Zabala Enfoque Globalizador E Pensamento Complexo Pdf Free
Anastacia Iacono
Given the importance of focus on globalized curriculum, this study presents a review of the literature on issues related to the nature of learning contents and curriculum, especially the development of curriculum based on the research process - inquiry-based learning - in terms of information literacy. Some hypotheses were formulated to explain the lack of studies on this topic, such as the level of development of information literacy programs, pedagogical training of librarians, and educational institutions' perceptions of the importance of information literacy. Recommendations for further research on the topic were made. It was concluded that inquiry-based learning allow better integration of information literacy content providing more meaningful learning by encouraging reflection, student protagonism, and learning how to learn among others.
Ao considerar a importncia dos enfoques globalizadores curriculares o presente artigo apresenta reviso de literatura sobre questes relacionadas natureza dos contedos de aprendizagem e ao currculo, em especial, elaborao curricular por meio do processo de pesquisa - mtodo de projetos no contexto do letramento informacional. Levanta hipteses para explicar a escassez de artigos sobre o assunto, quais sejam, grau de maturidade dos programas de letramento informacional, formao pedaggica dos bibliotecrios e a percepo das instituies educacionais sobre a importncia do letramento informacional. Recomenda investir em mais pesquisas sobre o assunto. Conclui que o mtodo de projetos permite melhor insero dos contedos de letramento informacional, propiciando aprendizagem mais significativa por favorecer a reflexo, o protagonismo do estudante e o aprender a aprender.
zabala enfoque globalizador e pensamento complexo pdf free
Download Zip >>> https://tweeat.com/2yM2BW
Informational Literacy (IL) can be understood as the teaching-learning process needed to develop competences in order to seek for and use information effectively and efficiently (Gasque, 2012Gasque, K.C.G.D. Letramento informacional: pesquisa, reflexo e aprendizagem. Braslia: UnB, 2012. Disponvel em: . Acesso em: 30 abr. 2014.
). This requires the integration and organization of IL into the educational curriculum, which can be structured in different ways.
In the study "Curriculum and imagination", McKernan (2009McKernan, J. Currculo e imaginao: teoria do processo, pedagogia e pesquisa-ao. Porto Alegre: Artmed , 2009.) identified six models of curriculum design: development of disciplines and subject-centered curriculum, development of interdisciplinary topics, development of a student- or child-centered curriculum, development of a core curriculum, development of an integrated curriculum, development of a process-centered curriculum, development of a humanistic curriculum.
The most traditional curriculum development is based on the concept that knowledge is divided into fragmented subjects organized by disciplines, for example, mathematics, science, and physics. The approach to curriculum development based on knowledge or fields of knowledge includes related disciplines organized in the same field. For example, social studies is a field of study that includes history, geography, economics, and sociology. The IL content can be organized into two different ways in these two types of curriculum. The first is based on the the creation of a new discipline within the curriculum. The second is based on the distribution of IL contents into the disciplines or subjects. In addition, IL contents can be taught in extracurricular activities that are complementary to the existing curriculum. Another curriculum structure is the learner-centered curriculum. In this case, the IL contents should be organized according to the learner's interests and needs. The curriculum can have a core structure, in which the core is the set of common knowledge and courses that are considered essential for learning. This type of curriculum is adopted in many countries and includes the national knowledge core for basic education, which, in this case, should also include IL contents.
Another type includes the integrated curriculum organized around a theme, which allow teachers of different disciplines to teach the same subject unifying concepts, according to the literature or textbooks of each branch of study. In this curriculum model, the themes should be taught combined with one or more IL contents, for example: "public health information search procedures". On the other hand, the humanistic curriculum is based on values, customs, and the existential question of how to live one's life. This type of curriculum should emphasize more attitudinal aspects of IL. And finally, the development of process-centered curriculum is based on the procedures by which students can carry out investigations focusing more on learning how to learn than on the discipline content. In addition to the models identified by McKernan (2009McKernan, J. Currculo e imaginao: teoria do processo, pedagogia e pesquisa-ao. Porto Alegre: Artmed , 2009.), a curriculum model can integrate features of one or more models.
