Sentidos da política de currículo da educação profis-sional técnica integrada ao ensino médio do IFPB-Campus João Pessoa

• Autor(a) principal: Leite, Jocileide Bidô Carvalho
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4790
• topic: Política; Currículo; Educação Profissional Técnica Integrada ao Enisino Médio; Teoria do Discurso; Policy; Curriculum; Professional Technical Education Integrated into High School Teaching; Discourse Theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This piece of research aims at analyzing some aspects of the proposals of the curriculum policy, regarding the Professional Technical Education Integrated into High School Teaching, identified in the teachers´ discourses and in the national and local official documents, such as Act CNE⁄CEB Nº 5⁄2011, Resolution Nº 02⁄2012 that characterize the National Curriculum Guidelines for the High School Teaching; Act CNE⁄CEB Nº 7⁄2010, Resolution Nº 04⁄2010, that define the National Curriculum General Guidelines for Basic Education; Act CNE⁄CEB Nº 11⁄2012 and Resolution Nº 06⁄2012, that deal with the National Curriculum Guidelines for the Professional Technical Education for High School level; Plan of Institutional Development - (2010 2014) - IFPB, Pedagog-ical Plans of Courses and National Catalogue of the Technical Courses for High School Teaching. The methodology of analysis is based on the Discourse Theory of authors such as Ernesto Laclau and Chantal Mouffe (2004; 2010), Laclau (1990; 2006; 2011; 2013); Lopes (2008), Macedo (2012), Mouffe (1993; 2003; 2005; 2007), Pereira (2009; 2010; 2012). The discourse, the empty and floating signifiers, the antagonism and the hegemony were elected as categories of discourse analysis. These categories were used according to the demands identified in the teachers´ discourses as well as in the re-searched documents. Seven interviews and fourteen questionnaires were accomplished with 21 teachers who work with this teaching modality with the purpose of perceiving the implications of this discourse in the teaching practice. The discursive analysis re-vealed, among other aspects, that the curriculum policy of the Professional Technical Education Integrated into High School Teaching is permeated by different epistemolo-gies, pedagogies, pluralism of values and cultures that are translated into a multiplicity of tension and subordination relations in search of emancipation in the space-time of such policy.