New Secondary Education: full-time schools policy analysis
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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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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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 |
_version_ |
1799766989285097472 |