A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando?
Wedi'i Gadw mewn:
| Prif Awdur: | |
|---|---|
| Dyddiad Cyhoeddi: | 2022 |
| Fformat: | Master thesis |
| Iaith: | por |
| Ffynhonnell: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2241 |
Crynodeb: | The present research, bound to the area of educational policies and developed together with PPGEDU/UPF, is carried out through a study of a basic and exploratory nature regarding the objectives, qualitative regarding the approach to the problem, and regarding the procedures. The general objective is to analyze the form (or level) of student participation and protagonism in the process of elaborating the curriculum policy of High School Referencial Curricular Gaucho. The research problem seeks to answer the following question: What`s the form (or level) of participation and protagonism of gaucho students in the elaboration of High School Referencial Curricular Gaucho as foreseen and disseminated by the New High School proposal? Seem in this terms, the study adopts the hypothesis that high school students were given participatory spaces during the elaboration of the curricular reference, but that, the participatory exercise occurred in a manipulated and decorative way and didn`t provide young people with the development of youth protagonism. The reason for this is that weren`t developed in which youngers could perceive themselves as authors in the educational process, in an autonomous, responsible and authentic way. The corpus of the textual analysis is based on the document of the Referencial Curricular Gaucho (2021) and in documents and information found and recorded by researchers such as Silva and Krawczyk (2016), Krawczyk and Ferreti (2017), Silva (2018), Uczak , Bernardi and Rossi (2020), Chagas and Luce (2020), Oliveira and Silveira (2020), Silveira, Silva and Oliveira (2021), Silva and Viera (2021), Silveira, Silva and Oliveira (2021), Silva, Bellenzier , Centenaro and Guerra (2022), among others. In addition, some elements related to Projeto de Lei (PL) 34/2016, Provisional Measure (PM) No. 746/2016 and Law No. 13.415/2017 were important to understand the scenario of approvals and determinations. The literature review related to studies on youth, participation and protagonism guide the construction of the guiding categories of the analysis regarding youth participation. To support this purpose, the following authors are taken as: Dayrell (2003), Ferreti, Zibas and Tartuce (2004), Costa and Vieira (2006), Souza (2009), Stamato (2009), Dayrell and Carrano (2014), Weller (2014), Leão and Santos (2018), Demo and Silva (2020), among others. As the main conclusion of the study, it was identified that the discourse of student participation and protagonism is very strong and is well tied through theories that defend these processes. However, it`s noteworthy that the hypothesis initially raised was confirmed during the studies. Therefore, it`s identified that the discourse of the policy text doesn`t meet what actually occurred in the process of formulating the policy of Referencial Curricular Gaucho, demonstrating that participatory movements sometimes occurred, but in a manipulated way. This finding shows that the widespread protagonism and would allow to students to learn as authors of their training processes, in an autonomous, full and collaborative way - didn`t happen. |
| _version_ | 1871607622725009408 |
|---|---|
| author | Bellenzier, Caroline Simon |
| author_browse | Bellenzier, Caroline Simon |
| author_facet | Bellenzier, Caroline Simon |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Bellenzier, Caroline Simon |
| dc.contributor.none.fl_str_mv | Fávero, Altair Alberto http://lattes.cnpq.br/5866881378328643 |
| dc.date.none.fl_str_mv | 2022-08-23 2025-05-07T14:10:01Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | BELLENZIER, Caroline Simon. A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando?. 2022. 120 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. https://repositorio.upf.br/handle/123456789/2241 |
| 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 | Avaliação educacional - Rio Grande do Sul Currículos Educação e Estado Movimento da juventude CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The present research, bound to the area of educational policies and developed together with PPGEDU/UPF, is carried out through a study of a basic and exploratory nature regarding the objectives, qualitative regarding the approach to the problem, and regarding the procedures. The general objective is to analyze the form (or level) of student participation and protagonism in the process of elaborating the curriculum policy of High School Referencial Curricular Gaucho. The research problem seeks to answer the following question: What`s the form (or level) of participation and protagonism of gaucho students in the elaboration of High School Referencial Curricular Gaucho as foreseen and disseminated by the New High School proposal? Seem in this terms, the study adopts the hypothesis that high school students were given participatory spaces during the elaboration of the curricular reference, but that, the participatory exercise occurred in a manipulated and decorative way and didn`t provide young people with the development of youth protagonism. The reason for this is that weren`t developed in which youngers could perceive themselves as authors in the educational process, in an autonomous, responsible and authentic way. The corpus of the textual analysis is based on the document of the Referencial Curricular Gaucho (2021) and in documents and information found and recorded by researchers such as Silva and Krawczyk (2016), Krawczyk and Ferreti (2017), Silva (2018), Uczak , Bernardi and Rossi (2020), Chagas and Luce (2020), Oliveira and Silveira (2020), Silveira, Silva and Oliveira (2021), Silva and Viera (2021), Silveira, Silva and Oliveira (2021), Silva, Bellenzier , Centenaro and Guerra (2022), among others. In addition, some elements related to Projeto de Lei (PL) 34/2016, Provisional Measure (PM) No. 746/2016 and Law No. 13.415/2017 were important to understand the scenario of approvals and determinations. The literature review related to studies on youth, participation and protagonism guide the construction of the guiding categories of the analysis regarding youth participation. To support this purpose, the following authors are taken as: Dayrell (2003), Ferreti, Zibas and Tartuce (2004), Costa and Vieira (2006), Souza (2009), Stamato (2009), Dayrell and Carrano (2014), Weller (2014), Leão and Santos (2018), Demo and Silva (2020), among others. As the main conclusion of the study, it was identified that the discourse of student participation and protagonism is very strong and is well tied through theories that defend these processes. However, it`s noteworthy that the hypothesis initially raised was confirmed during the studies. Therefore, it`s identified that the discourse of the policy text doesn`t meet what actually occurred in the process of formulating the policy of Referencial Curricular Gaucho, demonstrating that participatory movements sometimes occurred, but in a manipulated way. This finding shows that the widespread protagonism and would allow to students to learn as authors of their training processes, in an autonomous, full and collaborative way - didn`t happen. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_51c76557dffd097e18abb490efd8f4bb |
| identifier_str_mv | BELLENZIER, Caroline Simon. A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando?. 2022. 120 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. |
| 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:123456789/2241 |
| publishDate | 2022 |
| publishDateSort | 2022 |
| 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 | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando?Avaliação educacional - Rio Grande do SulCurrículosEducação e EstadoMovimento da juventudeCIENCIAS HUMANAS::EDUCACAOThe present research, bound to the area of educational policies and developed together with PPGEDU/UPF, is carried out through a study of a basic and exploratory nature regarding the objectives, qualitative regarding the approach to the problem, and regarding the procedures. The general objective is to analyze the form (or level) of student participation and protagonism in the process of elaborating the curriculum policy of High School Referencial Curricular Gaucho. The research problem seeks to answer the following question: What`s the form (or level) of participation and protagonism of gaucho students in the elaboration of High School Referencial Curricular Gaucho as foreseen and disseminated by the New High School proposal? Seem in this terms, the study adopts the hypothesis that high school students were given participatory spaces during the elaboration of the curricular reference, but that, the participatory exercise occurred in a manipulated and decorative way and didn`t provide young people with the development of youth protagonism. The reason for this is that weren`t developed in which youngers could perceive themselves as authors in the educational process, in an autonomous, responsible and authentic way. The corpus of the textual analysis is based on the document of the Referencial Curricular Gaucho (2021) and in documents and information found and recorded by researchers such as Silva and Krawczyk (2016), Krawczyk and Ferreti (2017), Silva (2018), Uczak , Bernardi and Rossi (2020), Chagas and Luce (2020), Oliveira and Silveira (2020), Silveira, Silva and Oliveira (2021), Silva and Viera (2021), Silveira, Silva and Oliveira (2021), Silva, Bellenzier , Centenaro and Guerra (2022), among others. In addition, some elements related to Projeto de Lei (PL) 34/2016, Provisional Measure (PM) No. 746/2016 and Law No. 13.415/2017 were important to understand the scenario of approvals and determinations. The literature review related to studies on youth, participation and protagonism guide the construction of the guiding categories of the analysis regarding youth participation. To support this purpose, the following authors are taken as: Dayrell (2003), Ferreti, Zibas and Tartuce (2004), Costa and Vieira (2006), Souza (2009), Stamato (2009), Dayrell and Carrano (2014), Weller (2014), Leão and Santos (2018), Demo and Silva (2020), among others. As the main conclusion of the study, it was identified that the discourse of student participation and protagonism is very strong and is well tied through theories that defend these processes. However, it`s noteworthy that the hypothesis initially raised was confirmed during the studies. Therefore, it`s identified that the discourse of the policy text doesn`t meet what actually occurred in the process of formulating the policy of Referencial Curricular Gaucho, demonstrating that participatory movements sometimes occurred, but in a manipulated way. This finding shows that the widespread protagonism and would allow to students to learn as authors of their training processes, in an autonomous, full and collaborative way - didn`t happen.