Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/5459 |
Resumo: | This research is located in the field of educational policy of large-scale assessment, with the ENEM policy as the object of study and discusses its implications for teaching practice. The debate revolves around the policy of large-scale assessment and assumes that ENEM is part of neoliberal education policies, in line with the perspective of the evaluating state in the field of secondary education. The aim is to analyze teachers' perceptions of the implications of the ENEM policy for teaching practice, considering teachers' professional habitus and performativity as systems of dispositions that guide the exercise of teaching in the field of secondary education in public schools in the state of Piauí. Thus, the question that mobilized the investigation was: what are the implications of ENEM for teaching practice in public high schools in the state of Piauí, as perceived by teachers, considering professional habitus and performativity? The theoretical-methodological perspective that underpins the research is based, in epistemological terms, on constructivism with a sociocritical theoretical dimension, anchored in Pierre Bourdieu praxeological method (2001, 2002, 2003, 2007, 2008), especially in his notion of habitus, as a principle that generates practices, in dialog with Stephen Ball notion of performativity (2002, 2005, 2010, 2014). The articulation between the two allowed for the definition of the categorical construct of analysis, based on professional habitus articulated with performativity, which is being used as an analytical research resource. In the empirical dimension, the methodological path involves a study of the social field of secondary education in Piauí and the subfield of two state schools, one with "good" results in the ENEM and the other with "low" results. Semi-structured interviews were carried out with eleven teachers, whose data analysis is based on French discourse analysis, based on the economy of linguistic exchanges: what speaking means by Bourdieu (2008a), the genesis of discourses by Maingueneau (2008) and the principles and procedures of discourse analysis by Orlandi (2009). The results point to empirical evidence of the performativity incorporated into teachers' professional habitus, to the extent that this habitus is predisposed to incorporate it. The conclusion is that teaching practices in the schools surveyed have been driven by the ENEM, so that proficiency results have become the center of pedagogical action, leaving the social function of the school silenced in an exchange of symbolic value, which is established in the dialectic between habitus and performativity. |
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CAVALCANTI, Cacilda Rodrigueshttp://lattes.cnpq.br/2817952441255593CAVALCANTI, Cacilda Rodrigueshttp://lattes.cnpq.br/2817952441255593BIANCHINI, Rodrigo Ângelohttp://lattes.cnpq.br/3543855549540163LACERDA, Wânia Maria Guimarãeshttp://lattes.cnpq.br/2080955778879818http://lattes.cnpq.br/3268930895241796SOUSA SOBRINHO, Aysllan de2024-08-23T16:39:50Z2023-10-24SOUSA SOBRINHO, Aysllan de. Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a prática docente na percepção de professores do Piauí. 2023. 230 f Dissertação( Programa de Pós-graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/5459This research is located in the field of educational policy of large-scale assessment, with the ENEM policy as the object of study and discusses its implications for teaching practice. The debate revolves around the policy of large-scale assessment and assumes that ENEM is part of neoliberal education policies, in line with the perspective of the evaluating state in the field of secondary education. The aim is to analyze teachers' perceptions of the implications of the ENEM policy for teaching practice, considering teachers' professional habitus and performativity as systems of dispositions that guide the exercise of teaching in the field of secondary education in public schools in the state of Piauí. Thus, the question that mobilized the investigation was: what are the implications of ENEM for teaching practice in public high schools in the state of Piauí, as perceived by teachers, considering professional habitus and performativity? The theoretical-methodological perspective that underpins the research is based, in epistemological terms, on constructivism with a sociocritical theoretical dimension, anchored in Pierre Bourdieu praxeological method (2001, 2002, 2003, 2007, 2008), especially in his notion of habitus, as a principle that generates practices, in dialog with Stephen Ball notion of performativity (2002, 2005, 2010, 2014). The articulation between the two allowed for the definition of the categorical construct of analysis, based on professional habitus articulated with performativity, which is being used as an analytical research resource. In the empirical dimension, the methodological path involves a study of the social field of secondary education in Piauí and the subfield of