Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado?
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
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/1/10417 |
Resumo: | This work approaches the policy of the Evening High School Instruction with facts from 2004 to 2014. Such policy is under the responsability of the Education Department of the state of Rio Grande do Norte (SEEK/RN) and organized according to the Evening High School Curriculum Orientations. In defense of a thesis that the differential/different in the evening high school instruction in RN, especially in the Assu/Mossoró area, is charcterized by the attempt of a conceived curriculum projection adaptated to the life reality of workers who attend high school in the evening. It is meant to understand how the intended identity of a student may be formed as a worker as long as he/she is not just seen as a worker (not always is a worker). The differential qualification of such policy is investigated through the student s identity formation project. I also agree that in attempting to mean what concerns the diferential towards the evening high school instruction, the different significant has been built in a contestant reality, antagonistic struggles, and subjetivism policy. I organize my investigation based on the curriculum policy discussion focus by Alice Lopes, particularly on the discourse theory of Ernesto Laclau. By means of that theory, I agree with the importance of comprehending the articulation complexity that envolves the production of curriculum policies. Also following that theory, I see the curriculum as a discursive, cultural and powerful practice as well as of significance, attribute, criation or meaning enunciation; and the curriculum policy as a discursive struggle in order to constitute representations. For working out this thesis, I investigate the meanings of the curriculum in three schools and in two Regional Departments of Education (DIREDs), considering talks with focused groups and interviews, also by the reading of several documents that approaches to the policy production process in question. I highlight and interpret three actions of that policy: the changes in the curriculum proposal, its constitution by attaching the student as a worker; the action of choosing a particular school to carry out the policy and actions in this school derived from that choice; the resistence of a third school for questioning the restriction of the identity of the sudent as a worker. I believe that the curiculum proposal for the evening high school instruction, defined as differentiated by centering the worker student is not appropriate as long as it excludes a whole range of other issues related to that level and school shift. Such issues ranging from the (re)organization of subjectsP within the curriculum, disciplinary discussion around which courses to be offered are seen as the most important for training, the (re)distribution of the workload of teachers, among other issues. Finally, I understand that thinking about a local and regional context does not mean the idea of strengthening local identity. It means to comprehend that while the discourse of a universal policy that proposes to meet the interests of all tends to strengthen is those spaces, another actions are constituted, descentralizing and sometimes denouncing the attemps of fixing unique identities |
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Lopes, Alice Ribeiro Casimirohttp://lattes.cnpq.br/5262190522408958Frangella, Rita de Cassia Prazereshttp://lattes.cnpq.br/1090641466362716Cavaliere, Ana Maria VillelaAna Maria Villela CavaliereOliveira, Gustavo Gilson Sousa dehttp://lattes.cnpq.br/5336313595044838Santos, Jean Mac Cole Tavareshttp://lattes.cnpq.br/4363681764477044http://lattes.cnpq.br/7370309066861491Oliveira, Marcia Betania de2021-01-05T21:45:47Z2017-04-192016-09-08OLIVEIRA, Marcia Betania de. Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado?. 2016. 261 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2016.http://www.bdtd.uerj.br/handle/1/10417This work approaches the policy of the Evening High School Instruction with facts from 2004 to 2014. Such policy is under the responsability of the Education Department of the state of Rio Grande do Norte (SEEK/RN) and organized according to the Evening High School Curriculum Orientations. In defense of a thesis that the differential/different in the evening high school instruction in RN, especially in the Assu/Mossoró area, is charcterized by the attempt of a conceived curriculum projection adaptated to the life reality of workers who attend high school in the evening. It is meant to understand how the intended identity of a student may be formed as a worker as long as he/she is not just seen as a worker (not always is a worker). The differential qualification of such policy is investigated through the student s identity formation project. I also agree that in attempting to mean what concerns the diferential towards the evening high school instruction, the different significant has been built in a contestant reality, antagonistic struggles, and subjetivism policy. I organize my investigation based on the curriculum policy discussion focus by Alice Lopes, particularly on the discourse theory of Ernesto Laclau. By means of that theory, I agree with the importance of comprehending the articulation complexity that envolves the production of curriculum policies. Also following that theory, I see the curriculum as a discursive, cultural and powerful practice as well as of significance, attribute, criation or meaning enunciation; and the curriculum policy as a discursive struggle in order to constitute representations. For working out this thesis, I investigate the meanings of the curriculum in three schools and in two Regional Departments of Education (DIREDs), considering talks with focused groups and interviews, also by the reading of several documents that approaches to the policy production process in question. I highlight and interpret three actions of that policy: the changes in the