Materiais curriculares, práticas e aprendizagens: estudo no contexto das ciências do 1º Ciclo do Ensino Básico
This study analyzes the extent to which primary school teachers are able to develop pedagogical practices with similar principles to those shown by the investigation as favorable to students´ learning, when such principles are present in curriculum material used by them. It also analyzes the infl ue...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | portugués |
| Publicado: |
Universidade Estadual de Ponta Grossa
2013
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=4383826 |
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| Sumario: | This study analyzes the extent to which primary school teachers are
able to develop pedagogical practices with similar principles to those shown by the
investigation as favorable to students´ learning, when such principles are present in
curriculum material used by them. It also analyzes the infl uence of such practices in
science learning of socially differentiated students. The study is based on psychological
and sociological perspectives, with particular emphasis on Bernstein´s pedagogical
discourse and employs a mixed methodology of investigation. Specifi c instruments
were designed to analyze the curriculum materials, teachers´ practices, and students´
science learning. Results revealed that teachers differ, sometimes in opposite directions,
in their competence to implement a pedagogical practice which translates the principles
underlying curriculum materials, and that the effect of practice can overcome the effect
of social class whenever the teacher´s pedagogical principles are close to those in the
curriculum materials. These results are discussed in the paper and, based on previous
investigation, some explanatory hypotheses are proposed. |
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