PolÃtica de ensino mÃdio e educaÃÃo profissional: discursos pedagÃgicos e prÃticas curriculares

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The research aims at analyzing inter-relationships between policies and curriculum practices within school quotidian territory. More specifically, it intends to: analyse inter-relationships between the official pedagogical discourse and the local pedagogical discourse as well as their expressions in curriculum practices; analyse the process of curriculum policy definition, elaboration, implantation and implementation of strategies in addition to their inter-relations with curriculum practices; identify the effects caused by policies in curriculum practices developed within school quotidian territory and the re-contextualization produced in its interior. The Technical Course in Buildings Construction of CEFET-PE constitutes the research field. The theoretical-methodological path adopted is qualitative approach. As from an exploratory research model, various actors were defined â teachers, pedagogues, managers, policy makers, - and also various instruments of data collection â analysis of documents, interviews, questionnaires, direct observations - aiming at deepening these study issues. The results of data analysis allow stating that the effects of policies in curriculum practices produce a relative adherence to policy strategies when they aim at: democratization of the access to the school project and diminishing inequality and promoting social inclusion. It was also found that an expressive organization of quotidian tactics are related to the lack of effective and active participation of teachers in the definition of the institutional strategies. These strategies, however, are adjusted to policy orientations which aim at instigating changes in teachers practices. Therefore, such tactics are developed by teachers as a way of firming their conservative curriculum practices as well as their retrospective identities related to a pedagogical discourse that approaches the pedagogical performance models. The conclusions indicate that: 1. There is a cut in the dialogue between policy makers and the ones who do curriculum practices. This has hindered the promotion of new curriculum policy strategies by the official texts as a result of the inter-relations between the context of text production and the context of the practice. 2. The intense changes occurred in policy strategies in the last eleven years have hampered the effects of policies from causing changes in curriculum practices and in the school structure. Therefore, the lack of continuity in actions has conducted to raising a feeling of discredit in policy orientations and frustration of teachers practices. 3. Curriculum practices produce the hybridization of the curriculum, presenting principles and pedagogical conceptions that follow curriculum policy strategies â integral formation and democratization to the access of school project, aiming at social inclusion. But, at the same time, they preserve principles and pedagogical conceptions that aim at the instrumentalization of the student to the working market, therefore, causing ambivalences. 4. There is a rupture between international orientations to curriculum and educative policies which leads MEC not to renew the agreements with MEC/MTE/BID â PROMED e PROEP. In consequence, funding is assured for professional and technological education from national treasure resources. 5. There is support from MEC to the approval process of FUNDEB e FUNDEP by the National Congress as a result of dialogue among the actors from the context of text production, from the context of national and local influence and from the practice context

ASSUNTO(S)

school quotidian cotidiano escolar polÃtica e prÃtica curricular discurso pedagÃgico pedagogical discourse educacao curriculum practice and policies

ACESSO AO ARTIGO

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