NTPPS in the full-time high school curriculum: an analysis of teaching practice and interdisciplinarity
Work nucleus, Research and Social Practice (NTPPS) is a curricular component that integrates the diversified part of the curriculum of full-time public schools in Ceará. The methodological proposal seeks to promote the development of socio-emotional skills at school, which spans the three grades of...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/8718 |
| Acesso em linha: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8718 |
| Access Level: | acceso abierto |
| Palavra-chave: | NTPPS Currículo Interdisciplinaridade Prática docente Curriculum Interdisciplinarity Teaching Practice |
| Resumo: | Work nucleus, Research and Social Practice (NTPPS) is a curricular component that integrates the diversified part of the curriculum of full-time public schools in Ceará. The methodological proposal seeks to promote the development of socio-emotional skills at school, which spans the three grades of High School, with a focus on discussion: school and family (1st grade), the community (2nd grade) and the world of work (3rd grade). series). This article aims to analyze the effectiveness of this component from the teachers' perceptions. The theoretical basis resumes the discussion on the concept of curriculum through authors such as Lopes and Macedo, who consider it as a historical construction, defend the model of education based on democratic precepts, on the interdisciplinary approach. The research applied semi-structured questionnaires to teachers of Writing and Geography subjects. The results show that teachers perceive their work as interdisciplinary and transformative. |
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