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Os currículos de inglês de alemão no Ensino Secundário conceptualizar os seus objectivos numa perspectiva axiologicamente formativa
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Orientador(es)
Resumo(s)
A tese que aqui se defende assenta numa perspectiva axiológica do ensino. O problema
é perceber em que medida os currículos das disciplinas de Inglês e de Alemão, no Ensino
Secundário, contribuem para a formação integral dos jovens, através da promoção de
valores e atitudes que lhes favoreçam uma vida pessoal e sociocultural eticamente
condigna. Verificar esse contributo foi, portanto, o objectivo desta investigação.
Sustenta-se que o carácter formativo do currículo deriva da inter-relação entre
programas oficiais, manuais e professores, os quais constituem as três vertentes do objecto
de estudo. Este emerge do triplo contexto da Lei de Bases do Sistema Educativo, do
Quadro Europeu Comum de Referência para as Línguas e da Revisão Curricular do Ensino
Secundário.
De forma a enquadrar os aspectos analisados, fez-se apoiar o vasto campo de inserção
temática do estudo numa profunda reflexão teórica. Entre outros, clarificaram-se conceitos
como o de currículo, que contextualiza o objecto de estudo, e os de ética e de moral, que se
assumem como instâncias distintas.
Desenvolveu-se um estudo exploratório descritivo e interpretativo apoiado na natureza
qualitativa da investigação. A análise documental e a entrevista constituíram os processos
de recolha de dados. Submeteram-se os dados a uma análise de conteúdo conforme se
explica: (a) criou-se uma categorização a partir das componentes programáticas mais
significativas e interpretaram-se os indicadores emergentes; (b) estudaram-se os manuais
nas suas dimensões sociológica e pedagógica; e, (c) tendo-se escolhido os tipos de análise
estrutural e formal, procedeu-se à hermenêutica, vertical, e horizontal do corpus das
entrevistas.
Os resultados do estudo enfatizam a importância da vertente curricular programática,
apontam para uma adopção cuidada dos manuais e indiciam a preocupação dos professores
relativamente aos objectivos de natureza axiológica.
The thesis here defended focuses on an axiological perspective of teaching. The problem is to understand how far the English and German curricula of the secondary school contribute to young people's thorough education, through the promotion of values and attitudes which can provide them with an ethically deserved personal and sociocultural life. To verify such a contribution was, therefore, the goal of this research project. We sustain that the educative character of the curriculum stems from the interrelationship of official syllabuses, textbooks and teachers; these make up the three angles of the subject of analysis. This one emerges from the triple context of Lei de Bases do Sistema Educativo, The Common European Framework of Reference for Languages and Revisão Curricular do Ensino Secundário. In order to get a framework of all the aspects that have been analysed, the vast field of the research thematic insertion is supported by a deep theoretical reflection. Among others, we've clarified concepts such as curriculum, which contextualises the subject of andysis, and ethics and morals, which we take as distinct domains. We've conducted an exploratory descriptive and interpretative study based on the qualitative nature of research. The documental analysis and the interview have made up the processes for gathering data. We've put the data under a content analysis as follows: (a) we've created a categorisation after the most significant components of syllabuses and have interpreted the emerging indicators; (b) we've studied the textbooks in both their sociological and their pedagogical dimensions; and, (c) having chosen the structural and formal types of analysis, we've carried out both a vertical and a horizontal hermeneutics of the corpus of the interviews. The results of the research highlight the importance of the syllabuses, call for a eyeful adoption of textbooks and show the teachers' concern for goals of axiological nature.
The thesis here defended focuses on an axiological perspective of teaching. The problem is to understand how far the English and German curricula of the secondary school contribute to young people's thorough education, through the promotion of values and attitudes which can provide them with an ethically deserved personal and sociocultural life. To verify such a contribution was, therefore, the goal of this research project. We sustain that the educative character of the curriculum stems from the interrelationship of official syllabuses, textbooks and teachers; these make up the three angles of the subject of analysis. This one emerges from the triple context of Lei de Bases do Sistema Educativo, The Common European Framework of Reference for Languages and Revisão Curricular do Ensino Secundário. In order to get a framework of all the aspects that have been analysed, the vast field of the research thematic insertion is supported by a deep theoretical reflection. Among others, we've clarified concepts such as curriculum, which contextualises the subject of andysis, and ethics and morals, which we take as distinct domains. We've conducted an exploratory descriptive and interpretative study based on the qualitative nature of research. The documental analysis and the interview have made up the processes for gathering data. We've put the data under a content analysis as follows: (a) we've created a categorisation after the most significant components of syllabuses and have interpreted the emerging indicators; (b) we've studied the textbooks in both their sociological and their pedagogical dimensions; and, (c) having chosen the structural and formal types of analysis, we've carried out both a vertical and a horizontal hermeneutics of the corpus of the interviews. The results of the research highlight the importance of the syllabuses, call for a eyeful adoption of textbooks and show the teachers' concern for goals of axiological nature.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Palavras-chave
Currículo Jovens Valores Atitudes Teses de mestrado - 2005