Curricular adaptations in Brazil: perceptions of a Physics teacher
Within the scope of curricular changes in Brazil, approved in 2017 through the Reform of the Common Curriculum Base (BNCC) and the implementation of the new high school (NHS), both students and teachers experience the impact of these changes. The modifications imposed aren’t only restricted...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43252 |
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I10-R316-article-432522023-12-01T15:10:50Z Curricular adaptations in Brazil: perceptions of a Physics teacher Adaptações curriculares no Brasil: percepções de um professor de Física Bastos Ferreira de Arruda, Amanda Rodrigues, André Professor of Physics Curriculum Reform and Integral Teaching Program Professor de Física Reforma Curricular e Programa de Ensino Integral Within the scope of curricular changes in Brazil, approved in 2017 through the Reform of the Common Curriculum Base (BNCC) and the implementation of the new high school (NHS), both students and teachers experience the impact of these changes. The modifications imposed aren’t only restricted to the structure of the curriculum but also affect the dynamics of classes and the interactions between educators. This article is a fragment of a research project that aims to investigate the collaborative relationships between teachers of natural sciences. However, the specific focus of this research is to analyze the discourse of a physics teacher who teaches in a school with a comprehensive education program in the city of São Paulo. When we direct our attention to the impressions of the physics teacher about the changes in the curriculum, it becomes evident mainly how he recognizes himself as a member of the field of natural sciences, no longer just a physics teacher isolated within the school. Therefore, the analysis reveals the positive and negative effects the full-time education program brought him during this adaptation stage. No âmbito das mudanças curriculares no Brasil, homologada em 2017 por meio da reforma da Base Curricular Comum (BNCC) e da implementação do novo ensino médio (NEM), tanto os alunos como os professores experienciam o impacto dessas mudanças. As modificações impostas não se restringem apenas à estrutura do currículo, mas também afetam as dinâmicas das aulas e as interações entre os educadores. Este artigo é um fragmento de um projeto de pesquisa que tem como objetivo investigar as relações colaborativas entre os professores de ciências da natureza. Contudo, o foco específico deste trabalho é realizar uma análise do discurso de um professor de física que leciona em uma escola com programa de ensino integral na cidade de São Paulo. Ao direcionarmos nossa atenção para as impressões do docente de física em relação às modificações no currículo, torna-se evidente principalmente a maneira como ele se reconhece como integrante do campo das ciências da natureza, não sendo mais apenas um professor de física isolado dentro da escola. Portanto, a análise revela os efeitos positivos e negativos que o programa de ensino integral trouxe para ele durante essa etapa de adaptação. Asociación de Profesores de Física de la Argentina 2023-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43252 Journal of Physics Teaching; Vol. 35: Número Extra: Selección de Trabajos presentados a REF; 3-8 Revista de Enseñanza de la Física; Vol. 35: Número Extra: Selección de Trabajos presentados a REF; 3-8 Revista de Enseñanza de la Física; v. 35: Número Extra: Selección de Trabajos presentados a REF; 3-8 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43252/43219 http://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
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Español |
| format |
Artículo revista |
| topic |
Professor of Physics Curriculum Reform and Integral Teaching Program Professor de Física Reforma Curricular e Programa de Ensino Integral |
| spellingShingle |
Professor of Physics Curriculum Reform and Integral Teaching Program Professor de Física Reforma Curricular e Programa de Ensino Integral Bastos Ferreira de Arruda, Amanda Rodrigues, André Curricular adaptations in Brazil: perceptions of a Physics teacher |
| topic_facet |
Professor of Physics Curriculum Reform and Integral Teaching Program Professor de Física Reforma Curricular e Programa de Ensino Integral |
| author |
Bastos Ferreira de Arruda, Amanda Rodrigues, André |
| author_facet |
Bastos Ferreira de Arruda, Amanda Rodrigues, André |
| author_sort |
Bastos Ferreira de Arruda, Amanda |
| title |
Curricular adaptations in Brazil: perceptions of a Physics teacher |
| title_short |
Curricular adaptations in Brazil: perceptions of a Physics teacher |
| title_full |
Curricular adaptations in Brazil: perceptions of a Physics teacher |
| title_fullStr |
Curricular adaptations in Brazil: perceptions of a Physics teacher |
| title_full_unstemmed |
Curricular adaptations in Brazil: perceptions of a Physics teacher |
| title_sort |
curricular adaptations in brazil: perceptions of a physics teacher |
| description |
Within the scope of curricular changes in Brazil, approved in 2017 through the Reform of the Common Curriculum Base (BNCC) and the implementation of the new high school (NHS), both students and teachers experience the impact of these changes. The modifications imposed aren’t only restricted to the structure of the curriculum but also affect the dynamics of classes and the interactions between educators. This article is a fragment of a research project that aims to investigate the collaborative relationships between teachers of natural sciences. However, the specific focus of this research is to analyze the discourse of a physics teacher who teaches in a school with a comprehensive education program in the city of São Paulo. When we direct our attention to the impressions of the physics teacher about the changes in the curriculum, it becomes evident mainly how he recognizes himself as a member of the field of natural sciences, no longer just a physics teacher isolated within the school. Therefore, the analysis reveals the positive and negative effects the full-time education program brought him during this adaptation stage. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43252 |
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