Banca de DEFESA: VALDÂNIA LOPES DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VALDÂNIA LOPES DE SOUSA
DATE: 27/02/2026
TIME: 14:30
LOCAL: Sala dos Colegiados FE3
TITLE:

Curriculum in Motion of the Federal District: The Challenges of Teaching Work in Pedagogical Practice in Elementary Schools of the State Department of Education – CRE Gama, 2025

KEY WORDS:

Education; Curriculum in Motion; Challenges; Teacher Education; Teaching Practice

PAGES: 104
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study, developed within the Graduate Program in Education at the Faculty of Education of the University of Brasília, in the research area of Professional Development and Education, aims to investigate the challenges faced by early years teachers from two Elementary Schools in GamaDF when interpreting, shaping, and implementing the Curriculum in Motion of the State Department of Education of the Federal District (SEEDF). The research, qualitative in nature, is grounded in the Historical-Critical Perspective, articulated with Historical-Critical Pedagogy and guided by an understanding of social practice, bringing the study closer to the reality of the research locus. The central question is: How do early years teachers from two Elementary Schools in Gama interpret, shape, and implement the Curriculum in Motion of the State Department of Education of the Federal District? Data were collected through semi-structured interviews conducted with teachers from two Elementary Schools within the Regional Education Coordination of Gama who work in the early years of Elementary Education. The study is anchored in the assumptions of qualitative research design according to Creswell (2010), combined with the content analysis framework proposed by Bardin (2016). To this end, the research examines the Curriculum in Motion of the State Department of Education of the Federal District – Theoretical Foundations (Federal District, 2014) from a teacher perspective, supported by authors who discuss Historical-Critical Pedagogy, including Saviani (2011), Malanchen (2016), and Silva (2023). Definitions of curriculum also underpin the study, drawing on Silva (2011) and Sacristán (2020), as well as contributions from Araujo et al. (2019), Imbernón and Jarauta (2006), and Machado (2016), among other authors who provide the theoretical foundation for this work.In this context, based on reflections derived from the semi-structured interviews with the research participants, the study presents as a technical product a continuing education proposal: a 120- hour course entitled The Theoretical Foundations of the Curriculum in Motion of the Federal District, designed for Elementary Education I teachers of SEEDF

COMMITTEE MEMBERS:
Interno - 3056419 - FRANCISCO THIAGO SILVA
Externo à Instituição - Klever Corrente Silva - UnDF
Presidente - 2000468 - LILIANE CAMPOS MACHADO
Interna - 1624985 - RITA SILVANA SANTANA DOS SANTOS