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Curricular integration in vocational education and training: an analysis of mathematics fair projects in brazil

Sá, Lauro Chagas e; Turi, Leandro Furlam; Gonçalves, Araceli (2018). Curricular integration in vocational education and training: an analysis of mathematics fair projects in brazil. Revista Internacional de Pesquisa em Educação Matemática, 8(2), pp. 72-85 .

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Resumen

Mathematics fairs have been held in Brazil for more than thirty years and have become increasingly an environment for the training of teachers and students, since they play a role in encouraging new meanings for mathematics teaching and learning. Considering the expansion of the math fairs in the federative units, this work aims to continue the studies on the integration of curricular components of the middle level vocational education, from experiences with math fairs projects. We have adopted as theoretical assumptions the concepts of integrated curriculum and the proposal of mathematics research projects to analyse practices presented by students of vocational technical courses integrated to high school during the IV National Mathematics Fair in 2015. We concluded that math fairs are shown as spaces where experiences are communicated in interaction with the areas of science and technology of Vocational Education and Training. Thus, we agree that the formal organization of the curriculum requires knowledge to be organised in a disciplinary format, but we conclude that the interdisciplinarity identified in the projects analysed contributes to the relationship between concepts originated from different disciplines.

Tipo de Registro:Artículo
Términos clave:09. Currículo > Desarrollo
09. Currículo > Evaluación del currículo
05. Profesor > Formación de profesores > Otro (formación de profesores)
11. Educación Matemática y otras disciplinas > Educación Matemática desde otras disciplinas
Nivel Educativo:Educación Secundaria Media (17 y 18 años)
Formación Profesional
Código ID:26656
Depositado Por:Monitor Funes 2
Depositado En:03 Jul 2022 11:40
Fecha de Modificación Más Reciente:03 Jul 2022 11:40
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