National Curriculum Guidelines Research Articles

Integration of mathematics in the pedagogy licensure: analysis of the course at IFTO Porto Nacional

The methodology employed in this study followed a qualitative approach, as per Gil's (2017) guidelines, using descriptive and interpretative analysis. The Pedagogical Project of the Pedagogy Degree Program (PPC) of the Porto Nacional Campus, the National Common Curricular Base (BNCC), and Resolution CNE/CP No. 1 of May 15, 2006, were examined. The research aimed to understand and contextualize the curricular guidelines of the course in light of the educational policies established by the BNCC and Resolution CNE/CP No. 1/2006. Detailed readings and comparative analyses of the documents were conducted to identify points of convergence and divergence. The analysis of the results highlighted that the Pedagogy Degree Program at the Porto Nacional Campus - IFTO provides comprehensive training aligned with national curricular guidelines. Graduates are prepared theoretically and practically to work in various professional contexts, including teaching Mathematics, demonstrating ethical commitment and an understanding of students' needs. The course's Fundamentals and Methodologies of Mathematics Teaching discipline addresses the necessary content and methods for effective Mathematics teaching in the early years of Elementary Education, following BNCC guidelines. The course promotes students' engagement and commitment to their professional development, reflecting in the effectiveness of graduates' training.

Marcos de competência para a formação de enfermeiros no Brasil: revisão de escopo

Higher education in Nursing is constantly changing, stimulating the use of active methodologies that contribute to the development of competencies. The objective was to present an overview of the competency milestones for nurse training in Brazil. This is a Scoping Review, carried out in the Virtual Health Library (VHL), PubMed, Capes, Portal and Scientific Electronic Library Online (SciELO) databases, from 2012 to 2022. The descriptors “Based Education Skills”, “Profile of Nurses' Skills”; “Nurse Education” and “Competency” were used in English and Spanish, with the Boolean “AND”. The 11 selected studies showed a change in the paradigm of competency-based training, using the National Curriculum Guidelines, clarifying the concept of competency and the competency milestones. In the Brazilian reality, the theme is incipient, with initiatives inscribed in records of management skills, leadership, promotion and health education.

Development of a Database of Educational Games Applicable to Production Engineering

Discussion over the years regarding the quality of newly graduated engineers in Brazil has concluded that there are gaps between learning and market expectations. Analyzing the current scenario, the Ministry of Education (MEC) has approved new national curriculum guidelines that emphasize skills development and the adoption of active methodologies. The aim is to develop students as protagonists of their own learning. One of these methodologies is game-based learning (GBL), which utilizes games for educational purposes to integrate theory and practice. GBL simulates reality and presents concepts in a playful way, resulting in greater student engagement and interest. However, research shows that a lack of knowledge and difficulty accessing such games are barriers to implementing this methodology. Previous research has focused on the development of serious game metadata (SGM), the establishment of controlled vocabularies, and the identification of educational games targeting production engineering (PE). The authors of the present paper developed a database focused on the disciplines and content covered in production engineering courses. The paper describes the database and its aims to: (a) increase the use of games in the teaching-learning process; (b) make the process more effective; and (c) prepare better professionals.

Comparative analysis of the national curriculum guidelines for the dentistry courses in 2002 and 2021

Introduction: faced with the challenge of training dental surgeons who are fit for the job market, especially the Unified Health System, the National Curriculum Guidelines were established in 2002 with the aim of organizing the curricula of undergraduate dentistry courses, which were updated in 2021.
 Objective: a comparative analysis of the 2002 and 2021 National Curriculum Guidelines for dentistry courses, verifying their proposals’ theoretical and practical similarities and differences.
 Methods: this is a qualitative, descriptive, and exploratory study, using documentary analysis of these guidelines.
 Results: from the documentary analysis, six analytical categories were identified: Profile of the graduate; General and specific competencies; Contents for the training of the dental surgeon; Supervised curricular internship and course completion work; Pedagogical project and curricular organization; and Assessment. The 2021 National Curriculum Guidelines is more detailed and complete than the 2002 and strengthens mechanisms for improving and adapting dentistry courses in Brazil.
 Conclusion: progress has been made with the inclusion of aspects such as permanent training for teachers, humanization in relationships, interprofessional and entrepreneurship, with the aim of providing training that meets the health needs of the Brazilian population.

