A adoção de ¿programas de intervenção pedagógica¿ e as novas dinâmicas no trabalho docente : uma análise a partir de três escolas estaduais do Rio Grande do Sul

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

2011

RESUMO

The present thesis aims at analyzing the new dynamics that settled in teacher¿s work from the placing of pedagogical intervention programs. It also intends to look at the macro and micro social scopes for understanding the complex relationship from the formulation of a given public policy to its implementation. This research was built from the understanding of the managerialist State, in which the policy of pedagogical intervention programs adoption is a practice. This study also presents a brief overview of world history and the Brazilian context, in which the restructuring of the State and the main changes that have come to exist in relation to educational policies are stated, examining, in particular, the insertion of market logic in education. Moreover, it relies on a close examination of teacher¿s work and the implications that the managerialist State brought to the practice of teachers in the classroom, analyzing mainly issues like control, intensification, disqualification and re-qualification. The concept of policy cycle underlies this thesis and is a vital piece, because it is through this concept that the relationship between the micro and macro social contexts is analyzed. In view of the concept of policy cycle, there was the option for researching documents from the Alfa e Beto Insitute ¿ institution whose methodology had been adopted in schools studied ¿, and documents from the Education Secretariat of the Rio Grande do Sul during the Yeda Crusius Government (2007-2010) as well as conducting interviews with people connected to the Alfa e Beto Insitute and to SEC (Culture and Education Secretariat). Such options sought the understanding of the context of influence and the context of text production. And also, interviews with teachers, school directors and supervisors from the schools researched were made for the analysis of the context of practice. The data obtained allow to verify some of the new dynamics that were settled in teacher¿s work when implementing pedagogical intervention programs, indicating the establishment of a new conception of teacher¿s work, school and education from this public policy.

ASSUNTO(S)

teacher¿s work managerialist state professor trabalho estado pedagogical intervention programs policy cycle

ACESSO AO ARTIGO

Documentos Relacionados