A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano
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/1/18768 |
Resumo: | This Doctoral dissertation presents the results of an investigation into the interpretations of the curricular policy of the state of Bahia, Brazil, for the New High School, particularly the proposal of formative itineraries. Power relations and discursive articulations involved in the political game were researched for the meaning of curricular flexibility in High School. This flexibility is pointed out, in the normative documents, as a means of innovating and providing emancipated human education to students, with the promise of guaranteeing the appreciation of the territorial identities from Bahia and the socioeconomic development of students and their territories. The theoretical-methodological organization of the research introduces interpretive operators, from the keys of post-structural and post-foundational reading in the field of the curricular policy. These discussions are based on readings supported by Laclau and Mouffe’s Discourse Theory, of the Derridian translation and deconstruction studies, and on the contributions of these authors to thinking about the field of curriculum in education, developed by the researchers Alice Casimiro Lopes and Elizabeth Macedo. The re-reading of language informs the notion of reality as discursive production and of the social as textualization, marks the notion of curricular policy as cultural production and sustains the defense of the curriculum as a text, without guarantee of fullness, challenged by translation that makes the control of its meaning impossible. The dissertation highlights the intertwining between policy, politics and curriculum in a discursive perspective and emphasizes translation as a condition of policy. From this approach, in this Doctoral dissertation, the curricular policy designed for High School in Brazil and for the state of Bahia is discussed, as well as the equivalences between these policies, and it is argued that they are immersed in the textuality in which the political-curricular game is constituted by the definition of the model/format of an integrated curriculum via formative itineraries. It is also problematized the idea of Territory of Identity that presents itself in the politics of the state of Bahia as a management unit capable of directing the planning of the public sectors and the regional division of Bahia, based on a supposed territorial identity, influencing the organization of curricular policy. In this relationship, the political decision in Bahia support the defense of the precariousness of the conventional/disciplinary High School as a social objectivity, and symptomatically projects the curricular organization in areas of knowledge and formative itineraries as a solution to the educational instability of the secondary level. Defending translation as an operator in the text, it is concluded that the deferral process remains in the multiple contextual relationships in which the text of the formative itineraries proposed by the Bahia Referential Curriculum Document, is accessed, which is challenged by the unpredictability of language. The curricular text is incessantly translated, the effect of provisional fixations resulting from articulations in a given context that is always ambivalent, precarious and contingent. At each reading of the text, the meaning is always betrayed in its affirmation or recovery. In this relationship, the normative document cannot erase the differential movements; there are always translation processes, with multiple interpretations, over which there is no absolute control, making any hegemonic fullness impossible. The very relationship of cause (the supposed original text published by the Bahia State Department of Education) and effect (translation) displaces itself and disseminates meanings that multiply indefinitely, in uncontrollable relationships that are impossible to predict. |
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Lopes, Alice Ribeiro Casimirohttp://lattes.cnpq.br/5262190522408958Silva, Mônica Ribeiro dahttp://lattes.cnpq.br/1079110450785932Moreira, Núbia Reginahttp://lattes.cnpq.br/2340040990632743Dias, Rosanne Evangelistahttp://lattes.cnpq.br/3232517370947081Pereira, Talita Vidalhttp://lattes.cnpq.br/0712774444037943http://lattes.cnpq.br/2340191154653248Silva, Lady Daiana Oliveira dadhay.oliveira@hotmail.com2022-12-13T18:12:20Z2022-08-30SILVA, Lady Daiana Oliveira da Silva. A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano. 2022. 