Development of pilot plants for engineering education

The rapid changes in social interactions and the easy access to information brought by technological advances require that professors rethink and rebuild teaching to maintain its quality. Active methodologies have been used to ensure the development of essential skills in professionals to deal with the current challenges and demands of the job market. This study presents the use of active project-based methodologies with undergraduate and postgraduate engineering students at the Federal University of Minas Gerais. This study aims to report on the implementation of a pilot plant for the causticizing stage of the pulp and paper Kraft Process and the development of two prototypes of industrial sludge drying equipment using solar energy and to evaluate the impact of the activities on the professional training of the people involved and the development of skills and competencies expected of engineering professionals according to the National Curriculum Guidelines, such as the ability to work in teams. The students could apply their technical knowledge in real situations in an interdisciplinary and multidisciplinary collaborative environment that encourages the resolution of complex engineering problems innovatively, with a holistic and humanistic vision that also considers social and sustainable aspects. They also demonstrated increased motivation and experienced the connection between industry and academia, which is essential to demonstrate the applicability of the techniques learned during the courses.

O QUE REVELAM OS DOCUMENTOS OFICIAIS PARA A FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO BÁSICA NO BRASIL E NO ESTADO DE SÃO PAULO

This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.

Curriculum development in the framework of the common curricular base (1988-2013)

Here are organized discussions about official curricular documents for Brazilian basic education, published with the seal of the Common Curricular Base, in the time frame from 1988 to 2013. Through the organization and publication of documents such as: National Curricular Parameters (1997, 1998), National Curriculum Referential for Child Education (1998) and National Curricular Guidelines for Basic Education (2010, 2013), put in place the perspective of the Common Curriculum Base, curricular development puts in course the notion of Common Curricular Base, when the purpose was to bring to existence a Common National Base, that is, guidelines that could be general for all national territory for Basic Education. We understand, starting from the Critical Theory of the Curriculum, that dealing with curricular documents implies dealing with processes of selection and distribution of knowledge, linked to conceptions that give shape to the idealized formation path. The discussion of the Common Curriculum Base reinforces the idea that there is basic knowledge necessary for the belonging and the active participation of the subjects in the social contexts in which they are inserted. For the common basic formation, we highlight the agenda of values aligned with the interests and demands, of the historical moment, in the sense of making "common" the rights and duties of citizens, in the face of the society that is intended to build or to feed. As well as, the emphasis on "work orientation", a very present social interest.

CONCEPTIONS OF SUSTAINABLE SCHOOLS AND ENVIRONMENTAL EDUCATION AND SUSTAINABILITY ACTIONS IN A PUBLIC SCHOOL IN ITAPEMA MUNICIPALITY

The present research aims to verify how managers and teachers observe the Environmental Education and Sustainability actions in a Public School of Itapema. The research involved managers and teachers who were submitted to a questionnaire on issues related to sustainability and environmental practices carried out at the school. For the formulation of the questionnaires, were considered: the Sustainable Schools Manual (BRAZIL, 2013), the National Sustainable Schools Program (BRAZIL, 2014), the Curriculum Ambientalization Guide in Higher Education: Practice theory and theorizing practice (FIGUEIREDO; GUERRA; ANDRADE, 2017), and the Master's Dissertation of Vieira (2017). This research was based on Sustainable Educational Spaces, the National Curricular Guidelines for Environmental Education - DCNEA (BRAZIL, 2012); the Sustainable Schools Manual (BRAZIL, 2013); the National Sustainable Schools Program (BRAZIL, 2014); already, for the analysis of the results of the questionnaires, the article by Sauvé (2005) on currents in environmental education was used. With regard to the data obtained, it can be observed that the subjects of the researched school present different discourses about what a sustainable school would be, as well as, at times, their responses converge and diverge among themselves. We conclude by believing that this research can contribute to at least the subjects of the research can reflect on their attitudes and practices towards Environmental Education and Sustainability for the transformation of the school unit into a Sustainable Educational Space (BRAZIL, 2012).