two state schools, one with "good" results in the ENEM and the other with "low" results. Semi-structured interviews were carried out with eleven teachers, whose data analysis is based on French discourse analysis, based on the economy of linguistic exchanges: what speaking means by Bourdieu (2008a), the genesis of discourses by Maingueneau (2008) and the principles and procedures of discourse analysis by Orlandi (2009). The results point to empirical evidence of the performativity incorporated into teachers' professional habitus, to the extent that this habitus is predisposed to incorporate it. The conclusion is that teaching practices in the schools surveyed have been driven by the ENEM, so that proficiency results have become the center of pedagogical action, leaving the social function of the school silenced in an exchange of symbolic value, which is established in the dialectic between habitus and performativity.Esta pesquisa se localiza no campo da política educacional de avaliação de larga escala, tendo como objeto de estudo a política do ENEM e discute as suas implicações para a prática docente. O debate gira em torno da política de avaliação de larga escala e pressupõe o ENEM como parte das políticas neoliberais de educação, coadunando-se com a perspectiva do Estado avaliador no campo do ensino médio. Objetiva-se analisar as percepções dos professores sobre as implicações da política do ENEM para a prática docente, considerando o habitus profissional de professores e a performatividade como sistemas de disposições que guiam o exercício da docência, no campo do ensino médio de escolas públicas da rede estadual do Piauí. Assim, a questão que mobilizou a investigação foi: quais as implicações do ENEM para a prática docente nas escolas de ensino médio da rede pública estadual do Piauí, na percepção dos professores, considerando o habitus profissional e a performatividade? A perspectiva teórico-metodológica que sustenta a pesquisa fundamenta-se, em termos epistemológicos, no construtivismo de dimensão teórica sociocrítica, ancorada no método praxiológico de Pierre Bourdieu (2001, 2002, 2003, 2007, 2008) especialmente na sua noção de habitus, enquanto princípio gerador das práticas, em diálogo com a noção da performatividade de Stephen Ball (2002, 2005, 2010, 2014). A articulação entre ambas permitiu a definição do constructo categórico de análise, pautado no habitus profissional articulado à performatividade, o qual está sendo utilizado como recurso analítico de investigação. Na dimensão empírica, o percurso metodológico envolve um estudo do campo social do ensino médio do Piauí e do subcampo de duas escolas da rede estadual de ensino, sendo uma com “bons” resultados no ENEM e outra com “baixos” resultados. Aplicou-se entrevistas semiestruturadas a onze professores, cuja análise de dados se alicerça na análise do discurso de linha francesa, tendo como fundamento a economia das trocas linguísticas: o que falar quer dizer de Bourdieu (2008a), a gênese dos discursos de Maingueneau (2008) e o princípios e procedimentos de análise do discurso de Orlandi (2009). Os resultados apontam evidências empíricas da performatividade incorporada no habitus profissional dos professores à medida que esse habitus está predisposto a incorporá-la. Conclui-se que as práticas docentes nas escolas pesquisadas têm sido conduzidas pelo ENEM, de modo que os resultados de proficiência têm se constituído o centro da ação pedagógica, ficando a função social da escola silenciada em uma troca de valor simbólico, que se estabelece na dialética entre o habitus e a performatividade.Submitted by Maria Aparecida (cidazen@gmail.com) on 2024-08-23T16:39:50Z No. of bitstreams: 1 AYSLLAN DE SOUSA SOBRINHO.pdf: 1644432 bytes, checksum: 2f4511bc940aab163232dc261ddfc437 (MD5)Made available in DSpace on 2024-08-23T16:39:50Z (GMT). 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dc.title.por.fl_str_mv |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
dc.title.alternative.eng.fl_str_mv |
Professional habitus of teachers and performativity in ENEM policy: Implications for teaching practice in the perception of teachers from Piauí |
title |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
spellingShingle |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí SOUSA SOBRINHO, Aysllan de exame nacional do ensino médio; política educacional; avaliação de larga escala; habitus; performatividade national high school exam; educational policy; large-scale assessment; habitus; performativity Planejamento e Avaliação Educacional |
title_short |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
title_full |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
title_fullStr |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
title_full_unstemmed |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
title_sort |
Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a Prática docente na percepção de professores do Piauí |
author |
SOUSA SOBRINHO, Aysllan de |
author_facet |
