A disciplina de história no âmbito do Programa Ensino Médio Inovador : significados, contextos da influência, da produção de texto e da prática

• Autor(a) principal: Souza, Fabiana Rodrigues Neves de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/3842
• topic: Educação; Política educacional; Ensino médio; ProEMI; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education; Educational policy; High school; ProEMI

This research is linked to the Research Group Educational Public Policies, of the Postgraduate Program in Education, of the Human and Social Sciences Institute, of the Federal University of Rondonópolis, in the research line “Teacher Education and Educational Public Policies”. The central theme of the present study is the discipline of History within the scope of the Innovative High School Program (ProEMI), having as general aim analyzing the interpretation and the meaning of the discipline of History which composes the policy of ProEMI in the contexts of influence, of production and of practice. Thus, thinking about educational policies for High School from the contributions of Ball (2014); Ball, Maguire and Braun (2016); Mainardes (2006); Kuenzer (1988) and Silva (2016), has shown an interesting possibility for the job with this level of teaching. The present research altogether counted with the participation of five individuals, being four teachers of History of Major Otávio Pitaluga High School (EEMOP) and a member of the managing staff of the school, located in the central region of Rondonópolis, Mato Grosso. The process of investigation was guided by a qualitative methodological perspective, underpinned in the method policy cycles of Stephen Ball and Richard Bowe, and utilized as instruments the data gathering through interviews, document and bibliographical analysis. The research showed to be important, because it enabled the comprehension of the influences and tendencies present in the policy of ProEMI, as well as, allowed to analyze how this policy was interpreted and given meaning within the scope of the practice. Therefore, it is highlighted that, although such policy, by being established at EEMOP, has been set as instrument for planning of teaching actions, it left out the discipline of History, considered fundamental for the integral education of the students. However, the interviews showed, from the view of this researcher, that the teachers of this discipline, stemming from their subjectivities, did a rereading and gave new interpretations to the policy of ProEMI, in such a way that they were able to insert History in their pedagogical proposals to be developed in the school.