A construção social do currículo do curso de história da UFMG: uma análise sobre a criação e implantação das disciplinas de prática de ensino e suas repercussões
AUTOR(ES)
Vyasa Puja Peres Teixeira
FONTE
IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia
DATA DE PUBLICAÇÃO
31/05/2011
RESUMO
This research is focused on the process of creation and implantation of Teaching Practice courses offered by the College of Philosophy and Human Sciences and its repercussions for UFMGs History Department, considering the university context and Brazils political and social atmosphere in relation to curricular changes. We analyzed when, how and why such process took place in the Department. Our goal was to identify the changes occurred in such course since the creation of Teaching Practice courses. Also, we searched to analyze the relation between curricular changes and actions of subjects involved in such reformulations. In this dissertation, we worked with Ivor Goodson (1995) conception of social construction of curriculum, understanding the History course as a social construction. Focused on the social construction of curriculum it was possible to observe the relation between subjects, their interests, strategies and conceptions inside UFMGs History Department. The theoretical- methodological approach adopted by this research was case of study. The unity of analysis or case of this research was the creation and implantation of Teaching Practice courses in the History Department. Data was collected through documental analysis and individual interviews. We reached the conclusion that the movement for curricular reformulations in the History course of UFMG in the last decade, of 2001 and 2009 resulted from disputes and conflicts inside the Department. As Goodson says, as any other social construction, modifications in the curriculum occur in an arena (considered here as the History Department of UFMG) where several interests, conflicts, and power relations take place.
ASSUNTO(S)
educação teses. currículos teses. prática de ensino teses. professores de historia formação teses.
ACESSO AO ARTIGO
http://hdl.handle.net/1843/FAEC-8MAG8SDocumentos Relacionados
- Percepção musical no curso de extensão em música da UFMG: uma abordagem qualitativa
- O ensino-assistência nas disciplinas Semiologia I Módulo Adultos, Medicina Geral de Adultos I e Doenças Infecciosas e Parasitárias da Faculdade de Medicina da UFMG, praticado nos Ambulatórios do Hospital das Clínicas da UFMG: o olhar do cliente.
- A FORMAÇÃO NO CURSO DE PEDAGOGIA E A PRÁTICA DE ENSINO DA LEITURA E DA ESCRITA: UMA ANÁLISE DAS CONTRADIÇÕES
- Planejamento, desenvolvimento e implantação do Programa Pró-Multiplicar da CAPES na UFMG: metodologia aplicada
- Historia e construção social do curriculo na educação medica : a trajetoria do curso de medicina da Faculdade de Ciencias Medicas da UNICAMP