curriculum proposal, its constitution by attaching the student as a worker; the action of choosing a particular school to carry out the policy and actions in this school derived from that choice; the resistence of a third school for questioning the restriction of the identity of the sudent as a worker. I believe that the curiculum proposal for the evening high school instruction, defined as differentiated by centering the worker student is not appropriate as long as it excludes a whole range of other issues related to that level and school shift. Such issues ranging from the (re)organization of subjectsP within the curriculum, disciplinary discussion around which courses to be offered are seen as the most important for training, the (re)distribution of the workload of teachers, among other issues. Finally, I understand that thinking about a local and regional context does not mean the idea of strengthening local identity. It means to comprehend that while the discourse of a universal policy that proposes to meet the interests of all tends to strengthen is those spaces, another actions are constituted, descentralizing and sometimes denouncing the attemps of fixing unique identitiesNeste trabalho abordo discursos em torno da política desenvolvida para o Ensino Médio Noturno, com recortes do período de 2004 a 2014. Tal política é assinada pela Secretaria de Educação do Estado do Rio Grande do Norte (SEEC/RN) e organizada pelas Orientações Curriculares Ensino Médio Noturno. Defendo a tese de que o discurso sobre o diferencial/diferenciado no ensino médio noturno no RN, com destaque para a região Assu/Mossoró, está marcado pela tentativa de projeção de um currículo concebido como adaptado à realidade do trabalhador que estuda à noite. A ideia é de compreender como se dá a fixação de uma pretensa identidade desse aluno como trabalhador visto que ele não é somente trabalhador (e que nem sempre é trabalhador). Investigo a qualificação de diferenciado dessa política, por meio desse projeto de fixação identitária do estudante. Defendo que, na tentativa de significar o que seja o diferencial para o ensino noturno, o significante diferenciado foi se constituindo em um terreno de contestações, de lutas antagônicas e subjetivações políticas. Organizo minha investigação com base nos enfoques discursivos das políticas de currículo de Alice Lopes, particularmente orientados pela teoria do discurso de Ernesto Laclau. Por meio dessa teoria, defendo como importante o entendimento da complexidade das articulações envolvidas na produção das políticas de currículo. Também por meio dessa teoria, compreendo o currículo como uma prática discursiva, cultural, de poder, bem como de significação, de atribuição, criação ou enunciação de sentidos; e a política de currículo como luta discursiva pela constituição de representações. Para desenvolvimento dessa tese, investigo sentidos curriculares em três escolas e duas Diretorias Regionais de Educação (DIREDs), recorrendo a conversas obtidas por meio de grupos focais e de entrevistas, bem como a leituras de documentos diversos que abordam o processo de produção da política em pauta. Destaco e interpreto três movimentos nessa/dessa política: as mudanças na proposta curricular, sua constituição por meio da tentativa de fixar o aluno como trabalhador; o movimento de escolha de uma determinada escola para efetivar a política e as ações nessa escola derivadas dessa escolha; a resistência de uma terceira escola pelo questionamento à restrição da identidade do aluno como trabalhador. Considero que a ideia de uma proposta curricular para o ensino médio noturno, definida como diferenciada por centrar o aluno trabalhador, se desloca visto que exclui todo um conjunto de outras questões inerentes a esse nível/turno de ensino. Tais questões vão desde a (re) organização das disciplinas dentro da estrutura curricular, a discussão disciplinar em torno de qual das disciplinas a serem ofertadas são tidas como mais importantes para a formação, a (re) distribuição da carga horária dos professores, dentre outras. Considero, por fim, que pensar em um contexto loco/regional não significa a ideia de fortalecer identidade local. Significa compreender que embora o discurso de uma política universal que se propõe atender aos interesses de todos tenda a se fortalecer nesses espaços, movimentos outros vão se constituindo, descentrando, por vezes denunciando tentativas de fixação de identidades únicasSubmitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:45:46Z No. of bitstreams: 1 Tese_Marcia Betania de Oliveira.pdf: 2391013 bytes, checksum: 2f4f2544be7e561fca4f4a2486ebee81 (MD5)Made available in DSpace on 2021-01-05T21:45:47Z (GMT). No. of bitstreams: 1 Tese_Marcia Betania de Oliveira.pdf: 2391013 bytes, checksum: 2f4f2544be7e561fca4f4a2486ebee81 (MD5) Previous issue date: 2016-09-08application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoDifferent Evening High School InstructionCurriculum PoliciesDiscourseEnsino Médio Noturno DiferenciadoPolíticas de currículoDiscursoEducaçãoEnsino médio Rio Grande do NorteCurrículoCNPQ::CIENCIAS HUMANAS::EDUCACAOEnsino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado?Evening high school instruction in the Assu-Mossoró area (RN): What does it mean to be different?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese_Marcia Betania de Oliveira.pdfapplication/pdf2391013http://www.bdtd.uerj.br/bitstream/1/10417/1/Tese_Marcia+Betania+de+Oliveira.pdf2f4f2544be7e561fca4f4a2486ebee81MD511/104172024-02-27 12:43:44.454oai:www.bdtd.uerj.br:1/10417Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:44Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
dc.title.alternative.eng.fl_str_mv |
Evening high school instruction in the Assu-Mossoró area (RN): What does it mean to be different? |
title |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
spellingShingle |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? Oliveira, Marcia Betania de Different Evening High School Instruction Curriculum Policies Discourse Ensino Médio Noturno Diferenciado Políticas de currículo Discurso Educação Ensino médio Rio Grande do Norte Currículo CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
