Os desafios da implementação do currículo integrado do Proeja em Rio Verde-GO
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2010-05-07
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Universidade Federal de Goiás
Resumo
This work is linked to the research line state and Educational Policies. This research examines a ongoing experience of the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA) in State of Goiás, a town of Rio Verde, between 2006 to 2009, aiming to discuss settings integrated curriculum implemented. We seek to answer the question "How was the integrated curriculum implemented in Rio Verde?". It was left therefore to trace the path of building what today is called integrated curriculum.Used the theory of the curriculum, whereas the bedrock in constructing this curriculum is a humanizing working relationship, so there's no talk of integrated curriculum without which still punctuate the
work that we are experiencing and what the theoretical understanding of the concept. We used the contributions of Marx (2004, 1989) and Marx and Engels (2004). We organize for our qualitative research on-site monitoring for observation, which had the support of a Field Diary, built during the entire time we were present at the institution. We proposed a
questionnaire to students and other teachers, who completed some gaps. However, it was still necessary to rely on interviews of teachers. Our findings point to the fact that reality occurs in combination, since the founding pillars, such as inequality, affecting all people, but for various reasons, cultural interference, etc, Each locality builds other
determinations. Such is the course of PROEJA in Rio Verde-GO, first trace of duality between knowing and doing, and the other an effort, from various movements, to get closer
and learn more about integrated training.
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CAMPOS, Camila Aparecida de. The challenge of integrated curriculum implemented
in PROEJA in Rio Verde-GO. 2010. 200 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2010.