Analysis of the implementation of the medical boarding school in a medical course derived from the mais médicos program

The mandatory curriculum internship corresponds to an essential period for medical education in which the apprentice, through supervised training in the health service, develops and improves competencies and knowledge of medical practice. In 2014, the new National Curriculum Guidelines (DCN) were instituted that guide medical education activities according to the scenario observed in the Unified Health System (SUS), aiming to qualify professionals so that the demands of citizens, families and communities are served. In this context, through the Mais Médicos Program (PMM) and the initiatives for the expansion of medical schools in Brazil, the medical course analyzed in this study, started its activities in 2015, starting to compose the set of courses guided by the new DCN. This article proposed to analyze the process of implementing the medical boarding school of the course, from the perspective of the students. This is a qualitative study, in which the data were collected through a questionnaire sent to the students of the course, with a total of 29 participants. The analysis of the data produced was performed by the dialectical hermeneutic technique. The categories of analysis were health care, health management and health education, which addressed topics about a) operational techniques, such as the correct filling of medical records, learning maneuvers and physical examination techniques and the communication of established hypotheses and sharing the therapeutic process with the patient; b) Integration between service, teaching and community, discussing the adaptation of the structure of health services to receive academics, perceptions about the number and quality of practice scenarios, students' performance in the health service and incentive to contribute actions in the context SUS; c) Structuring the boarding school, discussing the total workload of the stages, pointing out which casters demonstrated the largest and lower organization and what their evaluative methods were; d) Preceptoria, deepening about the performance of preceptors in the practical scenarios, the quality of preceptoria and communication between preceptors and students. It was concluded that the process of implementation of the medical boarding school analyzed is in line with the new DCN, but it demands improvements to fully achieve the learning objectives specified in the course regulation.

Impacts of the implementation of the new high education on the continuing training of teachers: a bibliographic excess

Teacher training does not end after initial training, it is unfinished and continuous throughout life. From this discourse, continuing education (CF) is born, which improves the theoretical and practical knowledge of the teacher, within each context, in addition to contributing to interdisciplinary work. With this in mind, the present work sought to analyze the impacts of the New High School (NEM) on teachers CF, whose compulsory implementation began in 2022 in the country's education networks. Using for this, bibliographic and documentary research, the bibliographic work was carried out through an integrative review with a time frame of 5 years (2018-2022), carried out in three databases: SciELO, Portal de Periódicos da Capes and Oasisbr, with specific descriptors. The documentary procedure focused on the analysis of the Curriculum Guidelines for the Continuing Education of Basic Education Teachers and the National Curriculum Guidelines for High School. The results clarify that in line with external demands, the high school reform was created, bringing with it structural problems and a false sense of flexibility. The profile of the professor to work in the implementation of the NEM transcends the mere domain of competencies and abilities, although the guiding documents give relevance to this aspect. On the other hand, continuing education, by placing the teacher at the center of the process, enhances learning and is essential for the new structuring of High School to be applied correctly. As a final consideration, it is stated that the NEM requires a contextualized and real CF, which, in addition to meeting the demands of the context, is based on the discussion of teaching praxis, on the dialogue between basic education and higher education, within a context interdisciplinary and transdisciplinary.

