“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre”
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/1/17354 |
Resumo: | This study discusses the Brazilian contemporary education scenery, which is being displaced due to the increasing participation of the Third Sector on discussions related to curriculum polices. The study and its object are oriented by the thinking of Stephen Ball regarding networks of policies, emphasizing the issue of private-public partnerships for the development of education policies. Its object regards the problematization of the Projeto Trilhas (“Trails Project”) movement, that has been proposed in 2009 as an educational project lead by a Brazilian institute called Instituto Natura (“Natura Institute"), which is linked to the organization Natura Cosméticos S.A. Since its proposition, the Projeto Trilhas has been working on continuing education initiatives among teachers of literacy school. In 2018, the project was updated to incorporate elements of the Brazilian Common Core Curriculum as well as the exchange of experiences among teachers from all over the country. The aforementioned project was chosen as a case study due to its nomination as a relevant public policy by the Brazilian Ministry of Education, with emphasis on its efficient implementation of technology on the ongoing literacy initiatives among Brazilian public schools. Projeto Trilhas was analyzed through the perspective of Homi Bhabha, considering his literary, post-structural and post-colonialist perspectives, with emphasis on the discussions regarding authority and ambivalence. The analysis is hereby conducted on a fluid and dynamic approach, as part of the “double-game”, the inherent ambivalence, willing to fixing meanings to the teachers' literacy practices. The notions and thinking of Bhabha are articulated to the problematization proposed by Jacques Derrida on the objects and issues placed in the boundary real/virtual context. The reality, then, understood as actifactuality and actuvirtuality, as proposed by Derrida, should be approached as fictional artifact, continuously moving between the reality and the virtual. So, inspired by the perspective of Stephen Ball for the ethnographic analysis of networks, the empirical object of this study is formed by the combination of materials produced and promoted on the context of the Trilhas Project available on-line with a series of testimonies available on YouTube about the collaboration with the Trilhas Project and its importance to literacy and writing practices. As a conclusion, the study pointed out the emerging battle around the definition of the notion of teachers’ roles, and how this concept is affected by a constant ambivalent movement, by the performativity and the potential manipulation of meanings performed by apparatuses of power. |
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Frangella, Rita de Cássia Prazereshttp://lattes.cnpq.br/1090641466362716Friedrich, Daniel S.Souza, Maria Inês Galvão Flores Marcondeshttp://lattes.cnpq.br/9002784880708799Macedo, Elizabeth Fernandes dehttp://lattes.cnpq.br/5123689806783161Pereira, Talita Vidalhttp://lattes.cnpq.br/0712774444037943http://lattes.cnpq.br/7399248328073997Carvalho, Ana Paula Pereira Marques deapp_marques@yahoo.com.br2022-03-22T14:51:57Z2020-02-20CARVALHO, Ana Paula Pereira Marques de. “Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre”. 2020. 145 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020.http://www.bdtd.uerj.br/handle/1/17354This study discusses the Brazilian contemporary education scenery, which is being displaced due to the increasing participation of the Third Sector on discussions related to curriculum polices. The study and its object are oriented by the thinking of Stephen Ball regarding networks of policies, emphasizing the issue of private-public partnerships for the development of education policies. Its object regards the problematization of the Projeto Trilhas (“Trails Project”) movement, that has been proposed in 2009 as an educational project lead by a Brazilian institute called Instituto Natura (“Natura Institute"), which is linked to the organization Natura Cosméticos S.A. Since its proposition, the Projeto Trilhas has been working on continuing education initiatives among teachers of literacy school. In 2018, the project was updated to incorporate elements of the Brazilian Common Core Curriculum as well as the exchange of experiences among teachers from all over the country. The aforementioned project was chosen as a case study due to its nomination as a relevant public policy by the Brazilian Ministry of Education, with emphasis on its efficient implementation of technology on the ongoing literacy initiatives among Brazilian public schools. Projeto Trilhas was analyzed through the perspective of Homi Bhabha, considering his literary, post-structural and post-colonialist perspectives, with emphasis on the discussions regarding authority and ambivalence. The analysis is hereby conducted on a fluid and dynamic approach, as part of the “double-game”, the inherent ambivalence, willing to fixing meanings to the teachers' literacy practices. The notions and thinking of Bhabha are articulated to the problematization proposed by Jacques Derrida on the objects and issues placed in the boundary real/virtual context. The reality, then, understood as actifactuality and actuvirtuality, as proposed by Derrida, should be approached as fictional artifact, continuously moving between the reality and the virtual. So, inspired by the