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Gestão curricular no ensino secundário : relato de uma experiência entre Física e Química-A e Biologia e Geologia
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Advisor(s)
Abstract(s)
Vários estudos internacionais sobre o ensino e a educação em ciência (OCDE, 2006; Rocard et al, 2007; Osborne & Dillon, 2008) têm apontado um decréscimo de interesse dos alunos por temas científicos e um necessário desenvolvimento e gestão do currículo bem como a aplicação de abordagens pedagógicas capazes de reverter esta situação, motivando e aproximando os alunos da Ciência.
A gestão dos currículos de ciências e a sua articulação pressupõem um trabalho docente colaborativo ao nível do departamento curricular, a participação dos alunos em actividades de natureza interdisciplinar, perspectivadas segundo uma abordagem Ciência, Tecnologia e Sociedade (CTS) e o desenvolvimento de competências de literacia científica a par de uma visão holística da ciência que contrarie a estrutura disciplinar e, ainda, compartimentada dos currículos actuais.
O presente estudo, realizado numa escola pública secundária com 3º ciclo no concelho de Almada, pretendeu dar visibilidade a um trabalho de articulação curricular nas disciplinas de Física e Química-A e de Biologia e Geologia numa turma do 10º ano de escolaridade. A investigação foi desenvolvida durante o ano lectivo de 2011/2012, com uma abordagem metodológica de estudo de caso, e acompanhou a preparação e concretização de duas actividades conjuntas: visita de estudo e aula laboratorial em regime de co-docência.
As técnicas de recolha de dados privilegiadas foram a observação, participante e não participante e entrevistas. Os dados recolhidos foram alvo de uma análise de conteúdo com definição de sistemas de categorização.
Os resultados do estudo apontam para uma cultura profissional docente ao nível do departamento curricular ainda muito individualista apesar das potencialidades da articulação curricular desenvolvida, nomeadamente a promoção do conhecimento científico e pedagógico mútuo e a superação de dificuldades e minimização das resistências organizacionais.
A natureza colaborativa das práticas de gestão curriculares desenvolvidas pelas professoras participantes no estudo parece ter um papel decisivo na forma como as participantes estão receptivas à mudança e à inovação pedagógica ou organizacional
Several international investigations on science teaching and education (OCDE, 2006; Rocard et al, 2007; Osborne & Dillon, 2008) have identified a decrease in students’ interest in scientific matters, as well as the need to develop and manage the curriculum and the use of teaching strategies capable of inverting this situation, thus bringing students closer to Science. The management of scientific curricula and their respective coordination require a cooperative approach between teachers of the curricular department, the students’ participation in interdisciplinary activities planned according to a Scientific, Technological and Society-oriented (STS) approach, as well as the development of scientific literacy skills, together with a holistic approach to science capable of contradicting the subject structure in the current curricula which is characterized by pigeon-holing. The research described in this paper, conducted in a public secondary school in the Almada municipality, is aimed at describing curricular articulation work in the subjects of Physics, Chemistry-A, Biology and Geology, in a 10th grade classroom. The research was conducted during the 2011/2012 school year, with a case-study methodological approach. It analyzed the preparation and implementation of two joint activities: field study and lab class with joint-teaching. The data collection techniques used were participating and non-participating observation, as well as interviews. The data collected was subject to content analysis with the establishment of categorization systems. Despite the potential of the curricular cooperation carried out during the research, most notably in terms of promoting mutual educational and scientific knowledge, the overcoming of hurdles and the reduction of organizational resistance, the results of the research indicate that the professional culture within the curricular department is still characterized by individualism. The cooperative nature of the curriculum management activities undertaken by the teachers that participated in the research appears to have a decisive role in the manner in which the participants are receptive to change and to educational or organizational innovation.
Several international investigations on science teaching and education (OCDE, 2006; Rocard et al, 2007; Osborne & Dillon, 2008) have identified a decrease in students’ interest in scientific matters, as well as the need to develop and manage the curriculum and the use of teaching strategies capable of inverting this situation, thus bringing students closer to Science. The management of scientific curricula and their respective coordination require a cooperative approach between teachers of the curricular department, the students’ participation in interdisciplinary activities planned according to a Scientific, Technological and Society-oriented (STS) approach, as well as the development of scientific literacy skills, together with a holistic approach to science capable of contradicting the subject structure in the current curricula which is characterized by pigeon-holing. The research described in this paper, conducted in a public secondary school in the Almada municipality, is aimed at describing curricular articulation work in the subjects of Physics, Chemistry-A, Biology and Geology, in a 10th grade classroom. The research was conducted during the 2011/2012 school year, with a case-study methodological approach. It analyzed the preparation and implementation of two joint activities: field study and lab class with joint-teaching. The data collection techniques used were participating and non-participating observation, as well as interviews. The data collected was subject to content analysis with the establishment of categorization systems. Despite the potential of the curricular cooperation carried out during the research, most notably in terms of promoting mutual educational and scientific knowledge, the overcoming of hurdles and the reduction of organizational resistance, the results of the research indicate that the professional culture within the curricular department is still characterized by individualism. The cooperative nature of the curriculum management activities undertaken by the teachers that participated in the research appears to have a decisive role in the manner in which the participants are receptive to change and to educational or organizational innovation.
Description
Tese de mestrado, Educação (Didáctica das Ciências), Universidade de Lisboa, Instituto de Educação, 2012
Keywords
Didáctica das ciências Gestão curricular Interdisciplinaridade Teses de mestrado - 2012