202 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/18768This Doctoral dissertation presents the results of an investigation into the interpretations of the curricular policy of the state of Bahia, Brazil, for the New High School, particularly the proposal of formative itineraries. Power relations and discursive articulations involved in the political game were researched for the meaning of curricular flexibility in High School. This flexibility is pointed out, in the normative documents, as a means of innovating and providing emancipated human education to students, with the promise of guaranteeing the appreciation of the territorial identities from Bahia and the socioeconomic development of students and their territories. The theoretical-methodological organization of the research introduces interpretive operators, from the keys of post-structural and post-foundational reading in the field of the curricular policy. These discussions are based on readings supported by Laclau and Mouffe’s Discourse Theory, of the Derridian translation and deconstruction studies, and on the contributions of these authors to thinking about the field of curriculum in education, developed by the researchers Alice Casimiro Lopes and Elizabeth Macedo. The re-reading of language informs the notion of reality as discursive production and of the social as textualization, marks the notion of curricular policy as cultural production and sustains the defense of the curriculum as a text, without guarantee of fullness, challenged by translation that makes the control of its meaning impossible. The dissertation highlights the intertwining between policy, politics and curriculum in a discursive perspective and emphasizes translation as a condition of policy. From this approach, in this Doctoral dissertation, the curricular policy designed for High School in Brazil and for the state of Bahia is discussed, as well as the equivalences between these policies, and it is argued that they are immersed in the textuality in which the political-curricular game is constituted by the definition of the model/format of an integrated curriculum via formative itineraries. It is also problematized the idea of Territory of Identity that presents itself in the politics of the state of Bahia as a management unit capable of directing the planning of the public sectors and the regional division of Bahia, based on a supposed territorial identity, influencing the organization of curricular policy. In this relationship, the political decision in Bahia support the defense of the precariousness of the conventional/disciplinary High School as a social objectivity, and symptomatically projects the curricular organization in areas of knowledge and formative itineraries as a solution to the educational instability of the secondary level. Defending translation as an operator in the text, it is concluded that the deferral process remains in the multiple contextual relationships in which the text of the formative itineraries proposed by the Bahia Referential Curriculum Document, is accessed, which is challenged by the unpredictability of language. The curricular text is incessantly translated, the effect of provisional fixations resulting from articulations in a given context that is always ambivalent, precarious and contingent. At each reading of the text, the meaning is always betrayed in its affirmation or recovery. In this relationship, the normative document cannot erase the differential movements; there are always translation processes, with multiple interpretations, over which there is no absolute control, making any hegemonic fullness impossible. The very relationship of cause (the supposed original text published by the Bahia State Department of Education) and effect (translation) displaces itself and disseminates meanings that multiply indefinitely, in uncontrollable relationships that are impossible to predict.Esta tese apresenta os resultados de uma investigação sobre as interpretações da política curricular baiana para o Novo Ensino Médio, particularmente a proposta de itinerários formativos. Foram pesquisadas as relações de poder e as articulações discursivas envolvidas no jogo político pela significação da flexibilização curricular do Ensino Médio. Essa flexibilização é apontada, nos documentos normativos, como meio de inovar e de proporcionar formação humana emancipada aos estudantes, com a promessa de garantir a valorização das identidades territoriais baianas e o desenvolvimento socioeconômico dos estudantes e seus territórios. A organização teórico-metodológica da pesquisa introduz operadores interpretativos, a partir das chaves de leitura pós-estrutural e pós-fundacional no campo da política curricular. Essas discussões esteiam leituras sustentadas pela Teoria do Discurso de Laclau e Mouffe, dos estudos da tradução e da desconstrução derridianos, e nas contribuições desses autores para pensar o campo do currículo na educação, desenvolvidas pelas pesquisadoras Alice Casimiro Lopes e Elizabeth Macedo. A releitura da linguagem informa a noção de realidade como produção discursiva e do social como textualização, marca a noção de política curricular como produção cultural e sustém a defesa do currículo como um texto, sem garantia de plenitude, interpelado pela tradução que impossibilita o controle da sua significação. Esta tese assinala os entrelaçamentos entre a política, o político e o currículo em uma perspectiva discursiva e enfatiza a tradução como condição da política. A partir desse enfoque, nesta tese, discorre-se sobre a política curricular pensada para o Ensino Médio no Brasil e para o estado da Bahia, assim como as equivalências entre essas políticas, e argumenta-se que elas estão imersas na textualidade em que se constitui o jogo político-curricular pela definição do modelo/formato de currículo integrado via itinerários formativos. É problematizada, ainda, a ideia de Território de