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Conception of sciences in the curriculum São Paulo faz escola and in teaching practices

Grant number: 12/17633-3
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): December 01, 2012
Effective date (End): November 30, 2013
Field of knowledge:Humanities - Education - Curriculum
Principal researcher:Iraide Marques de Freitas Barreiro
Grantee:Caio César Corrêa Blóis
Home Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil


This research aims to investigate the relationship between the conceptions of sciences curriculum "São Paulo faz escola" and the conception of sciences teaching practices prevalent in the discipline of teachers in a public school with the highest performance in the Assessment System Educational Achievement of São Paulo(Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo - Saresp) 2010 on "sciences and natural sciences", the elementary school in the town of Assis. The new curriculum was implemented in 2008 in the state of São Paulo, in order to unify the curriculum of all subjects in public schools. Since then many controversies and problems have arisen in the school routine. In the discipline of sciences, teachers have difficulties in working with interdisciplinary forms of knowledge, provided the current curriculum, which prioritizes the transformations of the contemporary world in relation to the advancement of science and technology, alongside the changes brought about in nature, breaking thereby with conservative conceptions and practices. The methodology adopted is the "case study", combined with content analysis, which includes the adoption of three procedures for data collection: observation, interview, and document analysis, given the cultural meanings of school and participant group, as managers, teachers, and students. The aim is to understand the reasons for such performance in a contextualized way for a greater understanding of the science curriculum by providing theoretical reflections, curriculum, and teaching practice.(AU)

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