perspective of Stephen Ball for the ethnographic analysis of networks, the empirical object of this study is formed by the combination of materials produced and promoted on the context of the Trilhas Project available on-line with a series of testimonies available on YouTube about the collaboration with the Trilhas Project and its importance to literacy and writing practices. As a conclusion, the study pointed out the emerging battle around the definition of the notion of teachers’ roles, and how this concept is affected by a constant ambivalent movement, by the performativity and the potential manipulation of meanings performed by apparatuses of power.Esta pesquisa discute o cenário contemporâneo da educação no Brasil, que vem se deslocando em função da crescente participação do terceiro setor nas discussões sobre as políticas curriculares. As análises de Stephen Ball sobre redes de políticas, em que o autor aborda a questão das parcerias público-privadas nas políticas educacionais, inspiram a pesquisa e orientaram a definição do objeto de estudo: problematização do movimento do Projeto Trilhas, proposto em 2009, um dos projetos educacionais de um Instituto brasileiro – o Instituto Natura – vinculado diretamente à empresa Natura Cosméticos S.A. Desde o início de sua proposição, o Projeto Trilhas visa à formação continuada de professores alfabetizadores. Em 2018, houve algumas reformulações no Projeto, ressaltando-se o aprimoramento de conhecimentos através de cursos referenciados pela Base Nacional Comum Curricular e da troca de experiências entre educadores de todo Brasil. A escolha do Projeto, como estudo de caso dos movimentos de redes de políticas e ampliação de outros agentes políticos na produção de políticas curriculares, deve-se ao reconhecimento pelo Ministério da Educação de que o Trilhas se trata de uma importante política pública brasileira, sendo destacado como uma tecnologia eficaz, junto a metodologias e projetos de alfabetização já desenvolvidos em escolas públicas no Brasil. Interroga-se o Projeto Trilhas, em diálogo com Homi Bhabha, a partir de suas análises literárias, numa perspectiva pós-estrutural e pós-colonial, destacando-se as discussões acerca de autoridade e ambivalência. Essas noções subsidiam a problematização do movimento do Trilhas, de maneira fluida e dinâmica, como parte do jogo duplo, ambivalente, que tenta fixar sentidos para o trabalho do professor alfabetizador. Assim, os aportes teóricos dessa pesquisa articulam as noções de Bhabha ao pensamento do filósofo Jacques Derrida, considerando a problematização que Derrida sugere em relação ao deslocamento real/virtual como movimentos fronteiriços ficcionais. A realidade, então, como actifactuality e actuvirtuality, tal qual Derrida propõe, deve ser problematizada como um artefato ficcional que se desloca continuamente entre a atualidade e a virtualidade. Neste sentido, operando com o pensamento derridiano e com as noções de autoridade e ambivalência propostas por Homi Bhabha, analisa-se o material empírico com foco, a partir da inspiração no trabalho de Stephen Ball sobre etnografia de redes, nos materiais relativos ao Projeto Trilhas, disponíveis no Portal Trilhas – plataforma online do Projeto –, considerando também os cruzamentos desses materiais com outros projetos do Instituto Natura. Mais ainda, são analisados depoimentos postados no YouTube sobre o Projeto Trilhas e sobre a importância da leitura e da escrita, bem como vídeos, postados por professores, também no YouTube, sobre o trabalho de leitura e escrita, em referência ao Projeto. Conclui-se que o Trilhas, ainda que busque exercer um signo de autoridade na disputa pela fixação do que significa ser professor, movimenta-se de forma ambivalente e, nos jogos de linguagem em que se encena, performa outras possibilidades de significação como produções híbridas e incontroláveis pelos aparatos de poder.Submitted by Mariangela CEH/A (marianfig@gmail.com) on 2022-03-22T14:51:57Z No. of bitstreams: 2 Tese - Ana Paula Pereira Marques de Carvalho - 2020 - Completa.pdf: 3224359 bytes, checksum: 6b17d18765b6af8e537a85d3e6397709 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-03-22T14:51:57Z (GMT). No. of bitstreams: 2 Tese - Ana Paula Pereira Marques de Carvalho - 2020 - Completa.pdf: 3224359 bytes, checksum: 6b17d18765b6af8e537a85d3e6397709 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-02-20application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCurriculum policiesNetworks of policiesTrilhas - Instituto Natura. AmbivalenceVirtual environmentsEducaçãoCurrículoAmbientes virtuais compartilhadosPolíticas curricularesRede de políticasTrilhas - Instituto Natura. 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dc.title.por.fl_str_mv |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
dc.title.alternative.eng.fl_str_mv |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
title |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
spellingShingle |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” Carvalho, Ana Paula Pereira Marques de Curriculum policies Networks of policies Trilhas - Instituto Natura. Ambivalence Virtual environments Educação Currículo Ambientes virtuais compartilhados Políticas curriculares Rede de políticas Trilhas - Instituto Natura. Ambivalência Ambientes virtuais CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
title_full |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
title_fullStr |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
