THE PROJECT-BASED CURRICULUM AND COMPLEXITY IN SCHOOL: POSSIBILITIES FOR AN EDUCATION ON VALUES

Authors

  • Ricardo Fernandes Pátaro

DOI:

https://doi.org/10.17058/rea.v21i1.3323

Keywords:

Estratégia de Projetos, Complexidade, Interdisciplinaridade, Transversalidade, Educação em Valores

Abstract

This paper is derived from a dissertation and the main goal is to argue how the project-based curriculum, in a perspective of complexity, can offers some possibilities for an education on values introducing studies of nowadays social problems into the school. To achieve the objectives was considered a project developed with a ten years old students. The investigation was based on project activities and daily field. As a result we have demonstrated the project-based curriculum – using the complexity, interdisciplinary and transversality as references – can help school to combine the disciplinary knowledge to the ethical formation. The investigation has show that the project-based curriculum may lead schools to succeed in implementing an education in values, pointing out some directions to develop citizens who can deal with diversity and conflicts as well as capable of get indignant with the injustices and have disposal to individual and collective welfare.

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Author Biography

Ricardo Fernandes Pátaro

Pedagogo (UNICAMP), Mestre em Educação (UNICAMP), Doutorando em Educação (UEM) e professor assistente do Departamento de Pedagogia da Universidade Estadual do Paraná - Câmpus de Campo Mourão.

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Published

2013-07-04

How to Cite

Pátaro, R. F. (2013). THE PROJECT-BASED CURRICULUM AND COMPLEXITY IN SCHOOL: POSSIBILITIES FOR AN EDUCATION ON VALUES. Reflexão E Ação, 21(1), 114-139. https://doi.org/10.17058/rea.v21i1.3323

Issue

Vol. 21 No. 1 (2013): Educação para a Paz: violência e não violência

Section

Artigos Temáticos

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