Innovative high school teaching: proposal’s translation in practice context
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Ciência e Cultura |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.25 |
Resumo: | This article discusses the process of 'translation' of High School Program Innovator (ProEMI) in a state public school of Rio Grande do Norte. We demonstrate, from the analytical framework of Stephen Ball policy cycle (2011), elements that enable curricular policy to be 'translated' in their contexts. We take the term 'translation' in a post-structuralist perspective, as a process that starts from the supplementation of an official policy, modifying it, creating 'scales' that occupy a momentary void of meaning that filled empower other 'translation' in walking policy (Derrida, 2005). Thus, in the process of translation, the texts are reinvented, not as a copy but as a new text. We started this work for a review of the concept of 'translation' and the discussion of the elements of the policy cycle as well as present in the official proposal ProEMI (2009/2010). Following through semi-structured interviews with the technical-pedagogical staff from school, we analyze some possibilities of the policy in the practical context. Thus, we see the proposal of supplementation process from the senses and contextual demands of the various forces that interfere in the school routine. |
id |
UNILASALLE-2_c38fb4927fc30f5b99666610149a370a |
---|---|
oai_identifier_str |
oai:ojs.revistas.unilasalle.edu.br:article/2820 |
network_acronym_str |
UNILASALLE-2 |
network_name_str |
Revista Educação Ciência e Cultura |
repository_id_str |
|
spelling |
Innovative high school teaching: proposal’s translation in practice contextEnsino médio inovador: tradução da proposta no contexto da práticaCurriculum Policy; ProEMI ; Translation Policies.EducaçãoPolítica de Currículo; ProEMI; Tradução de Políticas.This article discusses the process of 'translation' of High School Program Innovator (ProEMI) in a state public school of Rio Grande do Norte. We demonstrate, from the analytical framework of Stephen Ball policy cycle (2011), elements that enable curricular policy to be 'translated' in their contexts. We take the term 'translation' in a post-structuralist perspective, as a process that starts from the supplementation of an official policy, modifying it, creating 'scales' that occupy a momentary void of meaning that filled empower other 'translation' in walking policy (Derrida, 2005). Thus, in the process of translation, the texts are reinvented, not as a copy but as a new text. We started this work for a review of the concept of 'translation' and the discussion of the elements of the policy cycle as well as present in the official proposal ProEMI (2009/2010). Following through semi-structured interviews with the technical-pedagogical staff from school, we analyze some possibilities of the policy in the practical context. Thus, we see the proposal of supplementation process from the senses and contextual demands of the various forces that interfere in the school routine.Este artigo discute o processo de “tradução” do Programa Ensino Médio Inovador (ProEMI), em uma escola pública estadual do Rio Grande do Norte. Buscamos demonstrar, a partir do referencial analítico do ciclo de política de Stephen Ball (2011), elementos que possibilitam a política curricular ser “traduzida” em seus contextos. Tomamos o termo “tradução”, em uma perspectiva pós-estruturalista, como um processo que se dá a partir da suplementação de uma política oficial, modificando-a, criando “escamas” que ocupam um vazio momentâneo de significação que, preenchido, potencializará outra “tradução” no caminhar da política (DERRIDA, 2005). Assim, no processo de tradução, os textos são reinventados, nunca como cópia, mas como um novo texto. Iniciamos este trabalho por uma revisão do conceito de “tradução” e pela discussão dos elementos do ciclo de política assim como serão apresentados como proposta oficial o ProEMI (2009/2010). Na sequência, através de entrevistas semiestruturadas com o corpo técnico-pedagógico da escola, analisamos algumas possibilidades da política no contexto da prática. Desse modo, percebemos o processo de suplementação da proposta a partir dos sentidos e demandas contextuais das diversas forças que interferem no cotidiano da escola. Universidade LaSalle - Unilasalle CanoasBezerra de Oliveira, Falconiere Leone2016-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.2510.18316/2236-6377.16.25Educação, Ciência e Cultura; v. 21, n. 1 (2016); p. 81-942236-6377reponame:Revista Educação Ciência e Culturainstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.25/pdfinfo:eu-repo/semantics/openAccess2017-08-04T19:27:58Zoai:ojs.revistas.unilasalle.edu.br:article/2820Revistahttps://revistas.unilasalle.edu.br/index.php/Educacao/indexONGhttps://revistas.unilasalle.edu.br/index.php/Educacao/oairevistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br2236-63772238-7293opendoar:2017-08-04T19:27:58Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
Innovative high school teaching: proposal’s translation in practice context Ensino médio inovador: tradução da proposta no contexto da prática |
title |
Innovative high school teaching: proposal’s translation in practice context |
spellingShingle |
Innovative high school teaching: proposal’s translation in practice context Bezerra de Oliveira, Falconiere Leone Curriculum Policy; ProEMI ; Translation Policies. Educação Política de Currículo; ProEMI; Tradução de Políticas. |
title_short |
Innovative high school teaching: proposal’s translation in practice context |
title_full |
Innovative high school teaching: proposal’s translation in practice context |
title_fullStr |
Innovative high school teaching: proposal’s translation in practice context |
title_full_unstemmed |
Innovative high school teaching: proposal’s translation in practice context |
title_sort |
Innovative high school teaching: proposal’s translation in practice context |
author |
Bezerra de Oliveira, Falconiere Leone |
author_facet |
Bezerra de Oliveira, Falconiere Leone |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Bezerra de Oliveira, Falconiere Leone |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Curriculum Policy; ProEMI ; Translation Policies. Educação Política de Currículo; ProEMI; Tradução de Políticas. |
topic |
Curriculum Policy; ProEMI ; Translation Policies. Educação Política de Currículo; ProEMI; Tradução de Políticas. |
description |
This article discusses the process of 'translation' of High School Program Innovator (ProEMI) in a state public school of Rio Grande do Norte. We demonstrate, from the analytical framework of Stephen Ball policy cycle (2011), elements that enable curricular policy to be 'translated' in their contexts. We take the term 'translation' in a post-structuralist perspective, as a process that starts from the supplementation of an official policy, modifying it, creating 'scales' that occupy a momentary void of meaning that filled empower other 'translation' in walking policy (Derrida, 2005). Thus, in the process of translation, the texts are reinvented, not as a copy but as a new text. We started this work for a review of the concept of 'translation' and the discussion of the elements of the policy cycle as well as present in the official proposal ProEMI (2009/2010). Following through semi-structured interviews with the technical-pedagogical staff from school, we analyze some possibilities of the policy in the practical context. Thus, we see the proposal of supplementation process from the senses and contextual demands of the various forces that interfere in the school routine. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-06-30 |
dc.type.none.fl_str_mv |
|
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://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.25 10.18316/2236-6377.16.25 |
url |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.25 |
identifier_str_mv |
10.18316/2236-6377.16.25 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.25/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Educação, Ciência e Cultura; v. 21, n. 1 (2016); p. 81-94 2236-6377 reponame:Revista Educação Ciência e Cultura instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Educação Ciência e Cultura |
collection |
Revista Educação Ciência e Cultura |
repository.name.fl_str_mv |
Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br |
_version_ |
1788165870409744384 |