PPGEdu

URI Permanente para esta coleção

https://ri.ufr.edu.br/handle/123456789/76

Navegar

Navegando PPGEdu por Assunto "Abordagem do ciclo de políticas"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Políticas de currículo para a educação infantil em Rondonópolis (MT) : disputas discursivas pela fixação de uma identidade para o professor
    (Universidade Federal de Mato Grosso, 2017-03-17) Almeida, Rosely Santos de; Cunha, Érika Virgílio Rodrigues da; 568.853.421-49; http://lattes.cnpq.br/1583175347126296; Cunha, Érika Virgílio Rodrigues da; 568.853.421-49; http://lattes.cnpq.br/1583175347126296; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Dias, Rosanne Evangelista; 785.374.287-87; http://lattes.cnpq.br/3232517370947081
    This research investigates the early childhood education curriculum policies in Brasil. This investigation problematizes the idea that teachers must build an identity proposed by the curriculum. This study aims to investigate the multiple meanings behind the idea of this standard identity of early childhood education teachers stablished by national curricular documents in contrast with the practical context of Municipal Schools of Rondonópolis (MT). This study is based on Lopes and Macedo’s discussions and it intends to discuss the conceptions of curriculum as cultural practice, culture, decentered subject and politics. As a cultural practice the curriculum is built through pedagogical practices and its relation to the Otherness. Therefore, this study is guided by Chantal Mouffe’s discussions which understands that curricular policies for early childhood education are discursive productions and they try to rule social life and, in this case, they try to fix an identity to early childhood education teachers sustained by the attempt of providing a “good” education. This research methodology is based on Ball and Bowe’s studies, which allows us to analyze politics as texts and discourses constituted in different contexts. This investigation focuses both political texts and pedagogical practices. Our corpus is constituted by documents signed by the Ministry of Education (MEC), by the National Education Council (CNE) and by other political agents identified during the investigation. The research also includes some interviews with pedagogical coordinators who work with early children education at Municipal Schools of Rondonópolis (MT). The pedagogical coordinators were included in this investigation because they are privileged readers of these official documents. The analysis is divided into three moments: the discussion about the meanings assigned to the words child, childhood, contents, knowledge, culture and experience, which are terms easily found in political texts; the discussion about meanings granted to teachers in practical contexts emphasizing the privilege of some terms, such as relation and planning; the discussion about the impossibility of a standard identity to childhood education teachers. We debate the impossibility of political texts to fix a standard identity for early childhood education teachers, reflecting about the idea that some conceptions of teachers are presented in political texts to present productive relations (among child/teacher and child/child) so they can reflect the idea of a “good education”, limiting practices which don’t follow the political texts standards. We discuss the current policies, defending educational space as a place to the difference and we highlight the importance of stimulating new relationships among different subjects, not based on strength and hierarchy as the standards discourses (based on knowledge to be validated, the orientations, laws and decrees) propose.
  • Imagem de Miniatura
    Item
    Políticas de currículo para o ensino médio : sentidos de educação no IFMT de Primavera do Leste (MT)
    (Universidade Federal de Mato Grosso, 2018-04-09) Silva, Eliane Aparecida da; Cunha, Érika Virgílio Rodrigues da; 568.853.421-49; http://lattes.cnpq.br/1583175347126296; Cunha, Érika Virgílio Rodrigues da; 568.853.421-49; http://lattes.cnpq.br/1583175347126296; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Oliveira, Marcia Betania de; 382.214.463-00; http://lattes.cnpq.br/7370309066861491
    This research is inserted in the Research Line Training of Teachers and Public Educational Policies of the Graduate Program in Education of the Federal University of Mato Grosso, Campus of Rondonópolis. It aims to investigate how education and / or vocational education integrated into Secondary Education is signified in the IFMT and what are the implications for education and curriculum in this institution. The research is based on analysis of the poststructural discursive discourse discourse, by Alice Casimiro Lopes and Elizabeth Macedo, and three contexts of Stephen Ball's policy cycle, Richard Bowe and Anete Gold: the context of influence, the context of the text production and the context of the practice. These contexts are composed of arenas and interest groups and each of them involves disputes and clashes in the production of politics. Focusing on the context of the production of the political text, I analyze normative documents (resolutions, opinions, guidelines), as well as other texts that guide the supply and attendance of high school and integrated secondary education in the municipality of Primavera do Leste - MT. In this first movement, I focus on aspects of educational reforms in Brazil, especially the reforms of secondary education directed at the Federal Institutes of Education in the midst of the main changes for Brazilian professional education in recent years, with emphasis on the place of curricular integration in the policies of this level. In a second movement of analysis, I seek to analyze the meanings of education in the IFMT Spring of the East, which I take as the context of practice in research. Focus on the privileged signifiers in political texts, on the intentions in dispute from such signifiers, in order to highlight the meanings of curricular change linked to the search for (good) quality of education. I dispute the disputes about the significant knowledge and knowledges that act as central in the attempt to hegemonize a meaning for education and try to demonstrate how these signifiers act in the attempt to close a single demand for quality education. I analyze the IFMT policy also discussing the meanings that practice subjects attribute to education and curriculum at this level of education. I emphasize the recurrence of the discourses around the better knowledge for the students of the High School Integrated to Professional Education as workers or as technicians, with skills and abilities considered necessary to the labor market and the productive world, pointing this meaning as a hegemonic sense of education in the politics of high school. I conclude by stating that if national and local policy, as the implications of the current senses, tends to accentuate the dualism in the Integrated High School to Vocational Education, it is because it is privileged to mean reduced education to the teaching of basic contents, of knowledge commissioned by the market in training of skills and skills for specific jobs. Defending the perspective of education as an event, I finally draw attention to the fact that in the daily educational process in the IFMT in focus there are other relationships being produced that partially escape this attempt to restrict the senses of education to behaviors and controllable skills, relationships that point to concerns about an education that put young people at the center as people in training.