title_full_unstemmed |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
title_sort |
“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre” |
author |
Carvalho, Ana Paula Pereira Marques de |
author_facet |
Carvalho, Ana Paula Pereira Marques de app_marques@yahoo.com.br |
author_role |
author |
author2 |
app_marques@yahoo.com.br |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Frangella, Rita de Cássia Prazeres |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1090641466362716 |
dc.contributor.referee1.fl_str_mv |
Friedrich, Daniel S. |
dc.contributor.referee2.fl_str_mv |
Souza, Maria Inês Galvão Flores Marcondes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9002784880708799 |
dc.contributor.referee3.fl_str_mv |
Macedo, Elizabeth Fernandes de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5123689806783161 |
dc.contributor.referee4.fl_str_mv |
Pereira, Talita Vidal |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/0712774444037943 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7399248328073997 |
dc.contributor.author.fl_str_mv |
Carvalho, Ana Paula Pereira Marques de app_marques@yahoo.com.br |
contributor_str_mv |
Frangella, Rita de Cássia Prazeres Friedrich, Daniel S. Souza, Maria Inês Galvão Flores Marcondes Macedo, Elizabeth Fernandes de Pereira, Talita Vidal |
dc.subject.eng.fl_str_mv |
Curriculum policies Networks of policies Trilhas - Instituto Natura. Ambivalence Virtual environments |
topic |
Curriculum policies Networks of policies Trilhas - Instituto Natura. Ambivalence Virtual environments Educação Currículo Ambientes virtuais compartilhados Políticas curriculares Rede de políticas Trilhas - Instituto Natura. Ambivalência Ambientes virtuais CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.por.fl_str_mv |
Educação Currículo Ambientes virtuais compartilhados Políticas curriculares Rede de políticas Trilhas - Instituto Natura. Ambivalência Ambientes virtuais |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This study discusses the Brazilian contemporary education scenery, which is being displaced due to the increasing participation of the Third Sector on discussions related to curriculum polices. The study and its object are oriented by the thinking of Stephen Ball regarding networks of policies, emphasizing the issue of private-public partnerships for the development of education policies. Its object regards the problematization of the Projeto Trilhas (“Trails Project”) movement, that has been proposed in 2009 as an educational project lead by a Brazilian institute called Instituto Natura (“Natura Institute"), which is linked to the organization Natura Cosméticos S.A. Since its proposition, the Projeto Trilhas has been working on continuing education initiatives among teachers of literacy school. In 2018, the project was updated to incorporate elements of the Brazilian Common Core Curriculum as well as the exchange of experiences among teachers from all over the country. The aforementioned project was chosen as a case study due to its nomination as a relevant public policy by the Brazilian Ministry of Education, with emphasis on its efficient implementation of technology on the ongoing literacy initiatives among Brazilian public schools. Projeto Trilhas was analyzed through the perspective of Homi Bhabha, considering his literary, post-structural and post-colonialist perspectives, with emphasis on the discussions regarding authority and ambivalence. The analysis is hereby conducted on a fluid and dynamic approach, as part of the “double-game”, the inherent ambivalence, willing to fixing meanings to the teachers' literacy practices. The notions and thinking of Bhabha are articulated to the problematization proposed by Jacques Derrida on the objects and issues placed in the boundary real/virtual context. The reality, then, understood as actifactuality and actuvirtuality, as proposed by Derrida, should be approached as fictional artifact, continuously moving between the reality and the virtual. So, inspired by the perspective of Stephen Ball for the ethnographic analysis of networks, the empirical object of this study is formed by the combination of materials produced and promoted on the context of the Trilhas Project available on-line with a series of testimonies available on YouTube about the collaboration with the Trilhas Project and its importance to literacy and writing practices. As a conclusion, the study pointed out the emerging battle around the definition of the notion of teachers’ roles, and how this concept is affected by a constant ambivalent movement, by the performativity and the potential manipulation of meanings performed by apparatuses of power. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-20 |
dc.date.accessioned.fl_str_mv |
2022-03-22T14:51:57Z |
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 |
CARVALHO, Ana Paula Pereira Marques de. “Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre”. 2020. 145 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17354 |
identifier_str_mv |
CARVALHO, Ana Paula Pereira Marques de. “Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre”. 2020. 145 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
url |
http://www.bdtd.uerj.br/handle/1/17354 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
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Biblioteca Digital de Teses e Dissertações da UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
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bdtd.suporte@uerj.br |
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