Um estudo dos significados do conceito de tecnologia nos Parâmetros Curriculares Nacionais do Ensino Médio - PCNEM
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Data
2011-09-02
Autores
Pereira, Isabel Cristina dos Santos Rossini Chales [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho buscou determinar os significados do conceito de tecnologia nos Parâmetros Curriculares Nacionais de Ensino Médio (PCNEM) para verificar sua importância no campo educacional, porque o conceito está no título de cada área e se repete constantemente. Constatou-se que o conceito tem um sentido que o aproxima de produto e outro, que o aproxima das reflexões sobre esse produto na sociedade. Esta análise foi feita a partir de um estudo bibliográfico e amparada, principalmente, por Latour e outros autores ligados à Sociologia de Conhecimento. Os PCNEM foram tomados como corpus documental nos quais os estudos se processaram e, dentro deles, duas áreas dos Parâmetros foram escolhidas para compreensão do conceito de tecnologia: Ciências Humanas e suas Tecnologias e Ciências da Natureza, Matemática e suas Tecnologias. Nas leituras do Parâmetro de Ciências Humanas e suas Tecnologias foi possível verificar um sentido para tecnologia que estava posto numa comparação com o Parâmetro de Ciências da Natureza, Matemática e suas Tecnologias. A questão foi fundamental para investigar o referido conceito. Para entender os significados de tecnologia, o campo CTS foi estudado porque nele se encontra o T de tecnologia e foi como parte de CTS que tecnologia se tornou evidente nos PCNEM. Para embasar a teoria recorreu-se aos estudos dos conceitos de campo e de comunidade científica. No final da pesquisa foi possível compreender que os conceitos de tecnologia são convergentes entre as áreas dos PCNEM, mas, ao mesmo tempo, são polissêmicos. Entretanto, houve uma grande tentativa para afastá-lo do conceito de técnica, questão importante para os envolvidos na área educacional, que precisam compreender a tecnologia também na sua porção reflexiva
This paper aimed to find the meanings of the term technology in the National Curriculum Parameters for Secondary Education (PCNEM) to check its importance in the educational field, why this concept is a responsible of each area and is constantly repeated and it was found that this concept has a sense that approaches it to product and another that approaches it to the ideas about this product in society. This analysis was made from a bibliographical study and was supported mainly by Latour and other writers of the Sociology of Knowledge. PCNEM were taken as document corpus in which these studies were processed and in it were chosen two areas of the National Curriculum Parameters to understand the concept of technology: Human Sciences and their Technologies and Natural Sciences, Mathematics and their technologies. Reading the National Curriculum Parameter of Human Sciences and their Technologies it was possible to verify a sense for technology that was put into comparison with the National Curriculum Parameter of Natural Sciences, Mathematics and their Technologies and this issue was essential to investigate the concept of technology. The field of Science, Technology and Society (CTS) was studied to understand these meanings of technology because it is in it that the T of technology was found and was as part of CTS that technology became evident in PCNEM. Some studies of the concepts of field and scientific community were used to support this theory. At the end of this work it is possible to understand that these concepts of technology are areas of convergence between PCNEM, but, at the same time, they are polysemic, however, there was a major attempt to remove it from the concept of technique, an important issue for those involved in education who need to comprehend the technology also in the reflective part
This paper aimed to find the meanings of the term technology in the National Curriculum Parameters for Secondary Education (PCNEM) to check its importance in the educational field, why this concept is a responsible of each area and is constantly repeated and it was found that this concept has a sense that approaches it to product and another that approaches it to the ideas about this product in society. This analysis was made from a bibliographical study and was supported mainly by Latour and other writers of the Sociology of Knowledge. PCNEM were taken as document corpus in which these studies were processed and in it were chosen two areas of the National Curriculum Parameters to understand the concept of technology: Human Sciences and their Technologies and Natural Sciences, Mathematics and their technologies. Reading the National Curriculum Parameter of Human Sciences and their Technologies it was possible to verify a sense for technology that was put into comparison with the National Curriculum Parameter of Natural Sciences, Mathematics and their Technologies and this issue was essential to investigate the concept of technology. The field of Science, Technology and Society (CTS) was studied to understand these meanings of technology because it is in it that the T of technology was found and was as part of CTS that technology became evident in PCNEM. Some studies of the concepts of field and scientific community were used to support this theory. At the end of this work it is possible to understand that these concepts of technology are areas of convergence between PCNEM, but, at the same time, they are polysemic, however, there was a major attempt to remove it from the concept of technique, an important issue for those involved in education who need to comprehend the technology also in the reflective part
Descrição
Palavras-chave
Educação, Ensino médio, PCNEM, Parâmetros curriculares, Education
Como citar
PEREIRA, Isabel Cristina dos Santos Rossini Chales. Um estudo dos significados do conceito de tecnologia nos Parâmetros Curriculares Nacionais do Ensino Médio - PCNEM. 2011. 205 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2011.