O processo de contextualizaÃÃo nas escolas pÃblicas de ensino mÃdio do DF com desempenho acima da mÃdia no exame nacional do ensino mÃdio

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Contextualization is one of the principles of curriculum that oriented the drafting of official documents in relation to the reformulation of secondary education in Brazil in 1996. Since that reform, there has been a recontextualization of the Brazilian educational scenario, including the establishment in 1998 of the National Secondary Education Examination â Enem, as a means of evaluating regular high school graduates and others exiting all forms of secondary education. That exam seeks, through contextualized questions, to evaluate the development of the participantsâ competences and abilities, thus providing a reference for self-evaluation. The objective of this research study was to assess how those high public schools in the Federal District with above average performance on the Enem plan contextualization. In addition, an attempt was made to identify the advantages and disadvantages of contextualization-based teaching practice, as well as factors that further or inhibit the adoption of such approaches in the schools. Verification of how schools apply one structuring axis of curriculum in everyday life may make a contribution to the improvement of the quality of public school instruction, through the dissemination of good practices. In this study, which is of both a qualitative and a quantitative nature, interviews were conducted with school principals; questionnaires were distributed to teachers and a test was given to graduating high school students. From the analysis and discussion of the results, it was concluded that the schools do not have a planning process intentionally devoted to the contextualization process in their school practice; nevertheless, contextualization is reflected in daily school activities through other means, such as interdisciplinary projects. The main advantages derived from the use of contextualization in teaching practice were identified, as follows: facilitation of the teaching and learning process, the generation of significant learning and the interconnection of knowledge. As regards the factors that favor or facilitate the development of contextualization in the schools, the research study identified, among other factors, pedagogical coordination in group and by area, the possibility of using several types of instructional resources and teachersâ integration, commitment and receptivity.

ASSUNTO(S)

ensino mÃdio contextualizaÃÃo ensino-aprendizagem enem enem aprendizagem situada contextualization secondary education curriculum situated learning ensino mÃdio â distrito federal; aprendizagem; currÃculos; avaliaÃÃo educacional currÃculo

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