Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por eng spa |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768 |
Resumo: | This study aims to map political strategies for the constitution of school knowledge in policies intended to extend high school hours in Rio Grande do Sul, considering curriculum policies over the last decade (2002–2012). To this end, this study has adopted the perspective of Curriculum Studies, particularly the branch associated with the critical tradition, either through sociological studies of school knowledge or political studies of the school institution in neoliberal societies. It has been noted that social protection, economic development, and pathway customization are some of the political rationalities that have guided such policies in different structures. As a shared aspect among these different policies, it has been possible to indicate the lack of objective conception of school knowledge and, at the same time, one that is justified by its educative character. The processes of knowledge selection have been guided by systems of pedagogical reasoning external to school processes, thus directing them to fulfill social and economic demands. |
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Policies for extending high school hours in Rio Grande do Sul: a study on school knowledgePoliticas destinadas a ampliar la jornada escolar en la educacion secundaria, en Rio Grande do Sul: un estudio sobre el conocimiento escolarPoliticas de ampliação da jornada escolar para o Ensino Medio no Rio Grande do Sul: um estudo sobre o conhecimento escolarCurriculum policies; School knowledge; High SchoolPoliticas curriculares; Conocimiento escolar; Educacion secundariaPoliticas curriculares; Conhecimento escolar; Ensino MedioThis study aims to map political strategies for the constitution of school knowledge in policies intended to extend high school hours in Rio Grande do Sul, considering curriculum policies over the last decade (2002–2012). To this end, this study has adopted the perspective of Curriculum Studies, particularly the branch associated with the critical tradition, either through sociological studies of school knowledge or political studies of the school institution in neoliberal societies. It has been noted that social protection, economic development, and pathway customization are some of the political rationalities that have guided such policies in different structures. As a shared aspect among these different policies, it has been possible to indicate the lack of objective conception of school knowledge and, at the same time, one that is justified by its educative character. The processes of knowledge selection have been guided by systems of pedagogical reasoning external to school processes, thus directing them to fulfill social and economic demands.En este artículo se pretende trazar un mapa de las estrategias politicas de incorporacion de conocimiento escolar en las politicas de ampliacion de la jornada para la educacion secundaria en el estado de Rio Grande do Sul, dada la configuracion de las politicas curriculares de la última decada (2002-2012). Con esta intencion, el estudio se enmarca dentro del campo de los estudios curriculares, en especial en los relacionados con la tradicion critica, ya sea a traves de los estudios sociologicos del conocimiento escolar, o a partir de los estudios de politicas de la institucion educativa en las sociedades neoliberales. Bajo diferentes formatos, se señalo que la proteccion social, el desarrollo economico y la personalizacion de las rutas son algunas de las racionalidades politicas orientadoras de las referidas politicas. En general, en las diferentes politicas, se puede indicar la ausencia de una concepcion del conocimiento escolar a la medida de su objetividad y, al mismo tiempo, justificada por su caracter formativo. Los procesos de seleccion de los conocimientos se rigen por sistemas de razonamiento pedagogico producidos de manera exogena en los procesos escolares,, orientandolas para satisfacer las demandas sociales y economicas.O presente artigo objetiva fazer um mapeamento das estrategias politicas de constituicao do conhecimento escolar nas politicas de ampliação da jornada para o Ensino Medio no Estado do Rio Grande do Sul, considerando o cenario das politicas curriculares da última decada (2002-2012). Com essa intencao, o estudo inscreve-se no campo dos Estudos Curriculares, sobretudo aqueles vinculados à tradicao critica, seja por meio dos estudos sociologicos do conhecimento escolar, seja pelos estudos politicos sobre a instituicao escolar em sociedades neoliberais. Sob diferentes formatos, percebeu-se que a protecao social, o desenvolvimento econômico e a personalização dos percursos sao algumas das racionalidades politicas orientadoras das referidas politicas. Em comum nas diferentes politicas, podemos indicar a ausencia de uma concepcao do conhecimento escolar dimensionada em sua objetividade e, ao mesmo tempo, justificada pelo seu carater formativo. Os processos de selecao dos conhecimentos sao regidos por sistemas de raciocinio pedagogico produzidos de forma exogena aos processos escolares, direcionando-os para o atendimento de demandas sociais e econômicasFundação CesgranrioSilva, Roberto Rafael Dias da2015-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/76810.1590/S0104-40362015000400004Ensaio: Avaliação e Políticas Públicas em Educação; v. 23, n. 89 (2015): Revista Ensaio - Out./Dez.; 869-9001809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768/377https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768/378https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768/379Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-11-10T20:00:14Zoai:ojs.localhost:article/768Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-11-10T20:00:14Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge Politicas destinadas a ampliar la jornada escolar en la educacion secundaria, en Rio Grande do Sul: un estudio sobre el conocimiento escolar Politicas de ampliação da jornada escolar para o Ensino Medio no Rio Grande do Sul: um estudo sobre o conhecimento escolar |
title |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge |
spellingShingle |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge Silva, Roberto Rafael Dias da Curriculum policies; School knowledge; High School Politicas curriculares; Conocimiento escolar; Educacion secundaria Politicas curriculares; Conhecimento escolar; Ensino Medio |
title_short |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge |
title_full |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge |
title_fullStr |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge |
title_full_unstemmed |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge |
title_sort |
Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge |
author |
Silva, Roberto Rafael Dias da |
author_facet |
Silva, Roberto Rafael Dias da |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Silva, Roberto Rafael Dias da |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Curriculum policies; School knowledge; High School Politicas curriculares; Conocimiento escolar; Educacion secundaria Politicas curriculares; Conhecimento escolar; Ensino Medio |
topic |
Curriculum policies; School knowledge; High School Politicas curriculares; Conocimiento escolar; Educacion secundaria Politicas curriculares; Conhecimento escolar; Ensino Medio |
description |
This study aims to map political strategies for the constitution of school knowledge in policies intended to extend high school hours in Rio Grande do Sul, considering curriculum policies over the last decade (2002–2012). To this end, this study has adopted the perspective of Curriculum Studies, particularly the branch associated with the critical tradition, either through sociological studies of school knowledge or political studies of the school institution in neoliberal societies. It has been noted that social protection, economic development, and pathway customization are some of the political rationalities that have guided such policies in different structures. As a shared aspect among these different policies, it has been possible to indicate the lack of objective conception of school knowledge and, at the same time, one that is justified by its educative character. The processes of knowledge selection have been guided by systems of pedagogical reasoning external to school processes, thus directing them to fulfill social and economic demands. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-11-06 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768 10.1590/S0104-40362015000400004 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768 |
identifier_str_mv |
10.1590/S0104-40362015000400004 |
dc.language.iso.fl_str_mv |
por eng spa |
language |
por eng spa |
dc.relation.none.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768/377 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768/378 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/768/379 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 23, n. 89 (2015): Revista Ensaio - Out./Dez.; 869-900 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
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Fundação Cesgranrio |
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CESGRANRIO-2 |
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CESGRANRIO-2 |
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Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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