Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFPel - Guaiaca |
Texto Completo: | http://guaiaca.ufpel.edu.br/handle/123456789/1679 |
Resumo: | This work discusses new meanings that are being produced in the curriculum policies for professional education at the Sul-rio-grandense Federal Institute of Education, Science and Technology (IFSul) during its institutional transformation in 2008. Considering educational policies in a complex way, as proposed by Stephan Ball and using the theoretical framework of Ernesto Laclau s Discourse Theory, we seek to identify some senses through official documents from the Ministry of Education (MEC), IFSul, as well as from interviews with IFSul s administrators and faculty. Different documents were organized into groups and analyzed with WordSmith Tools. By adopting the concept of curriculum/curricular policies as a discursive practice, as proposed by Lopes and Alice Elizabeth Macedo, we aim to analyze the different elements that compose the field of discursivity in Technological and Vocational Education, at local and national level, emphasizing historical conflicts and structural, cultural and discursive aspects which induce limits and possibilities for curricular policies at IFSul. In the process of analysis, we chose to identify, in different contexts, meanings and displacements around the significant teaching, research, extension and articulation. First it is verified that there is institutional priority for the teaching dimension, we find different forms of acceptance for discourses of integration and verticalization and we identify the myth that teaching is consolidated in the federal vocational education system and in this school. It is concluded that there are difficulties in fixing senses for research and extension and there is an acceptance of meanings for these dimensions similar to them in the university context, which does not seem to be consistent with an institution that acts predominantly on vocational education at high school level. Although there are advances in the administrative structure and research funding, the main expectation is that workers are able to institutionalize research and extension, although we found sensations of intensification on the part of teachers that now have to cope with the overlapping of work of the three dimensions in an institutional context that values formally only the time for teaching. The signifier articulation was identified as overdetermined of meanings, with the capacity to become an empty signifier for construction of hegemonic curriculum policies in the institution. |
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http://lattes.cnpq.br/4585552156003892http://lattes.cnpq.br/7674934224612535Vieira, Jarbas Santoshttp://lattes.cnpq.br/7490451482911533Leite, Maria Cecilia Loreahttp://lattes.cnpq.br/6507656416518174Hypólito, Álvaro Luiz MoreiraAraujo, Jair Jonko2014-08-20T13:48:05Z2014-01-162014-08-20T13:48:05Z2013-09-25ARAUJO, Jair Jonko. Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense. 2013. 310 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2013.http://guaiaca.ufpel.edu.br/handle/123456789/1679This work discusses new meanings that are being produced in the curriculum policies for professional education at the Sul-rio-grandense Federal Institute of Education, Science and Technology (IFSul) during its institutional transformation in 2008. Considering educational policies in a complex way, as proposed by Stephan Ball and using the theoretical framework of Ernesto Laclau s Discourse Theory, we seek to identify some senses through official documents from the Ministry of Education (MEC), IFSul, as well as from interviews with IFSul s administrators and faculty. Different documents were organized into groups and analyzed with WordSmith Tools. By adopting the concept of curriculum/curricular policies as a discursive practice, as proposed by Lopes and Alice Elizabeth Macedo, we aim to analyze the different elements that compose the field of discursivity in Technological and Vocational Education, at local and national level, emphasizing historical conflicts and structural, cultural and discursive aspects which induce limits and possibilities for curricular policies at IFSul. In the process of analysis, we chose to identify, in different contexts, meanings and displacements around the significant teaching, research, extension and articulation. First it is verified that there is institutional priority for the teaching dimension, we find different forms of acceptance for discourses of integration and verticalization and we identify the myth that teaching is consolidated in the federal vocational education system and in this school. It is concluded that there are difficulties in fixing senses for research and extension and there is an acceptance of meanings for these dimensions similar to them in the university context, which does not seem to be consistent with an institution that acts predominantly on vocational education at high school level. Although there are advances in the administrative structure and research funding, the main expectation is that workers are able to institutionalize research and extension, although we found sensations of intensification on the part of teachers that now have to cope with the overlapping of work of the three dimensions in an institutional context that values formally only the time for teaching. The signifier articulation was identified as overdetermined of meanings, with the capacity to become an empty signifier for construction of hegemonic curriculum policies in the institution.Este trabalho discute novos sentidos que estão sendo produzidos nas políticas curriculares para a educação profissional no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), a partir de sua transformação institucional em 2008. Tendo por referência a necessidade de considerar políticas educacionais de forma complexa, conforme proposto por Stephan Ball, e utilizando os aportes teóricos da Teoria do Discurso de Ernesto Laclau, busca-se compreender estes sentidos por meio de documentos oficiais do MEC e do IFSul e também por meio de entrevistas com gestores e docentes da Instituição. Os diferentes documentos foram organizados em grupos e analisados com auxílio da ferramenta WordSmith. Ao adotar o conceito de currículo/política curricular como prática discursiva, conforme propõem Alice Lopes e Elizabeth Macedo, buscou-se trazer para a análise diferentes elementos que compõem o campo da discursividade da Educação Profissional e Tecnológica em nível nacional e local, destacando embates históricos e aspectos estruturais, culturais e discursivos os quais induzem limites e possibilidades para as políticas curriculares no IFSul. No processo de análise, opta-se por identificar, em diferentes contextos, sentidos e deslocamentos ao redor dos significantes ensino, pesquisa, extensão e articulação. Inicialmente verifica-se que há priorização institucional para a dimensão ensino, constata-se diferentes formas de acolhimento para os discursos da integração e da verticalização e conclui-se que há um mito de que o ensino está consolidado na rede federal e na instituição. Conclui-se também que há dificuldades de fixação de sentidos para pesquisa e extensão e que há o acolhimento de sentidos para estas dimensões na mesma perspectiva do contexto universitário, que entendo não ser condizente com uma instituição que atua predominantemente na EP de nível médio. Ainda que haja avanços na estrutura administrativa e no