A articulação do reducionismo tecnicista à sofisticação tecnológica no discurso das políticas educacionais

• Autor(a) principal: Silva, Andréa Villela Mafra da
• Data de Publicação: 2017
• 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/1/10437
• topic: Technicality; Neotechnicism; Pedagogical Discourse; Educational Policies; Teacher s Education; Tecnicismo; Neotecnicismo; Discurso Pedagógico; Formação Docente; Educação; Tecnologia; Políticas Educacionais; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This study investigates the educational policies in Brazil, implemented from the 1970 s until 2015, analyzing the inclusion of technologies in education and focusing on the assumptions and the implications of educational policy formulations that support it. Periodization is the main mark of technicist pedagogy and the resurgence of this movement, more intensified in the liberal reforms of the 1990 s, objectified in neotechnicism, as a form of organization of the schools, by a State that seeks to maximize the results of the funds dedicated to education. The study sets forth a two-fold for a theoretical structure based on: (1) the technical reductionism in which teacher training goes from an academic dimension to an experimental/instrumental/pragmatic dimension and puts the emphasis on the competencies and abilities of teachers and students to achieve pre-set goals and results; (2) the technological sophistication the setting of the neotechnicism centered on ways of incorporating technology in education. I highlight some of the issues: taking into consideration the different conditions and historic contexts of Brazilian Education, which are the evidences of the current resurgence of technicist paradigm of the seventies in the discourse of Brazilian educational policies, or in other words, in different socioeconomic and politic periods? In which sense the constant defense of current Brazilian educational policies, with respect to the use of technology in Education, use the discourse of educational policies of the seventies and the recent guidelines of International Organizations? In which sense neotechnicism and technicism coincide and differentiate from each other? In the Brazilian context, which discourses may be used against resisting neotechnicist discourses? The study makes use of critical discourse analysis formulated by Norman Fairclough, analyzing the norms produced by the Brazilian Government and International Organizations such as the World Trade Organization (WTO), the Economic Commission for Latin America and the Caribbean (ECLAC), the Educational reform program in Latin America (PREAL), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank