Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Moura, Suzana Cristina Andrade |
| Orientador(a): |
Coelho, Patrícia Margarida Farias |
| Banca de defesa: |
Tardeli, Denise D'Auria,
Zambone , Alessandra Maria Sabatine,
Barchi , Rodrigo,
Souza, Rafael Lopes de |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2214
|
Resumo: |
Secondary education is one of the levels of education that make up basic and compulsory education in Brazil. Given the importance of this level of education, the reason for being a discussed subject is justified, with different objectives, such as: differentiated didactics, learning, methodologies, legislation and changes in public policies. The latter is the theme of this research, which has as its general objective to investigate the national reform of secondary education in 2017, four of which are specific, namely: (i) to expose the Brazilian educational trajectory and data about secondary education in the 21st century; (ii) examine the historical and political context of the enactment of Law No. 13,415/2017 and the changes in Brazilian secondary education; (iii) compare data from surveys carried out between 2011 and 2016 on Brazilian secondary education and changes in the new legislation; (iv) discuss the changes defined for secondary education in 2017 and whether they are related to the results of the research presented. The analysis will be based on legislation, articles and research on secondary education in order to compare the scientific results with the new legislation. The research problem is: what changes, in high school, with the enactment of Law No. 13,415/2017, and whether there is a relationship between the changes and research on the subject. In this study, it is hypothesized that the drafting of the aforementioned law did not consider the results of educational scientific research carried out in the previous years, disregarding surveys based on different realities in the national territory. The approach of this thesis aims to compare changes in legislation and results of scientific research. The fact that this is a recent change, with impacts on all levels of education, justifies the importance of discussing and addressing this issue and discussing the use of research results in the development of public policies, considering that they are materials with a diversity of proposals for solutions and knowledge that consider the Brazilian reality. The theoretical framework that will support this work are the studies that deal with the reform of secondary education by Araújo (2018), Barbosa (2019) and Ferreti (2018); those who discuss public educational policies by Charlot (2005), Krawczyk (2011, 2017) and Secchi (2017); and authors who address the history of Brazilian education, such as Paro (2001), Frigotto (2016) and Gonçalves (2012). The methodology to be adopted in this thesis will be bibliographical, documental and exploratory (GIL, 2002). It is expected, with this research, (i) to present the reforms that have taken place in Brazilian secondary education since the republican period; (ii) contribute to the discussion on the reform of secondary education; (iii) discuss about the use of research results in the elaboration of educational public policies. The results achieved show that the change in secondary education in 2017 disregarded data from educational research and discussions held by education professionals in different forums and congresses.(AU) |
