um
  currículo holístico.

Já queo currículo educacional não pode perder de
  vista o contexto sociocultural e o conhecimento historicamente construído.Para isso há três princípios básicos: o da
  investigação, o da flexibilidade e o teórico prático.



 

  
  
REFERÊNCIAS:

MOREIRA, A. F. B. Inadgações sobre currículo:
  currículo, conhecimento e cultura. Brasília: Ministério da Educação.
  Secretaria de Educação básica, 2008.



SCOCUGLIA, A. C. As reflexões curriculares de Paulo
  Freire. Revista Lusófona de
  Educação, 06, 2005: p. 81 – 92.&nbsp;
  Lisboa: Edições Universitárias Lusófonas.



SILVA, T. T. Documentos de identidade: uma
  introdução às teorias do currículo. São Paulo: Atlântica, 1999.