O lugar do conhecimento escolar nas novas políticas educacionais para o ensino médio no Brasil: um diagnóstico crítico

• Ano de defesa: 2015
• Autor(a) principal: Sfredo, Marta Luiza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Ensino médio
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/720

The dissertation presents the displacements produced by triggered restructuring in high school through educational policies in relation to school knowledge, produced in the last decade, aimed at examining the concepts of knowledge that emerge from such policies. The methodology used for data collection was the documentary analysis, which involved the analytical treatment of a number of documents produced in national and international level about the propositions concerning the restructuring of the Basic Education stage. For data analysis, we considered the approach proposed by Laurence Bardin. The organization of investigative work was designed considering the historical trajectory of high school, from the Republic to the present, highlighting key facts and moments that contributed to that was translated in the last stage of basic education, with mandatory registration. The theoreti cal framework adopted considered authors who produced critical to this economism in directing educational policies gestated for Secondary Education, through the analysis of the role of education and its relation to the scenario of economic globalization, which marks the contemporary. Education in these conditions is central to ensure the performance and competitiveness, increasing economic gains, by allowing both the subjects and institutions acquire skills that become increasingly performative. Contemporary directions of educational policies, containing the precepts that determined the beginning of the relationship between education and economic development, did emerge three categories of analysis: flexibility, competitiveness and learning to learn, that guided the discussions contained in this dissertation. The principle of flexibility has made the knowledge that place the minimum learning, characterized by skills capable of forming productive personalities to promote economic competitiveness, through the establishment of individualized training pathways, where the role of knowledge is contained in the production of ideas based training profile on the principle of lifelong learning, aimed at employability. This perspective assumed by knowledge, reflects the need to break with the economic perspective present in the school organization and curriculum, revitalizing a solid formation, based on powerful knowledge.