Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização
שמור ב:
| מחבר ראשי: | |
|---|---|
| Publication Date: | 2023 |
| פורמט: | Doctoral thesis |
| שפה: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2390 |
סיכום: | The following thesis aimed to comprehend the recontextualization process in the development of the Rio Grande do Sul State Curriculum for High School (RCG-EM) and the shifts in meaning generated concerning the discourse of national official devices for the New High School (NEM). The research problem was guided by the following question: What shifts in meaning are evident in relation to the national official statements of the NEM in the recontextualizing movement that produced the RCG-EM? The theoretical framework adopted was based on the contributions of Basil Bernstein's theory of the pedagogic device (1996; 1998) and his concept of recontextualization. Bernstein's studies have been employed in the analysis of curricular policies, especially based on the understanding of the shifts that texts and discourses undergo when circulating between governmental contexts and instances and, from these, to schools. This application has been confirmed by the research of Morais and Neves (2001; 2007), Silva (2008; 2014), Mainardes (2006), Mainardes and Stremel (2010), Silva (2010), Lopes and Macedo (2011), Silveira, Silva, and Oliveira (2022), Oliveira and Silva (2023), which constitute fundamental theoretical references for the thesis regarding the analytical perspective of curricular policy recontextualization. The analytical-hermeneutic method was employed, involving categorization, coding, ordering, and regrouping of data and information, as well as descriptive and reflective analyses of the investigated field, while adopting a hermeneutic stance through the circular relationship between the researcher and the investigated object/field. Data production procedures included literature review, document analysis, and semi-structured interviews with teachers who contributed to the RCG-EM. The research was guided by the following hypotheses: (i) despite explicit national guidelines on how to write and implement the state curriculum, such information and guidance, when received, are reinterpreted based on the culture and biography of the actors; (ii) developing a curricular document at the state level from national-level devices requires interpretation, permeated by consensus and dissensus regarding meanings and significances, making the construction of the curricular text a unique creative process in each locality; (iii) although recontextualization is inevitable, it can vary, as depending on how the process occurs, it can produce a curricular text very similar but also present a result quite different from the one it started with. Among the main results of the research were the following: (i) the conception of the teacher in the RCG-EM as the curriculum author, knowledge producer, and subject of praxis differed from that identified in the national official discourse of the NEM, which defines the teacher as an adaptable and standardized subject unilaterally aligned with the curriculum by skills and competencies; (ii) the RCG-EM did not exclude the construction of the Pedagogical Political Project, unlike the national official discourse of the NEM; (iii) the life project approach in the RCG-EM sought to overcome a narrow vision focused only on reducing it to entrepreneurship; (iv) it was found that the Reference did not omit issues such as gender equality, overcoming sexism, racism, homophobia, and other forms of prejudice and violence, practically absent in the national official documents that structured the high school reform. However, the evidenced results did not represent a rupture or transformation in relation to this reform. As a general conclusion, it is asserted that the essence of the NEM was maintained, considering that the process of developing the RCG-EM did not manage to increase the workload of basic general education or change the profound problem of formative itineraries. Thus, it can be said that there were not proper shifts in meaning, but hybridizations and additions of meanings that, despite their relevance, did not modify the core of the NEM, deeply dualistic and imprisoned by neoliberal interests |
| _version_ | 1871607621031559168 |
|---|---|
| author | Centenaro, Junior Bufon |
| author_browse | Centenaro, Junior Bufon |
| author_facet | Centenaro, Junior Bufon |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Centenaro, Junior Bufon |
| dc.contributor.none.fl_str_mv | Fávero, Altair Alberto http://lattes.cnpq.br/5866881378328643 |
| dc.date.none.fl_str_mv | 2023-08-22 2025-05-07T14:11:36Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | CENTENARO, Junior Bufon. Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização. 2023. 206 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. https://repositorio.upf.br/handle/123456789/2390 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Educação e Estado Ensino médio Currículos - Avaliação CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The following thesis aimed to comprehend the recontextualization process in the development of the Rio Grande do Sul State Curriculum for High School (RCG-EM) and the shifts in meaning generated concerning the discourse of national official devices for the New High School (NEM). The research problem was guided by the following question: What shifts in meaning are evident in relation to the national official statements of the NEM in the recontextualizing movement that produced the RCG-EM? The theoretical framework adopted was based on the contributions of Basil Bernstein's theory of the pedagogic device (1996; 1998) and his concept of recontextualization. Bernstein's studies have been employed in the analysis of curricular policies, especially based on the understanding of the shifts that texts and discourses undergo when circulating between governmental contexts and instances and, from these, to schools. This application has been confirmed by the research of Morais and Neves (2001; 2007), Silva (2008; 2014), Mainardes (2006), Mainardes and Stremel (2010), Silva (2010), Lopes and Macedo (2011), Silveira, Silva, and Oliveira (2022), Oliveira and Silva (2023), which constitute fundamental theoretical references for the thesis regarding the analytical perspective