Banca de QUALIFICAÇÃO: DANILO DIÊGO DE LEMOS BELÉM
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.STUDENT : DANILO DIÊGO DE LEMOS BELÉM
DATE: 07/07/2023
TIME: 14:00
LOCAL: Fundaj
TITLE:
KEY WORDS:
PAGES: 51
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
The process of deepening neoliberal economic policies has gained, in the last decade, a new contour in Brazil through a series of reforms that affect the public service. Among such initiatives, the one that positions the stage of Brazilian secondary education in the reforming wake gains its legal contours from Provisional Measure n. 746/2016 and is formalized in Law n. 13,415/2017. Based on this legal framework, the “High School Reform” reorganizes this stage of basic education based on parameters similar to those found in a series of other international experiences in recent decades, which strengthens the understanding of such a process as a “global movement”. of educational reform”. In this way, the new Brazilian model establishes a secondary education that becomes full-time, and divides the curriculum between (1) basic general education that all students access – organized based on the new parameters of the National Common Curricular Base – and (2) diversified training, accessed by students as a way to complement their basic general training and organized through training itineraries. The professional performance of teaching in secondary education then undergoes a process of flexibility arising from this new curricular composition, since there are no curricular parameters for teaching the itineraries and, therefore, teachers with different training profiles teach the same curricular components, many of which end up being unrecognizable to them. This research project has the general objective of evaluating how teaching professionalism is built through professional activities in training itineraries, and, therefore, pursues 04 specific objectives: (1) Evaluate the scenario of implementation of the reform in Recife in terms of it concerns the attribution of professors to training itineraries; (2) analyze how the relationship between teachers and the knowledge necessary for teaching the itineraries is constructed; (3) analyze how the relationship between teachers and the know-how necessary for teaching the itineraries is constructed; and (4) analyze how teacher autonomy is presented in the process of teaching training itineraries. Based on the categories of teaching flexibility and teaching professionalism, the discourse analysis method will be used to analyze two types of data: (1) the “Implementation Plan for the New High School”, an official document from the Education Department of Pernambuco which has data on the implementation scenario until the end of 2022, and (2) semi-structured interviews carried out with 20 teachers of the itineraries in the city of Recife.
COMMITTEE MEMBERS:
Externa à Instituição - ANA PAULA FURTADO SOARES PONTES - UFPB
Presidente - BRUNA TARCILIA FERRAZ
Interna - ***.536.134-** - CIBELE MARIA LIMA RODRIGUES - FJN