SOUSA SOBRINHO, Aysllan de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CAVALCANTI, Cacilda Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2817952441255593 |
dc.contributor.referee1.fl_str_mv |
CAVALCANTI, Cacilda Rodrigues |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2817952441255593 |
dc.contributor.referee2.fl_str_mv |
BIANCHINI, Rodrigo Ângelo |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3543855549540163 |
dc.contributor.referee3.fl_str_mv |
LACERDA, Wânia Maria Guimarães |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2080955778879818 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3268930895241796 |
dc.contributor.author.fl_str_mv |
SOUSA SOBRINHO, Aysllan de |
contributor_str_mv |
CAVALCANTI, Cacilda Rodrigues CAVALCANTI, Cacilda Rodrigues BIANCHINI, Rodrigo Ângelo LACERDA, Wânia Maria Guimarães |
dc.subject.por.fl_str_mv |
exame nacional do ensino médio; política educacional; avaliação de larga escala; habitus; performatividade |
topic |
exame nacional do ensino médio; política educacional; avaliação de larga escala; habitus; performatividade national high school exam; educational policy; large-scale assessment; habitus; performativity Planejamento e Avaliação Educacional |
dc.subject.eng.fl_str_mv |
national high school exam; educational policy; large-scale assessment; habitus; performativity |
dc.subject.cnpq.fl_str_mv |
Planejamento e Avaliação Educacional |
description |
This research is located in the field of educational policy of large-scale assessment, with the ENEM policy as the object of study and discusses its implications for teaching practice. The debate revolves around the policy of large-scale assessment and assumes that ENEM is part of neoliberal education policies, in line with the perspective of the evaluating state in the field of secondary education. The aim is to analyze teachers' perceptions of the implications of the ENEM policy for teaching practice, considering teachers' professional habitus and performativity as systems of dispositions that guide the exercise of teaching in the field of secondary education in public schools in the state of Piauí. Thus, the question that mobilized the investigation was: what are the implications of ENEM for teaching practice in public high schools in the state of Piauí, as perceived by teachers, considering professional habitus and performativity? The theoretical-methodological perspective that underpins the research is based, in epistemological terms, on constructivism with a sociocritical theoretical dimension, anchored in Pierre Bourdieu praxeological method (2001, 2002, 2003, 2007, 2008), especially in his notion of habitus, as a principle that generates practices, in dialog with Stephen Ball notion of performativity (2002, 2005, 2010, 2014). The articulation between the two allowed for the definition of the categorical construct of analysis, based on professional habitus articulated with performativity, which is being used as an analytical research resource. In the empirical dimension, the methodological path involves a study of the social field of secondary education in Piauí and the subfield of two state schools, one with "good" results in the ENEM and the other with "low" results. Semi-structured interviews were carried out with eleven teachers, whose data analysis is based on French discourse analysis, based on the economy of linguistic exchanges: what speaking means by Bourdieu (2008a), the genesis of discourses by Maingueneau (2008) and the principles and procedures of discourse analysis by Orlandi (2009). The results point to empirical evidence of the performativity incorporated into teachers' professional habitus, to the extent that this habitus is predisposed to incorporate it. The conclusion is that teaching practices in the schools surveyed have been driven by the ENEM, so that proficiency results have become the center of pedagogical action, leaving the social function of the school silenced in an exchange of symbolic value, which is established in the dialectic between habitus and performativity. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-10-24 |
dc.date.accessioned.fl_str_mv |
2024-08-23T16:39:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUSA SOBRINHO, Aysllan de. Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a prática docente na percepção de professores do Piauí. 2023. 230 f Dissertação( Programa de Pós-graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2023. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/5459 |
identifier_str_mv |
SOUSA SOBRINHO, Aysllan de. Habitus profissional de professores e a performatividade na política do ENEM: Implicações para a prática docente na percepção de professores do Piauí. 2023. 230 f Dissertação( Programa de Pós-graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2023. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/5459 |
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Universidade Federal do Maranhão |
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Universidade Federal do Maranhão |
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