“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/18214 |
Resumo: | The present study aimed to analyze through which mediations the high school curriculum policy configured by Federal Law 13.415/2017 recovers and/or updates the Pedagogy of Competencies and re-signifies Integrated Training. The research was guided by historical-dialectical materialism as a method of analysis that allows relating the whole and its parts in the constitution of the concrete real, considering the historicity and the mediations that are revealed by the contradictions present in social space/time. From the discussion carried out by Shiroma, Campos e Evangelista (2004) on how educational policies seek to produce hegemony through their discourses, understood in their three-dimensionality and as an expression of intentions of class fractions, however, which are not simply accepted and implemented, but also are re-signified in accordance with the intentions of those who implement it, which may result in counter-hegemonic movements, we proposed the methodology of conceptual analysis of documents for the present study in the search for understanding such mediations and contradictions present in contemporary educational policies. The work was developed through a bibliographic review on the historicity of Brazilian social formation and its contemporary materiality, using the works of Florestan Fernandes (2009), Francisco de Oliveira (2013), Ruy Mauro Marini (1973) and Armando Boito Jr. (2018) our economic and social development, and the historicity of the relationships established by Brazilian social classes; the "new" patterns of subjectivities necessary for the performance of subjects in neoliberalism, since the flexibility element in the capitalist mode of production requires efficient individual performance and that contributes to the accumulation of capital, for this we base the studies with the works of Pierre Dardot and Christian Larval (2016), Giovanni Alves (2011) and Graziany Penna Dias (2019); we recover the theoretical and epistemological bases of Pedagogy of Competencies in the work of Marise Ramos (2011a), its implementation strategy through the international evaluations described by Rodrigo da Silva Pereira (2016) and what is new in competences as a policy for education internationally demonstrated by José Gimeno Sacristán (2011); and how is a re-signification of the concept of Integrated Training in the idea of Training Itineraries proposed by Law No. 13.415/17 through the analysis of the National Curriculum Guidelines for Secondary Education and for Vocational Education of Technical Level elaborated starting homologation of the Law of Directives and Bases of National Education nº 9.394/96 until those instituted in accordance with the aforementioned. |
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Ramos, Marise Nogueira82977860720http://lattes.cnpq.br/3796863111902233Frigotto, Gaudêncio12635707049http://lattes.cnpq.br/4535332644982596Ferretti, Celso João06523048853http://lattes.cnpq.br/7059701152978463Mancebo, Deise34027688791http://lattes.cnpq.br/2927772536168456Pelissari, Lucas Barbosa00513969985http://lattes.cnpq.br/872339439760785108749630792http://lattes.cnpq.br/0465334926815978Farias, Rosane de Abreuro.afarias@gmail.com2022-08-17T12:57:41Z2022-06-22FARIAS, Rosane de Abreu. “Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais. 2022. 345 f. Tese (Doutorado em Políticas Públicas e Formação Humana) - Centro de Educação e Humanidades, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/18214The present study aimed to analyze through which mediations the high school curriculum policy configured by Federal Law 13.415/2017 recovers and/or updates the Pedagogy of Competencies and re-signifies Integrated Training. The research was guided by historical-dialectical materialism as a method of analysis that allows relating the whole and its parts in the constitution of the concrete real, considering the historicity and the mediations that are revealed by the contradictions present in social space/time. From the discussion carried out by Shiroma, Campos e Evangelista (2004) on how educational policies seek to produce hegemony through their discourses, understood in their three-dimensionality and as an expression of intentions of class fractions, however, which are not simply accepted and implemented, but also are re-signified in accordance with the intentions of those who implement it, which may result in counter-hegemonic movements, we proposed the methodology of conceptual analysis of documents for the present study in the search for understanding such mediations and contradictions present in contemporary educational policies. The work was developed through a bibliographic review on the historicity of Brazilian social formation and its contemporary materiality, using the works of Florestan Fernandes (2009), Francisco de Oliveira (2013), Ruy Mauro Marini (1973) and Armando Boito Jr. (2018) our economic and social development, and the historicity of the relationships established by Brazilian social classes; the "new" patterns of subjectivities necessary for the performance of subjects in neoliberalism, since the flexibility element in the capitalist mode of production requires efficient individual performance and that contributes to