Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Retratos da Escola (Online) |
Texto Completo: | https://retratosdaescola.emnuvens.com.br/rde/article/view/1491 |
Resumo: | The present text deals with processes of resistance and resignification operated in teaching practice, by education professionals, in the face of the development of a Full-Time High School (EMTI) project, in a state public school, in Mossoró, Rio Grande From north. The project, called Escola da Escolha, was carried out through a partnership between the government and a private entity (the Institute of Co-responsibility for Education - ICE). As a methodology, interviews were carried out with school professionals and the Training Notebooks produced by ICE were analyzed, in which we found the foundations, objectives and methodology of execution of its proposal. As a theoretical contribution, it is considered, mainly, the contributions of Ball (2005 and 2009), for whom the process of “putting into practice” a policy does not obey a linear line of execution from top to bottom, but is permeated by complex bundles of interpretation, performance and translation, operated by the subjects, within the school units themselves. Thus, the text reflects the perspective that teachers, as members of the process of production of curricular policies, work in it by perforating and re-signifying the prescriptions that are brought to them from external bodies (the Education Department and the Private Institute), thus building micro processes that non-passively redefine the power-knowledge relations foreseen in the management of curricular policies emanating from public-private partnerships. |
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Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do NorteParcerias público-privadas.EMTIRessignificações docentes.Public-private partnershipsHigh School ReformTeacher resignifications.The present text deals with processes of resistance and resignification operated in teaching practice, by education professionals, in the face of the development of a Full-Time High School (EMTI) project, in a state public school, in Mossoró, Rio Grande From north. The project, called Escola da Escolha, was carried out through a partnership between the government and a private entity (the Institute of Co-responsibility for Education - ICE). As a methodology, interviews were carried out with school professionals and the Training Notebooks produced by ICE were analyzed, in which we found the foundations, objectives and methodology of execution of its proposal. As a theoretical contribution, it is considered, mainly, the contributions of Ball (2005 and 2009), for whom the process of “putting into practice” a policy does not obey a linear line of execution from top to bottom, but is permeated by complex bundles of interpretation, performance and translation, operated by the subjects, within the school units themselves. Thus, the text reflects the perspective that teachers, as members of the process of production of curricular policies, work in it by perforating and re-signifying the prescriptions that are brought to them from external bodies (the Education Department and the Private Institute), thus building micro processes that non-passively redefine the power-knowledge relations foreseen in the management of curricular policies emanating from public-private partnerships. O presente texto trata de processos de resistência e ressignificação na prática docente ante o projeto Escola da Escolha, de Ensino Médio em Tempo Integral – EMTI, em uma escola da rede pública estadual de Mossoró, no Rio Grande do Norte. Tal projeto resultou de uma parceria público-privada com o Instituto de Corresponsabilidade pela Educação – ICE. Foram realizadas entrevistas com profissionais da escola e analisados os Cadernos de Formação produzidos pelo ICE, contendo fundamentos, objetivos e metodologia de sua proposta. Como aporte teórico, considera-se principalmente Stephen Ball (2005; 2009), para quem “pôr em prática” uma política não é algo linear, mas perpassado por feixes de interpretação, atuação e tradução. Constatou-se aqui os docentes atuando como integrantes do processo de produção das políticas curriculares, perfurando e ressignificando as prescrições de instâncias exteriores e construindo micro processos que redefinem as relações de poder-saber previstas na gestão das políticas curriculares. CNTE2022-09-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://retratosdaescola.emnuvens.com.br/rde/article/view/149110.22420/rde.v16i35.1491Retratos da Escola; v. 16 n. 35 (2022): A implementação do Novo Ensino Médio nos estados; 295-3132238-439110.22420/rde.v16i35reponame:Retratos da Escola (Online)instname:Confederação Nacional dos Trabalhadores em Educação (CNTE)instacron:CNTEporhttps://retratosdaescola.emnuvens.com.br/rde/article/view/1491/1109Queiroz, Lavínia Maria SilvaAzevedo, Alessandro Augusto deinfo:eu-repo/semantics/openAccess2022-09-17T19:31:12Zoai:ojs.emnuvens.com.br:article/1491Revistahttps://retratosdaescola.emnuvens.com.br/rdeONGhttps://retratosdaescola.emnuvens.com.br/rde/oailscheibe@uol.com.br || rde.esforce.cnte@gmail.com2238-43911982-131Xopendoar:2023-01-04T15:50:56.414065Retratos da Escola (Online) - Confederação Nacional dos Trabalhadores em Educação (CNTE)false |
