Banca de DEFESA: DANILO DIÊGO DE LEMOS BELÉM

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DANILO DIÊGO DE LEMOS BELÉM
DATE: 30/08/2024
TIME: 16:30
LOCAL: Online
TITLE:

TEACHING PROFESSIONALITY IN THE CONTEXT OF HIGH SCHOOL REFORM: EVALUATING THE RESULTS OF THE POLICY IN STATE SCHOOLS LOCATED IN RECIFE/PE

KEY WORDS:
PAGES: 112
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The High School, which, based on the Law of Guidelines and Bases for education in 1996, now forms the last stage of Basic Education, is – at the time of writing this work – in a process of transformation. In 2017, during the interim government of Michel Temer and with the Ministry of Education (MEC) headed by Mendonça Filho, a legal framework for this process was approved, Law 13,415 – commonly called the “New High School Law”. The changes envisaged by the reform in Brazil have been characterized in a similar way to those occurring in other countries whose neoliberal economic policies produce “a process of aligning school activities with expected results, in a dynamic that imitates, at least, the operating logic business” (FREITAS, 2018). In summary, the reform presents, in terms of curricular organization, at the same time: (1) a reorganization of general training for everyone, by transforming scientific subjects into areas of knowledge at BNCC, expected to make up less than half of the school day, and (2) a strategy to make the curriculum more flexible, with the purpose of changing the one-size-fits-all secondary education model with the justification of “contemplating the cultural differences of different youth” by establishing the teaching of so-called training itineraries. However, the discussion raised by education entities and researchers since the imposition of the Provisional Measure that gave rise to the law of this reform is whether this flexibility and reorganization has, in fact, been an appropriate way of favoring the different socio-educational realities or if, on the contrary, it has made the curriculum reductionist, and, for the purposes of our research, we add here: if it has not, in fact, produced a fragility in teaching professionalism, through the creation of a scenario in which a significant number of Professionals now have their workload in scientific disciplines reduced, while they have before them a profusion of training paths that can be assigned to whoever needs them to complete their workday, regardless of their training profiles. Our general objective, therefore, was to evaluate how teaching professionalism is crossed by professional performance in training itineraries, to this end, we broke it down into the following specific objectives: (1) Contextualize the implementation of the secondary education reform in Pernambuco; (2) identify the distribution of training tracks in state schools located in Recife; and (3) analyze the teaching discourse regarding performance in training itineraries. As theoretical assumptions, we start from the discussion around teaching professionalism, especially in the contribution that this category has to the understanding of processes riddled with contradictions such as educational reforms, where the rhetorical use of professionalism that administrations can make to guarantee some type of teachers' loyalty shares space with real occupational values that are in line with the characteristics and needs of carrying out the teaching role (CONTRERAS, 2022). In our methodological path, we sought, firstly, to contextualize the implementation scenario of the EM reform in Pernambuco, based on information from the Reform Implementation Plan; Next, we sought to identify how the training trail classes have been distributed in state schools in Recife, which we did based on data requested from the Pernambuco Department of Education and Sports; and, finally, we used the collection method of semi-structured interviews with sociology teachers who today complement their work day with classes from the training tracks, subjecting them to discourse analysis as stated by Orlandi (2005). It was evident in our investigation that this new professional whose qualification is measured by their degree of flexibility is not limited, within the school, to young people in training, but, above all, is increasingly expressed in those who train, that is, in the teachers.

COMMITTEE MEMBERS:
Externa à Instituição - ANA PAULA FURTADO SOARES PONTES - UFPB
Presidente - BRUNA TARCILIA FERRAZ
Interna - ***.536.134-** - CIBELE MARIA LIMA RODRIGUES - FJN