3 research outputs found
Introduzindo o livro digital no curso de Editoração: uma busca epistêmica
E-books have been stressing the market. Recognizing that design and production of digital artifacts are strategic for future publishing activity, in 2012 the Publishing undergraduate course of the University of São Paulo (USP) included e-book’s study and production in its curriculum by creating two new disciplines at transdisciplinary fields. The research presented in this paper allowed delineating the approach of both disciplines: one focused on the production and, the other, focused on the project through interaction design. These disciplines address the second and third generation of e-books. They allow the Editors to expand their vast cultural universe for more transdisciplinary areas developing skills and knowledge that enable them to integrate teams used to develop interactive digital publishing productsE-books have been stressing the market. Recognizing that design and production of digital artifacts are strategic for future publishing activity, in 2012 the Publishing undergraduate course of the University of São Paulo (USP) included e-book's study and production in its curriculum by creating two new disciplines at transdisciplinary fields. The research presented in this paper allowed delineating the approach of both disciplines: one focused on the production and, the other, focused on the project through interaction design. These disciplines address the second and third generation of e-books. They allow the Editors to expand their vast cultural universe for more transdisciplinary areas developing skills and knowledge that enable them to integrate teams used to develop interactive digital publishing products. The following sections present this experience
Articulação curricular horizontal: um estudo sobre o ensino de inglês no 1º Ciclo do Ensino Básico
O presente estudo foca-se na articulação curricular
horizontal entre o inglês e outras componentes do currículo
do 1.º Ciclo do Ensino Básico, no contexto do Sistema
Educativo Português.
Esta investigação assume a forma de um estudo de caso,
de cariz exploratório e de índole qualitativa, visando
compreender o pensamento dos professores de inglês
sobre as ações que desenvolveram e que entendem como
propulsoras de articulação curricular horizontal no 1.º Ciclo
do Ensino Básico.
Participaram neste estudo dezasseis professores de inglês
(Atividades de Enriquecimento Curricular). Os dados
recolhidos através de documentos vários, observação,
questionários, reflexões de aula e entrevistas possibilitaram
a análise das suas conceções sobre a articulação curricular
horizontal e sobre a sua compreensão relativamente às
potencialidades do trabalho colaborativo.
Foram, também, aplicados questionários aos professores
titulares de turma para analisarmos o seu entendimento
sobre a articulação curricular horizontal, particularmente
quanto à sua importância e ao que consideraram serem
práticas desenvolvidas com os professores de inglês, o que
permitiu cruzar os olhares de ambos os atores e, desta
forma, enriquecer a análise de dados sobre a articulação
curricular no 1.º Ciclo do Ensino Básico.
Os participantes do estudo identificaram as caraterísticas
distintivas dos processos de articulação curricular horizontal
e refletiram sobre os fatores que os condicionam, bem
como sobre as suas formas de operacionalização e maisvalias.
Os resultados mostram que o trabalho colaborativo entre
professores é determinante para que haja articulação
curricular e indiciam a existência de uma comunidade de
prática, que considera ter assumido a articulação curricular
horizontal como um desafio conjunto.
Esta investigação traz contributos importantes para o
ensino do inglês no 1.º Ciclo do Ensino Básico, dando
pistas sobre como pode ser contextualizado na experiência
do aluno e relacionável com outros saberes. Esta tese
contribui, ainda, para um maior conhecimento sobre o
desenvolvimento profissional de professores deste nível de
ensino, nomeadamente em termos de formas de
organização de equipas de professores e do seu contributo
para a capacitação e assunção dos docentes como
decisores e gestores curriculares.This study analyses the horizontal articulation between
English and the other components of the Primary School
curriculum, in the context of the Portuguese educational
system.
This primarily qualitative, exploratory case study aims to
obtain an in-depth understanding of the English teachers’
perceptions on the curriculum actions they developed and
considered as major drivers of horizontal curriculum
articulation in 1st cycle.
Sixteen English teachers (Curriculum Enrichment Activities)
took part in this study. Data was gathered through several
documents, observation, questionnaires, teacher’s
reflexions for their classes and interviews, making it
possible to analyse teachers’ conceptions about horizontal
curriculum articulation and their understanding of the
potentialities of collaborative work among teachers.
Questionnaires were also applied to generalist teachers to
allow the analysis of their understanding of horizontal
curriculum articulation, specifically its importance and the
the practices they considered to have been developped in
articulation with english teachers. Collecting data provided
by both english and generalist teachers allowed a deep
analysis of curriculum articulation in 1st cycle.
Participants identified distinctive characteristics of the
processes of horizontal curriculum articulation and reflected
about the factors that condition its success, as also about
the ways to operationalise articulation and its benefits.
The results of the analysis reveal that collaborative work
among teachers is essential for curriculum articulation and
suggest the existence of a community of practice that
assumes the horizontal curriculum articulation as a shared
challenge.
This investigation makes important contributions to the
process of teaching english in 1st cycle, providing clues
about how to contextualize foreign language learning in
student’s experiences and to related them with other
curricular knowledge. Moreover, it contributes to a better
knowledge of teachers’ professional development in this
level of education, mainly in terms of organizing teacher
teams and its role to help teachers feel capable and willing
to act as decison makers and curriculum managers.Programa Doutoral em Educaçã