Identidade que se apresenta na política baiana como unidade de gestão capaz de direcionar o planejamento dos setores públicos e a divisão regional da Bahia, a partir de uma suposta identidade territorial, influenciando a organização da política curricular. Nessa relação, as decisões políticas na Bahia sustentam a defesa da precarização do Ensino Médio convencional/disciplinar como objetividade social e projeta sintomaticamente a organização curricular em áreas de conhecimento e em itinerários formativos como solução à instabilidade educacional do nível médio. Defendendo a tradução como operador no texto, conclui-se que o processo de diferimento permanece nas múltiplas relações contextuais em que o texto dos itinerários formativos, proposto pelo Documento Curricular Referencial da Bahia, for acessado, o qual é interpelado pela imprevisibilidade da linguagem. O texto curricular é incessantemente traduzido, efeito de fixações provisórias resultantes de articulações em um dado contexto que é sempre ambivalente, precário e contingente. A cada leitura do texto, o sentido é sempre traído em sua afirmação ou recuperação. Nessa relação, o documento normativo não consegue apagar os movimentos diferenciais; há sempre processos de tradução, com múltiplas interpretações, sobre as quais não se tem controle absoluto, impossibilitando qualquer plenitude hegemônica. A própria relação de causa (o suposto texto original publicado pela Secretaria da Educação do Estado da Bahia) e efeito (tradução) desloca-se e dissemina sentidos que se multiplicam indefinidamente, em relações incontroláveis e impossíveis de serem previstas.Submitted by Bianca CEH/A (bianca.silveira@uerj.br) on 2022-12-13T18:12:20Z No. of bitstreams: 2 Tese - Lady Daiana Oliveira da SIlva - 2022 - Completa.pdf: 1528226 bytes, checksum: 8183ec1cb9da3eeda6b2840ec64b01d6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-12-13T18:12:20Z (GMT). No. of bitstreams: 2 Tese - Lady Daiana Oliveira da SIlva - 2022 - Completa.pdf: 1528226 bytes, checksum: 8183ec1cb9da3eeda6b2840ec64b01d6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-08-30application/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/openAccessCurricular PolicyHigh School ReformFormative ItinerariesDiscourse TheoryTranslationPolítica curricularReforma do Ensino MédioItinerários formativosTeoria do DiscursoTraduçãoCIENCIAS HUMANAS::EDUCACAOA tradução da noção itinerários formativos na política curricular do Ensino Médio baianoThe translation of the notion of formative itineraries in the curriculum policy of Bahian High Schoolsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Lady Daiana Oliveira da SIlva - 2022 - Completa.pdfTese - Lady Daiana Oliveira da SIlva - 2022 - Completa.pdfapplication/pdf1528226http://www.bdtd.uerj.br/bitstream/1/18768/5/Tese+-+Lady+Daiana+Oliveira+da+SIlva+-+2022+-+Completa.pdf8183ec1cb9da3eeda6b2840ec64b01d6MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
dc.title.alternative.eng.fl_str_mv |
The translation of the notion of formative itineraries in the curriculum policy of Bahian High Schools |
title |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
spellingShingle |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano Silva, Lady Daiana Oliveira da Curricular Policy High School Reform Formative Itineraries Discourse Theory Translation Política curricular Reforma do Ensino Médio Itinerários formativos Teoria do Discurso Tradução CIENCIAS HUMANAS::EDUCACAO |
title_short |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
title_full |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
title_fullStr |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
title_full_unstemmed |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
title_sort |
A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano |
author |
Silva, Lady Daiana Oliveira da |
author_facet |
Silva, Lady Daiana Oliveira da dhay.oliveira@hotmail.com |
author_role |
author |
author2 |
dhay.oliveira@hotmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Alice Ribeiro Casimiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5262190522408958 |
dc.contributor.referee1.fl_str_mv |
Silva, Mônica Ribeiro da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1079110450785932 |
dc.contributor.referee2.fl_str_mv |
Moreira, Núbia Regina |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2340040990632743 |
dc.contributor.referee3.fl_str_mv |
Dias, Rosanne Evangelista |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3232517370947081 |
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/2340191154653248 |
dc.contributor.author.fl_str_mv |
Silva, Lady Daiana Oliveira da dhay.oliveira@hotmail.com |
contributor_str_mv |
Lopes, Alice Ribeiro Casimiro Silva, Mônica Ribeiro da Moreira, Núbia Regina Dias, Rosanne Evangelista Pereira, Talita Vidal |
dc.subject.eng.fl_str_mv |
Curricular Policy High School Reform Formative Itineraries Discourse Theory Translation |
topic |