the accumulation of capital, for this we base the studies with the works of Pierre Dardot and Christian Larval (2016), Giovanni Alves (2011) and Graziany Penna Dias (2019); we recover the theoretical and epistemological bases of Pedagogy of Competencies in the work of Marise Ramos (2011a), its implementation strategy through the international evaluations described by Rodrigo da Silva Pereira (2016) and what is new in competences as a policy for education internationally demonstrated by José Gimeno Sacristán (2011); and how is a re-signification of the concept of Integrated Training in the idea of Training Itineraries proposed by Law No. 13.415/17 through the analysis of the National Curriculum Guidelines for Secondary Education and for Vocational Education of Technical Level elaborated starting homologation of the Law of Directives and Bases of National Education nº 9.394/96 until those instituted in accordance with the aforementioned.O presente estudo teve como objetivo analisar por quais mediações a política curricular de ensino médio configurada pela Lei Federal nº 13.415/2017 recupera e/ou atualiza a pedagogia das competências e ressignifica a formação integrada. A pesquisa foi orientada pelo materialismo histórico-dialético como método de análise, que permite relacionar o todo e suas partes na constituição do real concreto, considerando a historicidade e as mediações que revelam as contradições presentes no espaço/tempo social. A partir da discussão realizada por Shiroma, Campos e Evangelista (2004) sobre como as políticas educacionais buscam produzir hegemonia por meio de seus discursos, compreendidos em sua tridimensionalidade e como expressão de intencionalidades de frações de classe, porém, que não são simplesmente aceitos e implementados, mas são também ressignificados de acordo com as intencionalidades daqueles que a implementam, podendo resultar em movimentos contra-hegemônicos, propõe-se a metodologia de análise conceitual de documentos para o presente estudo buscando compreender as mediações e contradições presentes nas políticas educacionais contemporâneas. O trabalho foi desenvolvido por meio de uma revisão bibliográfica sobre a historicidade da formação social brasileira e a sua materialidade contemporânea, utilizando as obras de Florestan Fernandes (2009), Francisco de Oliveira (2013), Ruy Mauro Marini (1973) e Armando Boito Jr. (2018), que nos auxiliaram em desvelar as facetas de nosso desenvolvimento econômico e social, a historicidade das relações estabelecidas pelas classes sociais brasileiras, os “novos” padrões de subjetividades necessários à atuação dos sujeitos no neoliberalismo, uma vez que o elemento flexibilidade no modo de produção capitalista exige um desempenho individual eficiente e que contribua para a acumulação de capital. Para isso embasamos os estudos com as obras de Pierre Dardot e Christian Laval (2016), Giovanni Alves (2011) e Graziany Penna Dias (2019); recuperamos as bases teóricas e epistemológicas da Pedagogia da Competências na obra de Marise Ramos (2011a), sua estratégia de implementação por meio das avaliações internacionais descritas por Rodrigo da Silva Pereira (2016) e o que há de novidade nas competências enquanto política para a educação em nível internacional demonstrada por José Gimeno Sacristán (2011); e de que forma se realiza uma ressignificação da concepção de formação integrada na ideia de Itinerários Formativos proposta pela Lei nº 13.415/17, por meio da análise das Diretrizes Curriculares Nacionais para o Ensino Médio e para a Educação Profissional Técnica de Nível Médio elaboradas a partir da homologação da Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96 até as instituídas em consonância com a referida.Submitted by Mariangela CEH/A (marianfig.uerj@gmail.com) on 2022-08-17T12:57:41Z No. of bitstreams: 2 Tese - Rosane de Abreu Farias - 2022 - Completa.pdf: 2503138 bytes, checksum: 3b766b8104b19ce34988adf731dd9555 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-08-17T12:57:41Z (GMT). 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dc.title.por.fl_str_mv |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
dc.title.alternative.eng.fl_str_mv |
“New” High School or when the old is (re)born: consensus and disputes in curriculum regulations from the 1990s to the present |
title |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
spellingShingle |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais Farias, Rosane de Abreu Ensino médio – Reforma Educação Profissional Educação – Reforma Reforma do ensino médio Educação profissional Reforma educacional Reform of Secondary education Professional education Educational reform CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
title_short |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
title_full |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
title_fullStr |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
title_full_unstemmed |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
title_sort |
“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais |
author |
Farias, Rosane de Abreu |
author_facet |
Farias, Rosane de Abreu ro.afarias@gmail.com |
author_role |
author |
author2 |
ro.afarias@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ramos, Marise Nogueira |