of curricular policy recontextualization. The analytical-hermeneutic method was employed, involving categorization, coding, ordering, and regrouping of data and information, as well as descriptive and reflective analyses of the investigated field, while adopting a hermeneutic stance through the circular relationship between the researcher and the investigated object/field. Data production procedures included literature review, document analysis, and semi-structured interviews with teachers who contributed to the RCG-EM. The research was guided by the following hypotheses: (i) despite explicit national guidelines on how to write and implement the state curriculum, such information and guidance, when received, are reinterpreted based on the culture and biography of the actors; (ii) developing a curricular document at the state level from national-level devices requires interpretation, permeated by consensus and dissensus regarding meanings and significances, making the construction of the curricular text a unique creative process in each locality; (iii) although recontextualization is inevitable, it can vary, as depending on how the process occurs, it can produce a curricular text very similar but also present a result quite different from the one it started with. Among the main results of the research were the following: (i) the conception of the teacher in the RCG-EM as the curriculum author, knowledge producer, and subject of praxis differed from that identified in the national official discourse of the NEM, which defines the teacher as an adaptable and standardized subject unilaterally aligned with the curriculum by skills and competencies; (ii) the RCG-EM did not exclude the construction of the Pedagogical Political Project, unlike the national official discourse of the NEM; (iii) the life project approach in the RCG-EM sought to overcome a narrow vision focused only on reducing it to entrepreneurship; (iv) it was found that the Reference did not omit issues such as gender equality, overcoming sexism, racism, homophobia, and other forms of prejudice and violence, practically absent in the national official documents that structured the high school reform. However, the evidenced results did not represent a rupture or transformation in relation to this reform. As a general conclusion, it is asserted that the essence of the NEM was maintained, considering that the process of developing the RCG-EM did not manage to increase the workload of basic general education or change the profound problem of formative itineraries. Thus, it can be said that there were not proper shifts in meaning, but hybridizations and additions of meanings that, despite their relevance, did not modify the core of the NEM, deeply dualistic and imprisoned by neoliberal interests |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UPF_442f0505a2b2ac3ea06f9efdda64d3ce |
| identifier_str_mv | CENTENARO, Junior Bufon. Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização. 2023. 206 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2390 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualizaçãoEducação e EstadoEnsino médioCurrículos - AvaliaçãoCIENCIAS HUMANAS::EDUCACAOThe following thesis aimed to comprehend the recontextualization process in the development of the Rio Grande do Sul State Curriculum for High School (RCG-EM) and the shifts in meaning generated concerning the discourse of national official devices for the New High School (NEM). The research problem was guided by the following question: What shifts in meaning are evident in relation to the national official statements of the NEM in the recontextualizing movement that produced the RCG-EM? The theoretical framework adopted was based on the contributions of Basil Bernstein's theory of the pedagogic device (1996; 1998) and his concept of recontextualization. Bernstein's studies have been employed in the analysis of curricular policies, especially based on the understanding of the shifts that texts and discourses undergo when circulating between governmental contexts and instances and, from these, to schools. This application has been confirmed by the research of Morais and Neves (2001; 2007), Silva (2008; 2014), Mainardes (2006), Mainardes and Stremel (2010), Silva (2010), Lopes and Macedo (2011), Silveira, Silva, and Oliveira (2022), Oliveira and Silva (2023), which constitute fundamental theoretical references for the thesis regarding the analytical perspective of curricular policy recontextualization. The analytical-hermeneutic method was employed, involving categorization, coding, ordering, and regrouping of data and information, as well as descriptive and reflective analyses of the investigated field, while adopting a hermeneutic stance through the circular relationship between the researcher and the investigated object/field. Data production procedures included literature review, document analysis, and semi-structured interviews with teachers who contributed to the RCG-EM. The research was guided by the following hypotheses: (i) despite explicit national guidelines on how to write and implement the state curriculum, such information and guidance, when received, are reinterpreted based on the culture and biography of the actors; (ii) developing a curricular document at the state level from national-level devices requires interpretation, permeated by consensus and dissensus regarding meanings and significances, making the construction of the curricular text a unique creative process in each locality; (iii) although recontextualization is inevitable, it can vary, as depending on how the process occurs, it can produce a curricular text very similar but also present a result quite different from the one it started with. Among the main results of the research were the following: (i) the conception of the teacher in the RCG-EM as the curriculum author, knowledge producer, and subject of praxis differed from that identified in the national official discourse of the NEM, which defines the teacher as an adaptable and standardized subject unilaterally aligned with the curriculum by skills and competencies; (ii) the RCG-EM did not exclude the construction of the Pedagogical Political Project, unlike the national official discourse of the NEM; (iii) the life project approach in the RCG-EM sought to overcome a narrow vision focused only on reducing it