dc.title.none.fl_str_mv |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
title |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
spellingShingle |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte Queiroz, Lavínia Maria Silva Parcerias público-privadas. EMTI Ressignificações docentes. Public-private partnerships High School Reform Teacher resignifications. |
title_short |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
title_full |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
title_fullStr |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
title_full_unstemmed |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
title_sort |
Parcerias público-privadas: ressignificações docentes em uma escola no Rio Grande do Norte |
author |
Queiroz, Lavínia Maria Silva |
author_facet |
Queiroz, Lavínia Maria Silva Azevedo, Alessandro Augusto de |
author_role |
author |
author2 |
Azevedo, Alessandro Augusto de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Queiroz, Lavínia Maria Silva Azevedo, Alessandro Augusto de |
dc.subject.por.fl_str_mv |
Parcerias público-privadas. EMTI Ressignificações docentes. Public-private partnerships High School Reform Teacher resignifications. |
topic |
Parcerias público-privadas. EMTI Ressignificações docentes. Public-private partnerships High School Reform Teacher resignifications. |
description |
The present text deals with processes of resistance and resignification operated in teaching practice, by education professionals, in the face of the development of a Full-Time High School (EMTI) project, in a state public school, in Mossoró, Rio Grande From north. The project, called Escola da Escolha, was carried out through a partnership between the government and a private entity (the Institute of Co-responsibility for Education - ICE). As a methodology, interviews were carried out with school professionals and the Training Notebooks produced by ICE were analyzed, in which we found the foundations, objectives and methodology of execution of its proposal. As a theoretical contribution, it is considered, mainly, the contributions of Ball (2005 and 2009), for whom the process of “putting into practice” a policy does not obey a linear line of execution from top to bottom, but is permeated by complex bundles of interpretation, performance and translation, operated by the subjects, within the school units themselves. Thus, the text reflects the perspective that teachers, as members of the process of production of curricular policies, work in it by perforating and re-signifying the prescriptions that are brought to them from external bodies (the Education Department and the Private Institute), thus building micro processes that non-passively redefine the power-knowledge relations foreseen in the management of curricular policies emanating from public-private partnerships. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-15 |
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://retratosdaescola.emnuvens.com.br/rde/article/view/1491 10.22420/rde.v16i35.1491 |
url |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1491 |
identifier_str_mv |
10.22420/rde.v16i35.1491 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1491/1109 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CNTE |
publisher.none.fl_str_mv |
CNTE |
dc.source.none.fl_str_mv |
Retratos da Escola; v. 16 n. 35 (2022): A implementação do Novo Ensino Médio nos estados; 295-313 2238-4391 10.22420/rde.v16i35 reponame:Retratos da Escola (Online) instname:Confederação Nacional dos Trabalhadores em Educação (CNTE) instacron:CNTE |
instname_str |
Confederação Nacional dos Trabalhadores em Educação (CNTE) |
instacron_str |
CNTE |
institution |
CNTE |
reponame_str |
Retratos da Escola (Online) |
collection |
Retratos da Escola (Online) |
repository.name.fl_str_mv |
Retratos da Escola (Online) - Confederação Nacional dos Trabalhadores em Educação (CNTE) |
repository.mail.fl_str_mv |
lscheibe@uol.com.br || rde.esforce.cnte@gmail.com |
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1793890343333134336 |