Curriculum Policies and Discourse Theory: a case study
Autor(a) principal: | |
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/9145 |
Resumo: | This paper presents a case study which discusses the new meanings produced in the Federal Institute Sul-rio-grandense (IFSul) curriculum policies. The use of Policy Cycle, as proposed by Ball, and the Discourse Theory (DT) by Laclau, strengthened the analysis of meanings in a non-hierarchical way between the different contexts involved in the construction of such policies. In the process of analysing the MEC and IFSul official documents and interviews with managers and teachers from the institution, we decided to identify, assisted by the tool WordSmitht, meanings and displacements around the signifiers: teaching, research, extension and articulation. In this study, by exemplifying the DT concepts potential, the analysis of the signifier ‘extension’ was carried out, which resulted in the perception that there is some difficulty to the fixation of meaning to this education dimension and that the managers’ expectations, understood by the teachers, is that the latter are able to accomplish their tasks and achieve their objectives. Keywords: Discourse Theory. Curriculum Policy. Professional and Technological Education. |
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Curriculum Policies and Discourse Theory: a case studyLas políticas curriculares y la Teoría del discurso: un estudio de casoPolíticas Curriculares e Teoria do discurso: um estudo de casoThis paper presents a case study which discusses the new meanings produced in the Federal Institute Sul-rio-grandense (IFSul) curriculum policies. The use of Policy Cycle, as proposed by Ball, and the Discourse Theory (DT) by Laclau, strengthened the analysis of meanings in a non-hierarchical way between the different contexts involved in the construction of such policies. In the process of analysing the MEC and IFSul official documents and interviews with managers and teachers from the institution, we decided to identify, assisted by the tool WordSmitht, meanings and displacements around the signifiers: teaching, research, extension and articulation. In this study, by exemplifying the DT concepts potential, the analysis of the signifier ‘extension’ was carried out, which resulted in the perception that there is some difficulty to the fixation of meaning to this education dimension and that the managers’ expectations, understood by the teachers, is that the latter are able to accomplish their tasks and achieve their objectives. Keywords: Discourse Theory. Curriculum Policy. Professional and Technological Education.Presenta un estudio de caso que analiza los nuevos significados producidos en la política curricular del Instituto Federal de Río Grande del Sur (IFSul). La utilización en conjunto del Ciclo de Políticas, propuesto por Ball, y la teoría del discurso (TD) de Laclau, potencializó el análisis de los sentidos no jerárquica entre los diferentes contextos que intervienen en la construcción de estas políticas. En el proceso de análisis de documentos oficiales del MEC y de IFSul y de entrevistas con los directores y profesores de la institución, se decidió identificar, con la ayuda de la herramienta WordSmith, direcciones y desplazamientos en torno a la enseñanza significativa, investigativa, extensiva y articuladora. En este estudio, que ejemplifica el potencial de los conceptos de TD, se hace el análisis en torno a un significado para la extensión, si interpretan que hay dificultades en fijar la dimensión entre la extensión educativa y la expectativa de los gestores aceptados por los maestros, pues se cree que estos son capaces de realizar sus demandas. Palabras clave: Teoría del discurso. Política curricular. La educación profesional y tecnológica.Apresenta um estudo de caso que discute os novos sentidos produzidos nas políticas curriculares do Instituto Federal Sul-rio-grandense (IFSul). A utilização em conjunto do Ciclo de Políticas, proposto por Ball, e da Teoria do Discurso (TD) de Laclau, potencializou a análise de sentidos de forma não hierárquica entre os diferentes contextos envolvidos na construção destas políticas. No processo de análise de documentos oficiais do MEC e do IFSul e de entrevistas com gestores e docentes da instituição, optou-se por identificar, com auxílio da ferramenta WordSmith, sentidos e deslocamentos ao redor dos significantes ensino, pesquisa, extensão e articulação. Neste trabalho, exemplificando a potencialidade dos conceitos da TD, faz-se a análise em torno do significante extensão, interpretando-se que há dificuldades de fixação de sentidos para esta dimensão educacional e que a expectativa dos gestores, acolhidas pelos professores, é que estes sejam capazes de dar conta de suas demandas. Palavras-chave: Teoria do discurso. Política curricular. Educação profissional e tecnológica.Universidade Estadual de Ponta Grossa2017-04-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/914510.5212/PraxEduc.v.12i1.0009Práxis Educativa; Vol. 12 No. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183Práxis Educativa; Vol. 12 Núm. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183Práxis Educativa; V. 12 N. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183Práxis Educativa; v. 12 n. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-1831809-43091809-403110.5212/PraxEduc.v.12i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/9145/5472https://revistas.uepg.br/index.php/praxiseducativa/article/view/9145/209209213016Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessAraujo, Jair JonkoHypolito, Álvaro Moreira2020-04-14T14:16:23Zoai:uepg.br:article/9145Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-14T14:16:23Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Curriculum Policies and Discourse Theory: a case study Las políticas curriculares y la Teoría del discurso: un estudio de caso Políticas Curriculares e Teoria do discurso: um estudo de caso |
title |
Curriculum Policies and Discourse Theory: a case study |
spellingShingle |
Curriculum Policies and Discourse Theory: a case study Araujo, Jair Jonko |
title_short |
Curriculum Policies and Discourse Theory: a case study |
title_full |
Curriculum Policies and Discourse Theory: a case study |
title_fullStr |
Curriculum Policies and Discourse Theory: a case study |
title_full_unstemmed |
Curriculum Policies and Discourse Theory: a case study |
title_sort |
Curriculum Policies and Discourse Theory: a case study |
author |
Araujo, Jair Jonko |
author_facet |
Araujo, Jair Jonko Hypolito, Álvaro Moreira |
author_role |
author |
author2 |
Hypolito, Álvaro Moreira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Araujo, Jair Jonko Hypolito, Álvaro Moreira |
description |
This paper presents a case study which discusses the new meanings produced in the Federal Institute Sul-rio-grandense (IFSul) curriculum policies. The use of Policy Cycle, as proposed by Ball, and the Discourse Theory (DT) by Laclau, strengthened the analysis of meanings in a non-hierarchical way between the different contexts involved in the construction of such policies. In the process of analysing the MEC and IFSul official documents and interviews with managers and teachers from the institution, we decided to identify, assisted by the tool WordSmitht, meanings and displacements around the signifiers: teaching, research, extension and articulation. In this study, by exemplifying the DT concepts potential, the analysis of the signifier ‘extension’ was carried out, which resulted in the perception that there is some difficulty to the fixation of meaning to this education dimension and that the managers’ expectations, understood by the teachers, is that the latter are able to accomplish their tasks and achieve their objectives. Keywords: Discourse Theory. Curriculum Policy. Professional and Technological Education. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-08 |
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.uepg.br/index.php/praxiseducativa/article/view/9145 10.5212/PraxEduc.v.12i1.0009 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/9145 |
identifier_str_mv |
10.5212/PraxEduc.v.12i1.0009 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/9145/5472 https://revistas.uepg.br/index.php/praxiseducativa/article/view/9145/209209213016 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 12 No. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183 Práxis Educativa; Vol. 12 Núm. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183 Práxis Educativa; V. 12 N. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183 Práxis Educativa; v. 12 n. 1 (2017): Seção Temática: A ética na pesquisa em Ciências Humanas e Sociais: continuando o debate; 163-183 1809-4309 1809-4031 10.5212/PraxEduc.v.12i1 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
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Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
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praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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