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA presente pesquisa, vinculada ao campo das políticas educacionais e desenvolvida junto ao PPGEDU/UPF, realiza-se por meio de um estudo de natureza básica e exploratória quanto aos objetivos, qualitativa quanto à abordagem do problema, e mediante um estudo bibliográfico, documental e de análise textual quanto aos procedimentos. O objetivo geral é analisar a forma (ou nível) de participação e o protagonismo estudantil no processo de elaboração da política curricular do Referencial Gaúcho do Ensino Médio. O problema de pesquisa busca responder à seguinte pergunta: Qual a forma (ou nível) de participação e protagonismo dos estudantes gaúchos na elaboração da política do Referencial Gaúcho do Ensino Médio, conforme previsto e difundido pela proposta do Novo Ensino Médio? Nesse sentido, o estudo adota a hipótese de que foram possibilitados aos estudantes do Ensino Médio espaços participativos durante a elaboração do referencial curricular, mas que, todavia, o exercício participativo ocorreu de forma manipulada e decorativa e não proporcionou aos jovens o desenvolvimento do protagonismo juvenil. A razão para tal é que não foram desenvolvidas atividades em que os jovens pudessem perceber-se como autores no processo educacional, de forma autônoma, responsável e autêntica. O corpus da análise textual fundamenta-se no documento do Referencial Curricular Gaúcho (2021) e em documentos e informações encontradas e registradas por pesquisadores como Silva e Krawczyk (2016), Krawczyk e Ferreti (2017), Silva (2018), Uczak, Bernardi e Rossi (2020), Chagas e Luce (2020), Oliveira e Silveira (2020), Silveira, Silva e Oliveira (2021), Silva e Viera (2021), Silveira, Silva e Oliveira (2021), Silva, Bellenzier, Centenaro e Guerra (2022), entre outros. Além disso, alguns elementos relacionados ao Projeto de Lei (PL) 34/2016, à Medida Provisória (MP) n° 746/2016 e à Lei n° 13.415/2017 foram importantes para compreender o cenário das aprovações e determinações. A revisão bibliográfica relacionada aos estudos sobre juventudes, participação e protagonismo norteiam a construção das categorias orientadoras da análise a respeito da participação juvenil. Para dar conta desse propósito, são tomados como autores referentes Dayrell (2003), Ferreti, Zibas e Tartuce (2004), Costa e Vieira (2006), Souza (2009), Stamato (2009), Dayrell e Carrano (2014), Weller (2014), Leão e Santos (2018), Demo e Silva (2020), entre outros. Como principal conclusão do estudo, identificou-se que o discurso da participação e do protagonismo estudantil é muito forte e está bem amarrado por meio de teorias que defendem esses processos. Entretanto, destaca-se que a hipótese levantada inicialmente foi confirmada no decorrer dos estudos. Sendo assim, identifica-se que o discurso do texto da política não vai ao encontro do que de fato ocorreu no processo de formulação da política do Referencial Curricular Gaúcho, demonstrando que os movimentos participativos, por vezes, ocorreram, mas de forma manipulada. Essa constatação demonstra que o protagonismo difundido - e que possibilitaria aos estudantes aprenderem como autores dos seus processos formativos, de forma autônoma, plena e colaborativa - não aconteceu.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoFávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643Bellenzier, Caroline Simon2025-05-07T14:10:01Z2022-08-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfBELLENZIER, Caroline Simon. A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando?. 2022. 120 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2022.https://repositorio.upf.br/handle/123456789/2241porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:20:14Zoai:repositorio.upf.br:123456789/2241Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:20:14Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? Bellenzier, Caroline Simon Avaliação educacional - Rio Grande do Sul Currículos Educação e Estado Movimento da juventude CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| title_full | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| title_fullStr | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| title_full_unstemmed | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| title_short | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| title_sort | A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando? |
| topic | Avaliação educacional - Rio Grande do Sul Currículos Educação e Estado Movimento da juventude CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2241 |