A proposta curricular para o ensino de ciências e programas de saúde: uma síntese e detalhamento para o ciclo básico

Abstract

O trabalho sintetiza a Proposta Curricular para o Ensino de Ciências e Programas de Saúde, elaborada pela Coordenadoria de Estudos e Normas Pedagógicas (CENP) da Secretaria de Educação do Estado de São Paulo. Evidencia-se sua sustentação teórica marcadamente sócio-histórica. São levantadas as dificuldades em se trabalhar esse enfoque pelo professor com formação tradicional. Discute-se a contribuição do profissional enfermeiro-educador, nesse quadro, relacionando-a à adequação dos elementos do plano de ensino da Proposta de Ciências da CENP (1992), particularmente dos temas relativos a saúde, para o Ciclo Básico.<br>The paper begins with a shintesis of the Science and Health Programs Curriculum Proposal, worked up by the Pedagogic Studies ans Norms Coordination (CENP), from the bureau of Education in São Paulo State, Brazil. The Proposal's theoretical foudation on social-historic premises is also showed, toghether with the difficulties for the traditionally prepared teacher to work with it. Finally, the paper discusses the possible contribution of the educator-nurse professional, on the improvement of helth themes of the Proposal (1992), especially for the school. (Basic Cicle

Fauna and conservation in the context of formal education: a study of urban and rural students in the semi-arid region of Brazil

“…That is, according to the curricular guidelines for basic education in Brazil, the content about animals is expanded from one schooling cycle to another, aiming at the development of valorization of biodiversity and the preservation of environments. In other words, biological contents are repeatedly addressed in depth as the cycles of schooling advance [1,2,5], based on a cognitivebased curricular logic [32][33][34][35][36].…”

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil

“…The positive correlation between curricular development and the citation of wild vertebrates observed in the general and urban contexts, as well as the negative correlations for citations of domestic vertebrates and invertebrates in the general, urban, and rural contexts, is not surprising and is possibly a consequence of the cumulative effect of a curricular approach in which biological contents are treated repeatedly, in depth, as cycles of basic education are completed, as foreseen in the national curricular guidelines [5, 6, 33], following a curricular logic of cognitive tendency [3, 9, 43–46]. In other words, despite the criticism of the current “rationalist academic, reproductive curriculum” approach, emphasized by several authors [9, 47–53], it is necessary to consider its cumulative effect on the consequences of learning.…”