The informational literacy contents are organized according to the educational institution context, teaching-learning concepts, and human, structural and financial resources among others. It is worth noting that, in recent decades, in general, learning or curriculum contents have been distributed primarily based on disciplinary parameters. This fact, according to Zabala (2002Zabala, A. Enfoque globalizador e pensamento complexo: uma proposta para o currculo escolar. Porto Alegre: Artmed , 2002.), is related to the scientific context in which science development processes led to the fragmentation of knowledge. However, the author points out that the purpose of education is different from that of science, and therefore it is important to consider globalized approaches, such as project-based work. In addition, according to McKernan (2009McKernan, J. Currculo e imaginao: teoria do processo, pedagogia e pesquisa-ao. Porto Alegre: Artmed , 2009., p.100), "the literature on curriculum has established the objectives model as the paradigm for curriculum planning, which has been the most widely used model". This fact is related to the significance given to technical rationality and education, which have been considered as science since the first decades of the twentieth century.
Based on the educational literature on the importance of globalized approaches, specially, in terms of inquiry-based learning as a curriculum development model (Hernandez & Montserrat, 1998Hernandez, F.; Montserrat, V. A construo do currculo por projetos de trabalhos: o conhecimento um caleidoscpio. 5.ed. Porto Alegre: Artmed, 1998.; Zabala, 2002Zabala, A. Enfoque globalizador e pensamento complexo: uma proposta para o currculo escolar. Porto Alegre: Artmed , 2002.; McKernan, 2009McKernan, J. Currculo e imaginao: teoria do processo, pedagogia e pesquisa-ao. Porto Alegre: Artmed , 2009.), the present study presents a review of the literature on topics related to the nature of learning content and curriculum, particularly the development of curriculum based on research process - inquiry based learning - identifying studies that address the relationship between research-based projects and IL. The main objectives of this study are to stimulate discussion regarding the possibilities of integrating IL into the curricula of basic education and contribute to the literature in the field since the international literature available regarding this topic is scant and practically nonexistent in Brazil.
According to Gasque (2012Gasque, K.C.G.D. Letramento informacional: pesquisa, reflexo e aprendizagem. Braslia: UnB, 2012. Disponvel em: . Acesso em: 30 abr. 2014.
), IL contents should encompass the concepts, procedures, and attitudes that allow seeking for and using information effectively and efficiently. In general, the IL standards include skills in dealing with information, such as searching skills; proper use of information; and familiarity with information technology; generic skills, such as problem solving, collaboration and teamwork, communication, and critical thinking. Lastly, they include values and beliefs, i.e., information should be used wisely and ethically, promoting social responsibility and community participation (Australian and New Zealand Institute for Information Literacy, 2004).
The selection of teaching-learning contents indicate the purpose and importance attached by people and different countries to education; thus it is a dynamic and, at the same time, ideological activity. The reasons are that it is impossible to teach everything and there are constantly new contents to be taught. In many cases, the inclusion of new contents may replace older ones or result in a surplus of new contents and materials (Zabala, 2002Zabala, A. Enfoque globalizador e pensamento complexo: uma proposta para o currculo escolar. Porto Alegre: Artmed , 2002.). Furthermore, these contents should be considered in terms of learnability, i.e., according to the school level and the time available for learning.
It takes a lot more time to learn difficult topics and subjects. It is estimated that the chess grandmasters need 50 to 100 thousand hours of practice to reach the level of competence. Attempts to cover too many topics quickly may hinder learning and can result in: (a) learning of isolated sets of facts that are not connected and (b) lack knowledge of content organizing principles (Bransford et al., 2007Bransford, J.D.; Brown, A.L.; Cocking, R.R. (Org.). Como as pessoas aprendem. So Paulo: Senac, 2007. ).
As for the IL learning contents, it is important to remember that although the term "information literacy" first appeared in print in a 1974 report by Paul Zurkowski, there had been publications providing guidance on the use of school and public libraries since the 1920s in the United States. However, in 1988, the American Association of School Librarians and the Association for Educational Communications and Technology published "Information Power: building partnerships for Learning", expanding the focus to encompass lifelong learning and social responsibility.
7fc3f7cf58