Conhecimento sobre currículo de química de professores peritos da 7ª classe no sistema educativo angolano
Type
conferenceObject
Identifier
BACA, Laurinda ; ONOFRE, Marcos ; PAIXÃO, Fátima (2015) - Conhecimento sobre currículo de química de professores peritos da 7ª classe no sistema educativo angolano. In Encontro Nacional de Educação em Ciências, 16, Lisboa, 10-12 de setembro – Ciência como Cultura : atas. Lisboa : Instituto de Educação da Universidade de Lisboa. p. 538-542.
Title
Conhecimento sobre currículo de química de professores peritos da 7ª classe no sistema educativo angolano
Subject
Sistema educativo angolano
Ensino de química
Currículo
Professores peritos
Angolan educational system
Chemistry teaching
Curriculum
Expert teachers
Ensino de química
Currículo
Professores peritos
Angolan educational system
Chemistry teaching
Curriculum
Expert teachers
Date
2016-09-08T10:28:19Z
2016-09-08T10:28:19Z
2015
2016-09-08T10:28:19Z
2015
Description
O estudo desenvolveu-se no âmbito do sistema educativo angolano, com professores peritos de Química que lecionavam a 7a classe (12-13 anos de idade), com o objetivo de caraterizar o
conhecimento desses professores sobre o currículo tendo em conta que o currículo de qualquer disciplina e de qualquer nível de ensino representa as aprendizagens consideradas relevantes pelos decisores devendo considerar as capacidades e aspirações do aluno, a língua, o meio e a cultura, a história e a arte, as exigências de trabalho e as interações de caráter societal. Dai que o professor, para poder planear as atividades de ensino e aprendizagem, tem, necessariamente, de conhecer o currículo no sentido de proporcionar ao educando os saberes da disciplina e explorar as articulações necessárias para a sua digna integração na complexa sociedade atual. Para o efeito, entrevistamos 16 professores selecionados como peritos. Num desenho metodológico exploratório, a técnica utilizada foi a entrevista e os dados foram submetidos à análise de conteúdo e categorizados. Os resultados revelaram que os professores peritos manifestaram um considerável domínio de conhecimento do currículo de Química e valorizaram a articulação vertical e horizontal dos seus conteúdos.
This study was developed within the Angolan education system, with chemistry expert teachers who taught 7th grade (12-13 years old), with the objective of to characterize the knowledge of these teachers about the curriculum taking into account that the curriculum of any discipline and any level of education is the learning considered as relevant by decision-makers and must consider the capabilities and aspirations of the student, the language, the environment and the culture, history and art, the professional requirements and interactions of societal character. Therefore, theteacher, in order to plan teaching and learning activities, has necessarily to meet the curriculum in order to provide student with the knowledge of the discipline and explore the necessary articulations for its dignified integration in the complex modern society. For this purpose, we interviewed 16 teachers selected as experts. In a exploratory study design, the technique used was the interview and the data were treatedby content analysis and categorized. The results revealed that expert teachers expressed a considerable knowledge of the field of chemistry curriculum and valued the vertical and horizontal articulation of its contents.
This study was developed within the Angolan education system, with chemistry expert teachers who taught 7th grade (12-13 years old), with the objective of to characterize the knowledge of these teachers about the curriculum taking into account that the curriculum of any discipline and any level of education is the learning considered as relevant by decision-makers and must consider the capabilities and aspirations of the student, the language, the environment and the culture, history and art, the professional requirements and interactions of societal character. Therefore, theteacher, in order to plan teaching and learning activities, has necessarily to meet the curriculum in order to provide student with the knowledge of the discipline and explore the necessary articulations for its dignified integration in the complex modern society. For this purpose, we interviewed 16 teachers selected as experts. In a exploratory study design, the technique used was the interview and the data were treatedby content analysis and categorized. The results revealed that expert teachers expressed a considerable knowledge of the field of chemistry curriculum and valued the vertical and horizontal articulation of its contents.
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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