As contribuições das propostas interdisciplinares no processo de formação discente: a relação com o desempenho acadêmico no currículo integrado do ensino médio na escola técnica
Carregando...
Arquivos
Data
2020-02-13
Autores
Silva, Daiana Franco da [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O currículo integrado elaborado para as escolas técnicas propõe a união dos componentes da base nacional comum e da parte profissional de um curso técnico modular. Essa união independentemente do eixo tecnológico é um grande desafio, visto que envolve docentes de áreas diferentes e com visões pedagógicas também distintas. Os professores responsáveis pela formação técnica visam ao desenvolvimento do estudante para o mercado de trabalho, já os docentes da formação geral, a vida acadêmica, ou seja, seu ingresso na graduação através do vestibular. Pensando na superação dessa dicotomia, a pesquisadora, que também foi coordenadora da modalidade integrado, estudou durante alguns anos a junção dos componentes através da interdisciplinaridade, proporcionando ao estudante o desenvolvimento do desempenho acadêmico, diminuindo as menções insuficientes principalmente em componentes da formação geral. Além disso, promovendo também, as competências pessoais, que visam a formação do ser reflexivo, eficaz, competente a ponto de apropriar-se dos conhecimentos e praticá-los, o que favorece o ingresso no mercado de trabalho. O presente estudo teve por objetivo investigar se através de propostas interdisciplinares o desempenho acadêmico dos estudantes poderia ser melhorado. Como metodologia utilizamos a revisão bibliográfica em bases de dados no banco de dissertações e teses da UNESP, Portal de Periódicos da CAPES e Scielo. Em seguida, realizamos coleta de dados em documentos constituídos por atas de conselho de classe intermediárias e finais da unidade observada para verificar o desempenho acadêmico. Por fim, coletamos dados junto aos estudantes do primeiro ano do Ensino Médio Integrado em Informática de uma escola técnica estadual, para verificar a adaptação dos estudantes às propostas integradas. Os resultados obtidos foram: levantamento dos estudos referentes à interdisciplinaridade no currículo integrado e a influência das propostas interdisciplinares no desempenho dos estudantes.
The integrated curriculum developed for technical schools proposes the joining of the components of the common subjects and the professional part of a modular technical course. This union is independent of the technological axis and is a great challenge since this integration involves teachers from different areas and with different pedagogical views. The teachers responsible for the technical education aimed at the student's development for the labor market, while the teachers of the general education, the college, that is, their entry into the undergraduate through the entrance exam. Thinking about overcoming this dichotomy, the researcher, which was also coordinator, studied for some years the joining of components through interdisciplinarity, providing the student with the development of academic performance, reducing the insufficient mentions especially in components of general education. Besides, it also promotes personal skills, which aim at reflective training, effectiveness, making it competent to the point of appropriating knowledge and practicing it, which favors the entry into the labor market. The present study aimed to investigate whether through interdisciplinary proposals students' academic performance can be improved. As methodology we used the bibliographic review in databases of dissertations and theses of UNESP, CAPES Portal and Scielo. We will then collect data from documents consisting of intermediate and final class council of the observed school unit to verify academic performance. Finally, we collected data from first-year students in a State Computer Integrated High School to verify students' adaptation to integrated proposals. The results obtained were: a survey of studies related to interdisciplinarity in the integrated curriculum and the influence of interdisciplinary proposals on student performance.
The integrated curriculum developed for technical schools proposes the joining of the components of the common subjects and the professional part of a modular technical course. This union is independent of the technological axis and is a great challenge since this integration involves teachers from different areas and with different pedagogical views. The teachers responsible for the technical education aimed at the student's development for the labor market, while the teachers of the general education, the college, that is, their entry into the undergraduate through the entrance exam. Thinking about overcoming this dichotomy, the researcher, which was also coordinator, studied for some years the joining of components through interdisciplinarity, providing the student with the development of academic performance, reducing the insufficient mentions especially in components of general education. Besides, it also promotes personal skills, which aim at reflective training, effectiveness, making it competent to the point of appropriating knowledge and practicing it, which favors the entry into the labor market. The present study aimed to investigate whether through interdisciplinary proposals students' academic performance can be improved. As methodology we used the bibliographic review in databases of dissertations and theses of UNESP, CAPES Portal and Scielo. We will then collect data from documents consisting of intermediate and final class council of the observed school unit to verify academic performance. Finally, we collected data from first-year students in a State Computer Integrated High School to verify students' adaptation to integrated proposals. The results obtained were: a survey of studies related to interdisciplinarity in the integrated curriculum and the influence of interdisciplinary proposals on student performance.
Descrição
Palavras-chave
Interdisciplinaridade, Currículo integrado, Ensino médio, Interdisciplinarity, Integrated curriculum, High school