Examining ELT-knowledge-based learning outcomes within the national curriculum guidelines of Indonesian Islamic tertiary education

The study aims to critically analyse the clarity, observability, and measurability of ELT knowledge-based learning outcomes (LOs) as outlined in the current national curriculum guidelines for Indonesian Islamic higher education institutions. The researchers employed document analysis to assess 22 items of the LOs within the guidelines published in 2018 by the Ministry of Religious Affairs (MoRA) through the Directorate of Indonesian Islamic Higher Education. Then, the researchers applied the Bloom’s revised taxonomy as the theoretical framework, converting LOs’ illustrative verbs to Bloom’s illustrative verbs to examine the quality of LOs to determine whether the LOs promote higher- or lower-order thinking skills. This study shows that a significant majority (95.45%) of the analysed LOs in the current national guidelines suffer from poor design (unclear, unobservable, and unmeasurable) due to the absence of Bloom’s cognitive illustrative verbs. Collectively, these findings have important implications for educators and policymakers to pay more attention to the quality of their designed LOs. It suggests an urgent need for the Directorate of Indonesian Islamic Higher Education to revise its LOs because they risk affecting the quality, relevance, and effectiveness of their education in generating graduates who have global competitiveness. Poorly designed LOs promote only lower-order skills, which paralyse graduates’ global competitiveness because they do not possess the knowledge required in the international arena. It is hoped that this study will serve as an inspiration to other countries and educational authorities facing similar challenges, encouraging them to be more meticulous in crafting well-designed LOs.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

Drawing Partnership on Paper: How do the Forms for Individual Educational Plans Frame Parent - Teacher Relationship?

This article examines the Individual Educational Plan forms (hereafter IEP forms) used in planning for a child’s early childhood education and care (ECEC) in Finnish day care from the perspectives of social constructionism and discourse analysis. The National Curriculum Guidelines on Early Childhood Education and Care (Stakes, 2004 & 2005) require an Individual Educational Plan (IEP) to be drawn up for each child. Municipalities typically develop a local IEP form to be used in parent-teacher meetings at which the child’s IEP is discussed. The study examines how these IEP forms construct and frame parental and professional involvement in individual ECEC planning, and demonstrates that the positions of the parties in the IEP forms can be illustrated by two frames: an interview frame and a contract frame. These frames are considered in the present article in relation to the aims and principles articulated in the National Curriculum Guidelines on ECEC, which define the parent-teacher relationship as representing a partnership. The article also discusses the implications of the governing functions of the IEP forms from the perspective of the parent and the teacher.

Integration of reports from professionals regarding the prevalence of interprofessionality in health care and national curricular guidelines

Integration of reports from professionals regarding the prevalence of interprofessionality in health care and national curricular guidelines

Designing and implementing maker curriculum for promoting 7th graders’ maker competence

“Competence” is a very important concept in education and has been valued by several countries and international organizations in recent years, sparking a wave of curriculum reforms worldwide. The STEAM education is considered a feasible way to equip all students with problem-solving skills in various real-world situations and complicated challenges, as well as nurturing them 21st century skills and competencies. Moreover, a recent maker movement that focuses more on hands-on creation, design, and innovation is considered an innovative way to redefine the learning process through which students’ maker competence can be nurtured. Based on this trend, new national curriculum guidelines were established by Taiwan’s Ministry of Education in 2014. Particularly for the technology domain in the junior high school level (grade 7–9), “Life Technology” and “Information Technology” become requirements, where an interdisciplinary and competence-based maker curriculum needs to be developed. Based on this curriculum reform wave, we emphasize for the implementation of a targeted maker curriculum as a way to increase 7th-grade students’ maker competence. A post-test quasi-experimental design was employed to gather the data, and corresponding statistics were applied for quantitative comparison. A total of 230 7th-graders from eight classes in the targeted junior high schools participated in this study. Students in the experimental group received an interdisciplinary and competence-based maker curriculum as the intervention, which was designed and implemented with the support of the teacher professional development community and briefly presented in this paper. The quantitative findings revealed that the 7th-graders who received the experimental intervention possessed significantly superior marker competence compared to those who received regular technology courses. Based on these findings, maker competence (i.e., knowledge, attitude, and skills), which can be fully established within interdisciplinary and competence-based maker classrooms, was significantly favorable for helping targeted adolescents survive in this ever-changing and fast-paced era. Consequently, as teacher educators and teachers, we must endeavor to redefine the way of learning and construct a learning environment that is full of the maker spirit and STEAM integration.