title_full |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
title_fullStr |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
title_full_unstemmed |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
title_sort |
Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado? |
author |
Oliveira, Marcia Betania de |
author_facet |
Oliveira, Marcia Betania de |
author_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 |
Frangella, Rita de Cassia Prazeres |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1090641466362716 |
dc.contributor.referee2.fl_str_mv |
Cavaliere, Ana Maria Villela |
dc.contributor.referee2Lattes.fl_str_mv |
Ana Maria Villela Cavaliere |
dc.contributor.referee3.fl_str_mv |
Oliveira, Gustavo Gilson Sousa de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5336313595044838 |
dc.contributor.referee4.fl_str_mv |
Santos, Jean Mac Cole Tavares |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4363681764477044 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7370309066861491 |
dc.contributor.author.fl_str_mv |
Oliveira, Marcia Betania de |
contributor_str_mv |
Lopes, Alice Ribeiro Casimiro Frangella, Rita de Cassia Prazeres Cavaliere, Ana Maria Villela Oliveira, Gustavo Gilson Sousa de Santos, Jean Mac Cole Tavares |
dc.subject.eng.fl_str_mv |
Different Evening High School Instruction Curriculum Policies Discourse |
topic |
Different Evening High School Instruction Curriculum Policies Discourse Ensino Médio Noturno Diferenciado Políticas de currículo Discurso Educação Ensino médio Rio Grande do Norte Currículo CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Ensino Médio Noturno Diferenciado Políticas de currículo Discurso Educação Ensino médio Rio Grande do Norte Currículo |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work approaches the policy of the Evening High School Instruction with facts from 2004 to 2014. Such policy is under the responsability of the Education Department of the state of Rio Grande do Norte (SEEK/RN) and organized according to the Evening High School Curriculum Orientations. In defense of a thesis that the differential/different in the evening high school instruction in RN, especially in the Assu/Mossoró area, is charcterized by the attempt of a conceived curriculum projection adaptated to the life reality of workers who attend high school in the evening. It is meant to understand how the intended identity of a student may be formed as a worker as long as he/she is not just seen as a worker (not always is a worker). The differential qualification of such policy is investigated through the student s identity formation project. I also agree that in attempting to mean what concerns the diferential towards the evening high school instruction, the different significant has been built in a contestant reality, antagonistic struggles, and subjetivism policy. I organize my investigation based on the curriculum policy discussion focus by Alice Lopes, particularly on the discourse theory of Ernesto Laclau. By means of that theory, I agree with the importance of comprehending the articulation complexity that envolves the production of curriculum policies. Also following that theory, I see the curriculum as a discursive, cultural and powerful practice as well as of significance, attribute, criation or meaning enunciation; and the curriculum policy as a discursive struggle in order to constitute representations. For working out this thesis, I investigate the meanings of the curriculum in three schools and in two Regional Departments of Education (DIREDs), considering talks with focused groups and interviews, also by the reading of several documents that approaches to the policy production process in question. I highlight and interpret three actions of that policy: the changes in the curriculum proposal, its constitution by attaching the student as a worker; the action of choosing a particular school to carry out the policy and actions in this school derived from that choice; the resistence of a third school for questioning the restriction of the identity of the sudent as a worker. I believe that the curiculum proposal for the evening high school instruction, defined as differentiated by centering the worker student is not appropriate as long as it excludes a whole range of other issues related to that level and school shift. Such issues ranging from the (re)organization of subjectsP within the curriculum, disciplinary discussion around which courses to be offered are seen as the most important for training, the (re)distribution of the workload of teachers, among other issues. Finally, I understand that thinking about a local and regional context does not mean the idea of strengthening local identity. It means to comprehend that while the discourse of a universal policy that proposes to meet the interests of all tends to strengthen is those spaces, another actions are constituted, descentralizing and sometimes denouncing the attemps of fixing unique identities |
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2016 |
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2016-09-08 |
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2017-04-19 |
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2021-01-05T21:45:47Z |
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OLIVEIRA, Marcia Betania de. Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado?. 2016. 261 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2016. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/10417 |
identifier_str_mv |
OLIVEIRA, Marcia Betania de. Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado?. 2016. 261 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2016. |
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Universidade do Estado do Rio de Janeiro |
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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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