Now let’s hear from the teacher director of class
Teaching perceptions regarding policies recontextualization
DOI:
https://doi.org/10.22633/rpge.v26iesp.4.17117Keywords:
Director of class project policy, Recontextualization, Teacher director of class projectAbstract
This study aims at analyzing recontextualizations regarding the Teacher Directors of Class (PDT), seeking to understand what the interests, demand, challenges, and benefits are of adopting the Teacher Director of Class Project (PPDT). Starting from the dialectical method, we used as an instrument of this research interviews with a semi-structured script. Thereby, In this study, the opinions of the teachers participating in the aforementioned Project are also used as a resource to understand how recontextualization is developed in these documents and its relationship with the institutions’ contexts. In our closing remarks, we understood that the interviewees were able to perceive that knowing the reason for the actions that do not match the expected social behavior is not enough to bring positive results. For this reason, it is possible to note that PDTs do more than what is proposed by the policy of the respective Project in order to help their students.
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BALL, S. J.; MAGUIRE, M.; BRAUN, A. Como as escolas fazem as políticas: Atuação em escolas secundárias. Tradução: Janete Bridon. Ponta Grossa: Editora UEPG, 2016. 220 p.
MARQUES, A. M. M. Utilização pedagógica de mapas mentais e de mapas conceptuais. 2008. 153 f. Dissertação (Mestrado em Expressão Gráfica, Cor e Imagem) - Universidade Aberta, Lisboa, Portugal, 2008.
LOPES, A. C.; MACEDO, E. Teorias de Currículo. São Paulo: Cortez, 2011.
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