to entrepreneurship; (iv) it was found that the Reference did not omit issues such as gender equality, overcoming sexism, racism, homophobia, and other forms of prejudice and violence, practically absent in the national official documents that structured the high school reform. However, the evidenced results did not represent a rupture or transformation in relation to this reform. As a general conclusion, it is asserted that the essence of the NEM was maintained, considering that the process of developing the RCG-EM did not manage to increase the workload of basic general education or change the profound problem of formative itineraries. Thus, it can be said that there were not proper shifts in meaning, but hybridizations and additions of meanings that, despite their relevance, did not modify the core of the NEM, deeply dualistic and imprisoned by neoliberal interestsCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA presente tese teve por objetivo compreender o processo recontextualizador de elaboração do Referencial Curricular Gaúcho do Ensino Médio (RCG-EM) e os deslocamentos de sentido gerados em relação ao discurso dos dispositivos oficiais nacionais do Novo Ensino Médio (NEM). O problema de pesquisa foi orientado pela seguinte pergunta: quais deslocamentos de sentido se evidenciam em relação aos enunciados oficiais nacionais do NEM, no movimento recontextualizador que produziu o RCG-EM? O referencial teórico adotado ancorou-se nas contribuições da teoria do dispositivo pedagógico de Basil Bernstein (1996; 1998) e seu conceito de recontextualização. Os estudos de Bernstein vem sendo empregados nas análises das políticas curriculares, especialmente para a compreensão dos deslocamentos que textos e discursos sofrem ao circularem entre os contextos e instâncias de governo e, destes, para as escolas. Esse emprego foi atestado pelas pesquisas de Morais e Neves (2001; 2007), Silva (2008; 2014), Mainardes (2006), Mainardes e Stremel (2010), Silva (2010), Lopes e Macedo (2011), Silveira, Silva e Oliveira (2022), Oliveira e Silva (2023), as quais configuram-se como referências teóricas fundamentais da tese no que concerne à perspectiva analítica da recontextualização da política curricular. O método utilizado foi o analítico-hermenêutico, pois desenvolveu-se categorizações, codificações, ordenamentos e reagrupamentos de dados e informações, bem como análises descritivas e reflexivas do campo investigado, ao mesmo tempo em que se assumiu uma postura hermenêutica mediante a relação circular entre o pesquisador e o objeto/campo investigado. Os procedimentos adotados para produção dos dados foram a pesquisa bibliográfica, pesquisa documental e entrevistas semiestruturadas com professores redatores do RCG-EM. A pesquisa orientou-se pelas seguintes hipóteses: (i) apesar de haver orientações nacionais explícitas sobre como escrever e implementar o currículo estadual, tais informações e orientações, ao serem recepcionadas, são reinterpretadas com base na cultura e biografia dos atores; (ii) a elaboração de um documento curricular do território estadual a partir de dispositivos de âmbito nacional exige interpretação, permeada por consensos e dissensos quanto aos sentidos e significados, que tornam a construção do texto curricular um processo criativo único em cada local; (iii) mesmo que a recontextualização seja inevitável, ela pode variar, pois, a depender de como ocorre o processo, pode produzir um texto curricular muito semelhante, mas, também, apresentar um resultado bastante diverso daquele que tomou como ponto de partida. Dentre os resultados principais da pesquisa destacaram-se os seguintes: (i) a concepção de professor no RCG-EM como autor do currículo, produtor de saberes e sujeito da práxis, distanciou-se daquela identificada no discurso oficial nacional do NEM, que define o professor como sujeito adaptável e padronizado, unilateralmente alinhado ao currículo por habilidades e competências; (ii) o RCG-EM não excluiu a construção do Projeto Político Pedagógico, diferentemente do discurso oficial nacional do NEM; (iii) a abordagem do projeto de vida no RCG-EM buscou superar uma visão estreita focada apenas em reduzi-lo ao empreendedorismo; (iv) verificou-se que o Referencial não se omitiu em relação a questões como igualdade de gênero, superação do sexismo, racismo, homofobia e outras formas de preconceito e violência, praticamente ausentes nos documentos oficiais nacionais que estruturaram a reforma do ensino médio. No entanto, os resultados evidenciados não representaram uma ruptura ou transformação em relação a essa reforma. Como conclusão geral afirma-se que a essência do NEM foi mantida, haja vista que o processo de elaboração do RCG-EM não conseguiu aumentar a carga horária da formação geral básica e nem alterar o profundo problema dos itinerários formativos. Desse modo, pode-se dizer que não houve propriamente deslocamentos de sentido, mas hibridizações e adições de sentidos que, apesar da relevância, não modificaram o núcleo do NEM, profundamente dualista e aprisionado aos interesses neoliberaisUniversidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoFávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643Centenaro, Junior Bufon2025-05-07T14:11:36Z2023-08-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfCENTENARO, Junior Bufon. Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização. 2023. 206 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023.https://repositorio.upf.br/handle/123456789/2390porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:36:00Zoai:repositorio.upf.br:123456789/2390Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:36Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização Centenaro, Junior Bufon Educação e Estado Ensino médio Currículos - Avaliação CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| title_full | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| title_fullStr | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| title_full_unstemmed | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| title_short | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| title_sort | Da Lei nº 13.415/2017 ao Referencial Curricular Gaúcho do Novo Ensino Médio: processos de recontextualização |
| topic | Educação e Estado Ensino médio Currículos - Avaliação CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2390 |