Currículo de ciências e escola integral : buscando a realidade em um contexto escolar

Abstract

Basic education is going through by a restructuring process of elementary school for 9 (nine) years and the expansion of the journey of 4 (four) to 8 (eight) hours daily. In this way, to discuss the subject of science curriculum for the early years of elementary school in the current scenario is really necessary. The definition of a curriculum is a constant theme in the discussions among the pedagogical team, educators and other members from the school community in the act to develop and consolidate the Political Pedagogical Project. This document covers the items pre-set by the educational policies and taught in various subjects, and which values the particularities of each unit. In order to verify the effectiveness of a school curriculum, a qualitative study was carried out from the analysis of documents arising from MEC, SEED-PR, SEDUC-Maringá, and Political Pedagogical Project of a full-time town school of Maringá-PR. It was also used as a tool research the semi-structured interview, that was applied with seven teaching professionals who accept to participate in the work. The obtained items in the survey were analyzed according to content analysis proposed by Bardin (2011). The research demonstrates that the definition of curriculum is linked to curricular pattern, so it's necessary a greater deepening in this topic with the purpose to understand it as something that is built day after day, in order to consolidate the quality based on the principles of full-time education.