Reflections on “the new medium curriculum” and its implications for student education
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/34255 |
Resumo: | Abstract The present article is the result of an exploratory study whose intentionality aims to expand the experience of researchers around the theme educational policies analyzing its trajectory in the reformulation of educational policies and curriculum policies. From the premises, the main objective of this article is to discuss the field of educational policies locating them to the scenario of influence and scenario of textual production correlating them to the curricular reform of middle education currently in effect. In fact, the policy cycle approach (PCA) will be used as a research method because it allows understanding scenarios and contexts as cyclical phenomena and changeable trajectories in continuous and plural political arenas, diverging from the governmental view of public policies. Thus, we increased the PCA to documentary research qualitative technique appropriate in the interpretation contextualizing (scenario of influence) and discussing in general documents (scenario of text production) its guiding and normative effects in the "implemented" of the BNCC. From this study we came across a reformist reality covering basic education, however it was delimited to the new high school curriculum as the object of study and the restructuring of interfaces formative organizational process to make school knowledge more flexible, while we resume a utilitarian and pragmatic neotechnical schooling. Thus, theorists such Ball, Mainardes, Mainardes & Marcondes, Mainardes & Tello, Tel1lo & Mainardes e Lopes referenced the approach in policy cycles deconstruct the deterministic and linear ideology of public policy as simple problem solving where it disregards social participation particularizes the places and decision-making power of individuals, as subjects producers of public policies. Therefore, the productive logic of policy in the interest of capital revaluation, where the private interest of the business community prevails over the public interest, providing flirtations with the project of privatization of public services and goods. |
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Reflections on “the new medium curriculum” and its implications for student educationReflexiones sobre “el nuevo currículum medio” y sus implicaciones para la formación de los estudiantesReflexões sobre “o novo currículo médio” e suas implicações na formação do estudanteCiclo de políticaNovo ensino médioBNCC.Policy cycleNew high schoolBNCC.Ciclo de políticaNueva escuela secundariaBNCC.Abstract The present article is the result of an exploratory study whose intentionality aims to expand the experience of researchers around the theme educational policies analyzing its trajectory in the reformulation of educational policies and curriculum policies. From the premises, the main objective of this article is to discuss the field of educational policies locating them to the scenario of influence and scenario of textual production correlating them to the curricular reform of middle education currently in effect. In fact, the policy cycle approach (PCA) will be used as a research method because it allows understanding scenarios and contexts as cyclical phenomena and changeable trajectories in continuous and plural political arenas, diverging from the governmental view of public policies. Thus, we increased the PCA to documentary research qualitative technique appropriate in the interpretation contextualizing (scenario of influence) and discussing in general documents (scenario of text production) its guiding and normative effects in the "implemented" of the BNCC. From this study we came across a reformist reality covering basic education, however it was delimited to the new high school curriculum as the object of study and the restructuring of interfaces formative organizational process to make school knowledge more flexible, while we resume a utilitarian and pragmatic neotechnical schooling. Thus, theorists such Ball, Mainardes, Mainardes & Marcondes, Mainardes & Tello, Tel1lo & Mainardes e Lopes referenced the approach in policy cycles deconstruct the deterministic and linear ideology of public policy as simple problem solving where it disregards social participation particularizes the places and decision-making power of individuals, as subjects producers of public policies. Therefore, the productive logic of policy in the interest of capital revaluation, where the private interest of the business community prevails over the public interest, providing flirtations with the project of privatization of public services and goods.El presente artículo constituye el resultado de un estudio exploratorio cuya intencionalidad es ampliar la experiencia de los investigadores en torno al tema de la política educativa analizando su trayectoria en la reformulación de la política educativa y la política curricular. A partir de las premisas, el objetivo principal de este artículo pretende discutir el campo de las políticas educativas ubicándolas al escenario de influencia y escenario de producción textual correlacionándolas con la reforma curricular de la educación media actualmente vigente. En efecto, el enfoque del ciclo político (ECP) se utilizará como método de investigación porque permite entender los escenarios y contextos como fenómenos cíclicos y trayectorias cambiantes en arenas políticas continuas y plurales, apartándose de la visión gubernamental de las políticas públicas. Así, aumentamos el ECP a técnica cualitativa de investigación documental adecuada en la interpretación contextualizando (escenario de influencia) y discutiendo en documentos generales (escenario de producción de textos) sus efectos orientadores y normativos en la "implementación" del BNCC. A partir de este estudio nos encontramos con una realidad reformista que abarca la educación básica, sin embargo se delimitó al nuevo currículo de la escuela secundaria como objeto de estudio y a la reestructuración de las interfaces del proceso organizativo formativo para flexibilizar el conocimiento escolar, mientras que, retomamos una escolarización neotécnica utilitaria y pragmática. Así, teóricos como Ball, Mainardes, Mainardes & Marcondes, Mainardes & Tello, Tel1lo & Mainardes e Lopes referenciado al enfoque en los ciclos de las políticas deconstruyen la ideología determinista y lineal de las políticas públicas como simple resolución de problemas donde se prescinde de la participación social particulariza los lugares y el poder de decisión de los individuos, como sujetos productores de políticas públicas. Por lo tanto, la lógica productiva de la política en aras de la revalorización del capital, donde el interés privado de los empresarios anula el interés público, proporciona coqueteos con el proyecto de privatización de los servicios y bienes públicos.O presente artigo constitui resultado de estudo exploratório cuja intencionalidade visara a ampliação da experiência dos pesquisadores em torno do tema políticas educacionais, analisando sua trajetória na reformulação de políticas educativas e políticas