STRUCTURING AXES THAT GUIDE PEDAGOGICAL PRACTICES

This article aims to reflect on the importance of games and interactions as guiding principles of educational practices in Early Childhood Education, being indispensable for the construction of meaningful learning in the school environment. Therefore, the research is based on the main advances established in legislation and addresses interactions and games in the school context as fundamental axes of pedagogical practice. In this sense, it is based on bibliographical research with a qualitative approach. To this end, bibliographical research was carried out on sites such as Google Scholar, SciELO, among others relevant to the subject, in order to have a basis, the National Curricular Guidelines for Early Childhood Education, National Common Curricular Base, articles, monographs and dissertations with publications on the theme. In this light, we can say that the theme is relevant, indispensable and extremely relevant, since games and interactions contribute to the development of children with such intensity and in such a remarkable way that they represent a solid foundation for their entire lives and it is the It is from early childhood education that it is possible to form good, thinking citizens who are mainly committed to society.

Estágio e Mercado de Trabalho Percepções dos alunos dos cursos de Turismo e Hotelaria de Instituições de Ensino Superior do Rio de Janeiro [Brasil

Taking into account the General National Curriculum Guidelines for the organization and operation of the Technology Courses and the National Catalog of Technology Courses (2016), this paper derived from research in Master course aims at proposing a unit study plan of the Cocktail Preparation discipline (this is, as a rule, part of the curriculum structure of Technology in Culinary courses). Its didactic-pedagogical process, theoretically and methodologically based on meaningful learning, aims at promoting the articulation of knowledge related to Cocktail Preparation and the drinks involved in it, with other areas of knowledge and the passage from a know-how restricted to the technical domain (elaboration of cocktail recipes) to a reflexive theoretical-practical action. For this, the Study Plan concludes the proposition of learning activities in the direction of co-creation and development, by students, of a project of a tourist circuit linked to Creative Tourism. This will bring to the course of the discipline the perspective of professional insertion in the applicability of these studies, as well as the design of an alternative tourism product that could be implemented.

Percepções do enfermeiro acerca das competências profissionais para atuação em Unidade de Terapia Intensiva Neonatal

In academic nursing training, professional skills are addressed, according to the National Curriculum Guidelines for the Nursing Course, preparing graduates for general practice. In critical sectors, such as the Neonatal Intensive Care Unit (NICU), specific skills are required. The aim of the study was to identify the sociodemographic profile and understand the perception of NICU nurses about the professional skills required in this sector. This study has a descriptive and exploratory methodology, with a qualitative approach, using a semi-structured interview for data collection, which addressed sociodemographic and subjective data on the perception of respondents. The categories “Skills required from nurses to assist newborns” and “Professional skills of nurses in NICUs” emerged. The difficulty of newly graduated nurses in joining this specialty, the lack of complementary training, and the skills developed throughout the practical experience were observed. This study aimed to understand the existing gaps in the teaching-learning process and in professional practice.

O ensino na graduação em saúde coletiva: o que dizem os projetos pedagógicos

To standardize the teaching curriculum, the National Curriculum Guidelines for the Undergraduate Course in Public Health (DCNsCGSC) were set up in 2017. A qualitative and exploratory study with a documental approach was conducted, using the content analysis method, to analyze teaching in undergraduate courses in Public Health in Brazil in the light of Pedagogical Projects. After analysis of 22 projects, it was observed that the majority of the courses (31.8%) complied with the DCNsCGSC in terms of total workload, internship, final paper, and complementary activities. The term "bachelor's degree in public health" is the main denomination (77.3%). Most courses are in the northern region (27%) and federal institutions (68.5%). In terms of teaching, 274 mentions of mandatory components were identified with the term of reference of the subareas of Public Health. Of these, the areas of health policies, planning, and management represent 66.42% (182) of the components and the social and human sciences in health 9.5% (26). The study elucidated how undergraduate teaching is carried out, adding reflections on the convergence of DCNsCGSC. In addition, it revealed possible gaps in the teaching content necessary for training for professional practice, especially for the consolidation of the Unified Health System.