A formação do discurso sobre tecnologias nas políticas curriculares da educação básica entre 1996 e 2018

• Ano de defesa: 2022
• Autor(a) principal: Ramos, Hugo Souza Garcia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Políticas; Tecnologias; Discurso; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/16325

The objective of this thesis was to analyze and describe the formation of the discourse on technologies, in curricular policies, between 1996 and 2018. The theoretical framework was operated with the concept of curricular policies, seeking to emphasize the post-critical theory, especially the post-structuralism, as a possibility of analysis. Establishing conversation networks mainly with Alice Lopes, Elizabeth Macedo and Stephen Ball. Another concept dear to the research was technologies, in which the possibility of being subjectivity-producing vehicles was defended. The discussion was based on the dialogue with Andrew Feenberg, Carl Mitcham, Gilles Deleuze and Félix Guattari. Regarding the methodological part of the research, we carried out a dialogue with the analysis of discourse in the light of Foucauldian theory, approaching the main concepts such as discursive practice, utterance, discursive formation, seeking to weave together connections about possible contributions to the thesis. In addition, we outlined some attitudes and procedures that guided us in the analysis of the discourse of curriculum policies on technologies. The research corpus was constituted exclusively by the documents of the following curricular policies: National Curricular Parameters, PCN+ High School, Curriculum Guidelines for High School, National Curriculum Guidelines for Basic Education and the National Curricular Common Base. We defend the thesis that investment in curriculum policies on technologies were strategies that placed new objects and demands for education. In this way, the discourse of curricular policies can be understood as practices that perform certain functions in society and are articulated with practices that are external to them, that is, non-discursive. We conclude, in the end, that in the curricular policies there is a hybrid discourse with regard to the conceptions of technologies, that is, a hybridization of different theoretical trends, considering that each one is used according to the symbolic developments that they aim to aim for. Another data revealed in the policy discourse is when the school assumes a certain role in the formation of new subjects who need to acquire certain skills, according to the job market, in relation to the use of technologies whose final objective of the learning process is to be reached of competence and skills.