New Secondary Education: full-time schools policy analysis

Detalhes bibliográficos
Autor(a) principal: Wathier, Valdoir Pedro
Data de Publicação: 2022
Outros Autores: Cunha, Célio da
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386
Resumo: This paper analyzes the Policy of Promoting Full-Time Secondary Schools, which prompts the Brazilian New Secondary Education to identify possibilities for ecosystemic education. Its theoretical basis is plural, based on complexity and governance. Methodology includes document analysis, survey with schools, and immersion in a school in the Brazilian Federal District. Based on critical discourse analysis, it concluded that there is room for self-eco-organization of local policies, indicating that reform does not take place in norms or resources but in people’s actions, in the context of practice. Failure to allocate financial resources and information can compromise sustainability.
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spelling New Secondary Education: full-time schools policy analysisNovo Ensino Médio: análise da política de escolas em tempo integralNovo Ensino MédioTempo IntegralEducação ecossistêmicaNew Secondary Education; Full-Time School; Ecosystemic EducationThis paper analyzes the Policy of Promoting Full-Time Secondary Schools, which prompts the Brazilian New Secondary Education to identify possibilities for ecosystemic education. Its theoretical basis is plural, based on complexity and governance. Methodology includes document analysis, survey with schools, and immersion in a school in the Brazilian Federal District. Based on critical discourse analysis, it concluded that there is room for self-eco-organization of local policies, indicating that reform does not take place in norms or resources but in people’s actions, in the context of practice. Failure to allocate financial resources and information can compromise sustainability.O artigo analisa a Política de Fomento a Escolas de Ensino Médio em Tempo Integral, indutora do Novo Ensino Médio Brasileiro, para identificar possibilidades de educação ecossistêmica. A base teórica é plural, baseada na complexidade e na governança. A metodologia inclui análise documental, levantamento com escolas e imersão em escola do Distrito Federal. À luz da Análise de Discurso Crítica, concluiu-se que há espaço de auto-eco-organização de políticas locais, indicando que a reforma não está nas normas ou recursos, mas na ação das pessoas, no contexto da prática. A não alocação de recursos financeiros e de informação pode comprometer a sustentabilidade.FACED - UFRGS2022-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386Educação & Realidade [Education & Reality]; Vol. 47 (2022)Educação & Realidade; v. 47 (2022)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386/87071https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386/87072Copyright (c) 2022 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessWathier, Valdoir PedroCunha, Célio da2022-12-26T18:17:12Zoai:seer.ufrgs.br:article/119386Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-12-26T18:17:12Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv New Secondary Education: full-time schools policy analysis
Novo Ensino Médio: análise da política de escolas em tempo integral
title New Secondary Education: full-time schools policy analysis
spellingShingle New Secondary Education: full-time schools policy analysis
Wathier, Valdoir Pedro
Novo Ensino Médio
Tempo Integral
Educação ecossistêmica
New Secondary Education; Full-Time School; Ecosystemic Education
title_short New Secondary Education: full-time schools policy analysis
title_full New Secondary Education: full-time schools policy analysis
title_fullStr New Secondary Education: full-time schools policy analysis
title_full_unstemmed New Secondary Education: full-time schools policy analysis
title_sort New Secondary Education: full-time schools policy analysis
author Wathier, Valdoir Pedro
author_facet Wathier, Valdoir Pedro
Cunha, Célio da
author_role author
author2 Cunha, Célio da
author2_role author
dc.contributor.author.fl_str_mv Wathier, Valdoir Pedro
Cunha, Célio da
dc.subject.por.fl_str_mv Novo Ensino Médio
Tempo Integral
Educação ecossistêmica
New Secondary Education; Full-Time School; Ecosystemic Education
topic Novo Ensino Médio
Tempo Integral
Educação ecossistêmica
New Secondary Education; Full-Time School; Ecosystemic Education
description This paper analyzes the Policy of Promoting Full-Time Secondary Schools, which prompts the Brazilian New Secondary Education to identify possibilities for ecosystemic education. Its theoretical basis is plural, based on complexity and governance. Methodology includes document analysis, survey with schools, and immersion in a school in the Brazilian Federal District. Based on critical discourse analysis, it concluded that there is room for self-eco-organization of local policies, indicating that reform does not take place in norms or resources but in people’s actions, in the context of practice. Failure to allocate financial resources and information can compromise sustainability.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386/87071
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/119386/87072
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 47 (2022)
Educação & Realidade; v. 47 (2022)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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