Definição e abordagem de currículo: exame de um curso de formação de professores para a educação não formal em ONGs
This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations (NGOs). We opted for a qualitative approach and case study of Te- acher Training Course for NGOs, develop...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/127043 |
| Acceso en línea: | http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/reveducacao/article/view/8472 http://hdl.handle.net/11449/127043 |
| Access Level: | acceso abierto |
| Palabra clave: | Curriculum Teacher training Non-formal education Currículo Educação não formal Formação de professores |
| Sumario: | This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations (NGOs). We opted for a qualitative approach and case study of Te- acher Training Course for NGOs, developed by Ong São Paulo-SP. The research instruments were: analysis of documents of the cou- rse, interviews with trainers and coordinator and literature review. In this course, curriculum is defined as a path to be followed by students and instructors and the coordinator of the subjects studied. We adopted the so-called Integrated Curriculum, in which teaching occurs by the study of problem situations and integrators of learning projects. At the end, we suggest improving the course and following that information, it is hoped, one will support the production of fur- ther comparative research. |
|---|