financiamento para pesquisa e extensão, a expectativa principal é que os servidores sejam capazes de institucionalizar estas dimensões, observando-se sensações de intensificação em parte dos docentes que passam a ter que dar conta da sobreposição de trabalho das três dimensões, num contexto institucional que valoriza formalmente apenas tempo dedicado ao ensino. Por fim, o significante articulação foi identificado como sobreterminado de sentidos, com capacidade de tornar-se um significante vazio para construção de políticas curriculares hegemônicas na Instituição.application/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBRFaculdade de EducaçãoCurrículoPolítica curricularTeoria do discursoEducação profissional e tecnológicaInstitutos federaisCurriculumCurricular policiesDiscourse theoryTechnological and vocational educationFederal institutesCNPQ::CIENCIAS HUMANAS::EDUCACAONovos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandenseNew meanings of curriculum policies for vocational education at the Sul-riograndense Federal Instituteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALJair Jonko Araujo_Tese.pdfapplication/pdf3939736http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1679/1/Jair%20Jonko%20Araujo_Tese.pdf204491a851f1b133cdc37c5293888ba8MD51open accessTEXTJair Jonko Araujo_Tese.pdf.txtJair Jonko Araujo_Tese.pdf.txtExtracted Texttext/plain666959http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1679/2/Jair%20Jonko%20Araujo_Tese.pdf.txt789d978a5ac638a5c19ba636ffdd24a1MD52open accessTHUMBNAILJair Jonko Araujo_Tese.pdf.jpgJair Jonko Araujo_Tese.pdf.jpgGenerated Thumbnailimage/jpeg1318http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1679/3/Jair%20Jonko%20Araujo_Tese.pdf.jpg56c88796ea7026a5748381a29f0c4555MD53open access123456789/16792021-12-08 18:09:49.616open accessoai:guaiaca.ufpel.edu.br:123456789/1679Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-08T21:09:49Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.por.fl_str_mv |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
dc.title.alternative.eng.fl_str_mv |
New meanings of curriculum policies for vocational education at the Sul-riograndense Federal Institute |
title |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
spellingShingle |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense Araujo, Jair Jonko Currículo Política curricular Teoria do discurso Educação profissional e tecnológica Institutos federais Curriculum Curricular policies Discourse theory Technological and vocational education Federal institutes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
title_full |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
title_fullStr |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
title_full_unstemmed |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
title_sort |
Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense |
author |
Araujo, Jair Jonko |
author_facet |
Araujo, Jair Jonko |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/4585552156003892 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/7674934224612535 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Vieira, Jarbas Santos |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7490451482911533 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Leite, Maria Cecilia Lorea |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/6507656416518174 |
dc.contributor.advisor1.fl_str_mv |
Hypólito, Álvaro Luiz Moreira |
dc.contributor.author.fl_str_mv |
Araujo, Jair Jonko |
contributor_str_mv |
Hypólito, Álvaro Luiz Moreira |
dc.subject.por.fl_str_mv |
Currículo Política curricular Teoria do discurso Educação profissional e tecnológica Institutos federais |
topic |
Currículo Política curricular Teoria do discurso Educação profissional e tecnológica Institutos federais Curriculum Curricular policies Discourse theory Technological and vocational education Federal institutes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Curriculum Curricular policies Discourse theory Technological and vocational education Federal institutes |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work discusses new meanings that are being produced in the curriculum policies for professional education at the Sul-rio-grandense Federal Institute of Education, Science and Technology (IFSul) during its institutional transformation in 2008. Considering educational policies in a complex way, as proposed by Stephan Ball and using the theoretical framework of Ernesto Laclau s Discourse Theory, we seek to identify some senses through official documents from the Ministry of Education (MEC), IFSul, as well as from interviews with IFSul s administrators and faculty. Different documents were organized into groups and analyzed with WordSmith Tools. By adopting the concept of curriculum/curricular policies as a discursive practice, as proposed by Lopes and Alice Elizabeth Macedo, we aim to analyze the different elements that compose the field of discursivity in Technological and Vocational Education, at local and national level, emphasizing historical conflicts and structural, cultural and discursive aspects which induce limits and possibilities for curricular policies at IFSul. In the process of analysis, we chose to identify, in different contexts, meanings and displacements around the significant teaching, research, extension and articulation. First it is verified that there is institutional priority for the teaching dimension, we find different forms of acceptance for discourses of integration and verticalization and we identify the myth that teaching is consolidated in the federal vocational education system and in this school. It is concluded that there are difficulties in fixing senses for research and extension and there is an acceptance of meanings for these dimensions similar to them in the university context, which does not seem to be consistent with an institution that acts predominantly on vocational education at high school level. Although there are advances in the administrative structure and research funding, the main expectation is that workers are able to institutionalize research and extension, although we found sensations of intensification on the part of teachers that now have to cope with the overlapping of work of the three dimensions in an institutional context that values formally only the time for teaching. The signifier articulation was identified as overdetermined of meanings, with the capacity to become an empty signifier for construction of hegemonic curriculum policies in the institution. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-09-25 |
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2014-08-20T13:48:05Z |
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2014-01-16 2014-08-20T13:48:05Z |
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info:eu-repo/semantics/doctoralThesis |
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ARAUJO, Jair Jonko. Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense. 2013. 310 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2013. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1679 |
identifier_str_mv |
ARAUJO, Jair Jonko. Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense. 2013. 310 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2013. |
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UFPel |
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Universidade Federal de Pelotas |
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