dc.contributor.advisor1ID.fl_str_mv |
82977860720 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3796863111902233 |
dc.contributor.referee1.fl_str_mv |
Frigotto, Gaudêncio |
dc.contributor.referee1ID.fl_str_mv |
12635707049 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4535332644982596 |
dc.contributor.referee2.fl_str_mv |
Ferretti, Celso João |
dc.contributor.referee2ID.fl_str_mv |
06523048853 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7059701152978463 |
dc.contributor.referee3.fl_str_mv |
Mancebo, Deise |
dc.contributor.referee3ID.fl_str_mv |
34027688791 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2927772536168456 |
dc.contributor.referee4.fl_str_mv |
Pelissari, Lucas Barbosa |
dc.contributor.referee4ID.fl_str_mv |
00513969985 |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8723394397607851 |
dc.contributor.authorID.fl_str_mv |
08749630792 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0465334926815978 |
dc.contributor.author.fl_str_mv |
Farias, Rosane de Abreu ro.afarias@gmail.com |
contributor_str_mv |
Ramos, Marise Nogueira Frigotto, Gaudêncio Ferretti, Celso João Mancebo, Deise Pelissari, Lucas Barbosa |
dc.subject.por.fl_str_mv |
Ensino médio – Reforma Educação Profissional Educação – Reforma Reforma do ensino médio Educação profissional Reforma educacional |
topic |
Ensino médio – Reforma Educação Profissional Educação – Reforma Reforma do ensino médio Educação profissional Reforma educacional Reform of Secondary education Professional education Educational reform CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Reform of Secondary education Professional education Educational reform |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
description |
The present study aimed to analyze through which mediations the high school curriculum policy configured by Federal Law 13.415/2017 recovers and/or updates the Pedagogy of Competencies and re-signifies Integrated Training. The research was guided by historical-dialectical materialism as a method of analysis that allows relating the whole and its parts in the constitution of the concrete real, considering the historicity and the mediations that are revealed by the contradictions present in social space/time. From the discussion carried out by Shiroma, Campos e Evangelista (2004) on how educational policies seek to produce hegemony through their discourses, understood in their three-dimensionality and as an expression of intentions of class fractions, however, which are not simply accepted and implemented, but also are re-signified in accordance with the intentions of those who implement it, which may result in counter-hegemonic movements, we proposed the methodology of conceptual analysis of documents for the present study in the search for understanding such mediations and contradictions present in contemporary educational policies. The work was developed through a bibliographic review on the historicity of Brazilian social formation and its contemporary materiality, using the works of Florestan Fernandes (2009), Francisco de Oliveira (2013), Ruy Mauro Marini (1973) and Armando Boito Jr. (2018) our economic and social development, and the historicity of the relationships established by Brazilian social classes; the "new" patterns of subjectivities necessary for the performance of subjects in neoliberalism, since the flexibility element in the capitalist mode of production requires efficient individual performance and that contributes to the accumulation of capital, for this we base the studies with the works of Pierre Dardot and Christian Larval (2016), Giovanni Alves (2011) and Graziany Penna Dias (2019); we recover the theoretical and epistemological bases of Pedagogy of Competencies in the work of Marise Ramos (2011a), its implementation strategy through the international evaluations described by Rodrigo da Silva Pereira (2016) and what is new in competences as a policy for education internationally demonstrated by José Gimeno Sacristán (2011); and how is a re-signification of the concept of Integrated Training in the idea of Training Itineraries proposed by Law No. 13.415/17 through the analysis of the National Curriculum Guidelines for Secondary Education and for Vocational Education of Technical Level elaborated starting homologation of the Law of Directives and Bases of National Education nº 9.394/96 until those instituted in accordance with the aforementioned. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-08-17T12:57:41Z |
dc.date.issued.fl_str_mv |
2022-06-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FARIAS, Rosane de Abreu. “Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais. 2022. 345 f. Tese (Doutorado em Políticas Públicas e Formação Humana) - Centro de Educação e Humanidades, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18214 |
identifier_str_mv |
FARIAS, Rosane de Abreu. “Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais. 2022. 345 f. Tese (Doutorado em Políticas Públicas e Formação Humana) - Centro de Educação e Humanidades, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
url |
http://www.bdtd.uerj.br/handle/1/18214 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
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UERJ |
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