Curricular Policy High School Reform Formative Itineraries Discourse Theory Translation Política curricular Reforma do Ensino Médio Itinerários formativos Teoria do Discurso Tradução CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Política curricular Reforma do Ensino Médio Itinerários formativos Teoria do Discurso Tradução |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This Doctoral dissertation presents the results of an investigation into the interpretations of the curricular policy of the state of Bahia, Brazil, for the New High School, particularly the proposal of formative itineraries. Power relations and discursive articulations involved in the political game were researched for the meaning of curricular flexibility in High School. This flexibility is pointed out, in the normative documents, as a means of innovating and providing emancipated human education to students, with the promise of guaranteeing the appreciation of the territorial identities from Bahia and the socioeconomic development of students and their territories. The theoretical-methodological organization of the research introduces interpretive operators, from the keys of post-structural and post-foundational reading in the field of the curricular policy. These discussions are based on readings supported by Laclau and Mouffe’s Discourse Theory, of the Derridian translation and deconstruction studies, and on the contributions of these authors to thinking about the field of curriculum in education, developed by the researchers Alice Casimiro Lopes and Elizabeth Macedo. The re-reading of language informs the notion of reality as discursive production and of the social as textualization, marks the notion of curricular policy as cultural production and sustains the defense of the curriculum as a text, without guarantee of fullness, challenged by translation that makes the control of its meaning impossible. The dissertation highlights the intertwining between policy, politics and curriculum in a discursive perspective and emphasizes translation as a condition of policy. From this approach, in this Doctoral dissertation, the curricular policy designed for High School in Brazil and for the state of Bahia is discussed, as well as the equivalences between these policies, and it is argued that they are immersed in the textuality in which the political-curricular game is constituted by the definition of the model/format of an integrated curriculum via formative itineraries. It is also problematized the idea of Territory of Identity that presents itself in the politics of the state of Bahia as a management unit capable of directing the planning of the public sectors and the regional division of Bahia, based on a supposed territorial identity, influencing the organization of curricular policy. In this relationship, the political decision in Bahia support the defense of the precariousness of the conventional/disciplinary High School as a social objectivity, and symptomatically projects the curricular organization in areas of knowledge and formative itineraries as a solution to the educational instability of the secondary level. Defending translation as an operator in the text, it is concluded that the deferral process remains in the multiple contextual relationships in which the text of the formative itineraries proposed by the Bahia Referential Curriculum Document, is accessed, which is challenged by the unpredictability of language. The curricular text is incessantly translated, the effect of provisional fixations resulting from articulations in a given context that is always ambivalent, precarious and contingent. At each reading of the text, the meaning is always betrayed in its affirmation or recovery. In this relationship, the normative document cannot erase the differential movements; there are always translation processes, with multiple interpretations, over which there is no absolute control, making any hegemonic fullness impossible. The very relationship of cause (the supposed original text published by the Bahia State Department of Education) and effect (translation) displaces itself and disseminates meanings that multiply indefinitely, in uncontrollable relationships that are impossible to predict. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-12-13T18:12:20Z |
dc.date.issued.fl_str_mv |
2022-08-30 |
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 |
SILVA, Lady Daiana Oliveira da Silva. A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano. 2022. 202 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18768 |
identifier_str_mv |
SILVA, Lady Daiana Oliveira da Silva. A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano. 2022. 202 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
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http://www.bdtd.uerj.br/handle/1/18768 |
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openAccess |
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application/pdf |
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Universidade do Estado do Rio de Janeiro |
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Programa de Pós-Graduação em Educação |
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UERJ |
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Brasil |
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Centro de Educação e Humanidades::Faculdade de Educação |
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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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