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The Construction of a Curriculum for Technological Courses in Modality of DL

The Construction of a Curriculum for Technological Courses in Modality of DL

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Published by André Peretti

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Published by: André Peretti on Jan 20, 2011
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UNOPAR – Universidade Norte do Paraná –andre.peretti@unopar.br  
ASSIS, Elisa M.
UNOPAR – Universidade Norte do Paraná – proead@unopar.br 
BATISTA, Cleide V. M.
UNOPAR – Universidade Norte do Paraná –cleide.batista@unopar.br 
KFOURI, Samira F.
UNOPAR – Universidade Norte do Paraná –samira.silva@unopar.br 
RAMPAZZO, Sandra R. R.
UNOPAR – Universidade Norte do Paraná – sandra.rampazzo@unopar.br 
Theme: Promoting Quality in Distance, Flexible and ICT-based EducationCATEGORIES: Post-Secondary or University EducationWith the objective to attend people that desire a quality graduation, in tuningwith the most elaborate educational tendencies, supported by an academicstructure with solid theoretical-practices bases, we present the graduationcourses of tecnology system of presential connected education of UNOPAR.Modality DL. During a long time the defenitions of a curriculum occurred by theactivities carried out inside the University, distributed in agreement with a a predetermined organization, with selected contents and general rules of avaluation.Arising, by this concept, ideas of curricular activities without an inter-objectiveand clear relation. However, in the structure of pedagogical project of thetecnology graduation courses, in Distance Learning, the methodologicalapproach is constituted in a multi discipline form, in the sense to prepare thenew generations to live together, share and cooperate in the broad globalsociety in a democratic and whole form. In this sense, the pedagogical projectand the development of the curricular proposal contemplate the virtualclassroom where cultural contents, values, habilities and procedures promotethe construction of knowlege, using web tools as support for self study andcolaroative learning. So, the curriculum of the proposed course is worked in theperspective of conception of concept maps giving conditions to the futuretechnician to understand, analyze and explain the organizations of which he
2participates, permitting to build, in a conscious and sistemic form, hisadministrative practice.Key-words: curriculum, technological, distance learning, pedagogical model,concept map.
1. Introduction
In our globalized world, where quick changes in the society and inculture are big certainties, grows more and more the demand of solutions thatguarantees the permanence of the organizations in a more and morecompetitive market. In the companies world the changes are quick, intense andmore outstanding, however, they are not perceived by the big public, thereforeoccur inside the companies. The business change needs to happen in thedirection of modernization, especially, based in the research and technologicalinnovation, contemplating the applicability of the concepts learned.On the basis of that reality the North University of Paraná understandsthat the offering of graduate courses of technology is going to helpmany professionals and students all over Brazil, since the Course isoffered in the modality of distance learning, through the ConnectedPresential Education System.
1.1. Philosophy and Purposes
From the integration point of view, we understand that upon drawing astrategic directive with the intention of promoting the qualification of thepopulation, we search for an elevation in the educational profile and level of qualification. This practice integrates the objective of the Education, Work,Science and Technology sectors that promote and assure the insertion of thestate in the society of knowledge.
1.2. Conception of the curriculum
During a long time the definitions of curriculum occurred because of theactivities carried out inside the school, distributed according to a pre-determinedorganization, selected contents and general rules of evaluation, arising, bymeans of that conception, ideas of curricular activities. This way, weconsidered curriculum only what was systematically planned to function ingeneral at school and particularly at the university. It brought, therefore, in itsoriginal idea the need to be built by the university, as an instrument that guidedit in its objective to graduate.The social activities and the experience that the students brought withthem were considered as a stretch of their curriculum and perceived as unlikethem (defined a hierarch of status of the students as well as his concealedcurriculum). The research was seen in an independent form and not alwaysrelated with the education project.However, in the structure of the pedagogical project of the graduatecourses in technology, in the modality of distance learning, through the Systemof Connected Present Education, we have felt the necessity to enlarge theconcept of curriculum, that should be Concept like cultural construction thatprovides the acquisition of knowledge in an articulated form, consideringcontents and disciplines not in a linear and fragmented form, but articulated in anet of inter-relations that can guarantee the vision of totality as already referred,that promotes the formation of committed, ethical, and professional citizens.The methodological approach is constituted of interdisciplinary form, inthe sense of preparing the new generations to live together, share and

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