curriculares. Das premissas, o objetivo principal deste artigo intenciona discutir o campo de políticas educacionais, localizando-as ao cenário de influência e cenário de produção textual, correlacionando-os a reforma curricular da educação média em efetividade atualmente. Com efeito, será utilizado como método de investigação a abordagem do ciclo de políticas (ACP) porque possibilita compreender cenários e contextos como fenômenos cíclicos e trajetórias mutáveis em arenas políticas contínua e plural, destoando da visão governamental de políticas públicas. Desta forma, incrementamos a ACP a pesquisa documental técnica qualitativa adequada na interpretação contextualizando (cenário de influência) e discutindo nos documentos gerais (cenário de produção de textos) seus efeitos orientadores e normativos na “implementada” da BNCC. Desse estudo nos deparamos numa realidade reformista abrangendo a educação básica, todavia fora delimitado ao novo currículo do ensino médio como objeto do estudo e a restruturação de interfaces formativa, processo organizacional de flexibilizar o saber escolar, ao passo que, retomamos um neotecnismo utilitarista e pragmático de escolarização. Assim, teóricos como Ball, Mainardes, Mainardes e Marcondes, Mainardes e Tello, Tello e Mainardes e Lopes referenciaram a abordagem em ciclos de políticas desconstroem o ideário determinístico e linear de política pública como simples resolução de problemas onde desconsidera a participação social particulariza os locais e poder decisório dos indivíduos, enquanto sujeitos produtores de políticas públicas. Por conseguinte, a lógica produtiva de política no interesse da revalorização de capital, onde o interesse privado do empresariado se sobrepõe ao interesse público, proporcionando flertes com o projeto de privatização dos serviços e bens públicos. Research, Society and Development2022-09-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3425510.33448/rsd-v11i12.34255Research, Society and Development; Vol. 11 No. 12; e122111234255Research, Society and Development; Vol. 11 Núm. 12; e122111234255Research, Society and Development; v. 11 n. 12; e1221112342552525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34255/28901Copyright (c) 2022 José Farias Bernardes; Eliane Regina Martins Batistahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBernardes, José Farias Batista, Eliane Regina Martins 2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34255Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:38.010167Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Reflections on “the new medium curriculum” and its implications for student education Reflexiones sobre “el nuevo currículum medio” y sus implicaciones para la formación de los estudiantes Reflexões sobre “o novo currículo médio” e suas implicações na formação do estudante |
title |
Reflections on “the new medium curriculum” and its implications for student education |
spellingShingle |
Reflections on “the new medium curriculum” and its implications for student education Bernardes, José Farias Ciclo de política Novo ensino médio BNCC. Policy cycle New high school BNCC. Ciclo de política Nueva escuela secundaria BNCC. |
title_short |
Reflections on “the new medium curriculum” and its implications for student education |
title_full |
Reflections on “the new medium curriculum” and its implications for student education |
title_fullStr |
Reflections on “the new medium curriculum” and its implications for student education |
title_full_unstemmed |
Reflections on “the new medium curriculum” and its implications for student education |
title_sort |
Reflections on “the new medium curriculum” and its implications for student education |
author |
Bernardes, José Farias |
author_facet |
Bernardes, José Farias Batista, Eliane Regina Martins |
author_role |
author |
author2 |
Batista, Eliane Regina Martins |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bernardes, José Farias Batista, Eliane Regina Martins |
dc.subject.por.fl_str_mv |
Ciclo de política Novo ensino médio BNCC. Policy cycle New high school BNCC. Ciclo de política Nueva escuela secundaria BNCC. |
topic |
Ciclo de política Novo ensino médio BNCC. Policy cycle New high school BNCC. Ciclo de política Nueva escuela secundaria BNCC. |
description |
Abstract The present article is the result of an exploratory study whose intentionality aims to expand the experience of researchers around the theme educational policies analyzing its trajectory in the reformulation of educational policies and curriculum policies. From the premises, the main objective of this article is to discuss the field of educational policies locating them to the scenario of influence and scenario of textual production correlating them to the curricular reform of middle education currently in effect. In fact, the policy cycle approach (PCA) will be used as a research method because it allows understanding scenarios and contexts as cyclical phenomena and changeable trajectories in continuous and plural political arenas, diverging from the governmental view of public policies. Thus, we increased the PCA to documentary research qualitative technique appropriate in the interpretation contextualizing (scenario of influence) and discussing in general documents (scenario of text production) its guiding and normative effects in the "implemented" of the BNCC. From this study we came across a reformist reality covering basic education, however it was delimited to the new high school curriculum as the object of study and the restructuring of interfaces formative organizational process to make school knowledge more flexible, while we resume a utilitarian and pragmatic neotechnical schooling. Thus, theorists such Ball, Mainardes, Mainardes & Marcondes, Mainardes & Tello, Tel1lo & Mainardes e Lopes referenced the approach in policy cycles deconstruct the deterministic and linear ideology of public policy as simple problem solving where it disregards social participation particularizes the places and decision-making power of individuals, as subjects producers of public policies. Therefore, the productive logic of policy in the interest of capital revaluation, where the private interest of the business community prevails over the public interest, providing flirtations with the project of privatization of public services and goods. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-09 |
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://rsdjournal.org/index.php/rsd/article/view/34255 10.33448/rsd-v11i12.34255 |
url |
https://rsdjournal.org/index.php/rsd/article/view/34255 |
identifier_str_mv |
10.33448/rsd-v11i12.34255 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34255/28901 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 José Farias Bernardes; Eliane Regina Martins Batista https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 José Farias Bernardes; Eliane Regina Martins Batista https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 12; e122111234255 Research, Society and Development; Vol. 11 Núm. 12; e122111234255 Research, Society and Development; v. 11 n. 12; e122111234255 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052722390761472 |