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vol.32 número3CIRCULAÇÃO E APROPRIAÇÃO DE CONCEPÇÕES EDUCATIVAS: PENSAMENTO ILUSTRADO E MANUAIS PEDAGÓGICOS NO MUNDO LUSO-AMERICANO COLONIAL (SÉCULOS XVIII-XIX)MOTIVAÇÕES PARA MOBILIDADE ACADÊMICA INTERNACIONAL: A VISÃO DE ALUNOS E PROFESSORES UNIVERSITÁRIOS índice de autoresíndice de assuntospesquisa de artigos
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versão impressa ISSN 0102-4698versão On-line ISSN 1982-6621

Resumo

GIACOMINI, Alexandre  e  MUENCHEN, Cristiane. ADVANCES MADE BY TEACHERS IN IMPLEMENTING THEMATIC APPROACH IN A STATE PUBLIC SCHOOL IN RIO GRANDE DO SUL'S COUNTRYSIDE. Educ. rev. [online]. 2016, vol.32, n.3, pp.189-216. ISSN 1982-6621.  http://dx.doi.org/10.1590/0102-4698136042.

This article, with a qualitative characteristic and some etnographic methodological tools, has as its theme the curriculum marked by thematic approach. We sought in this work to analyze teachers' understandings and perceptions in a state public school in Rio Grande do Sul state's countryside about the advances achieved when implementing curricular interventions guided by the thematic approach. The theoretical referential that guides this research is grounded in the educator Paulo Freire's assumptions and in educational implications's ideals of the movement Science-Technology-Society (STS). The results emerged from a variety of instruments used in data collection and through the methodology of Textual Analysis Discursive. They were synthesized and presented in advances' categories, entitled: The theme worked from the the student(s) context(s)'s reality; The change in curriculum concept; and Dialogue between teacher-student and student-student.

Palavras-chave : Curriculum; Thematic approach; Reality of students; Dialogue between teacher-student and student-student.

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