Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Viana, Heloiza Souza
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| Orientador(a): |
Freitas, Revalino Antônio de
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| Banca de defesa: |
Freitas, Revalino Antônio de,
Souza, Aparecida Neri de,
Oliveira, Dijaci David de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Sociologia (FCS)
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| Departamento: |
Faculdade de Ciências Sociais - FCS (RG)
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| País: |
Brasil
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| 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://repositorio.bc.ufg.br/tede/handle/tede/5808
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Resumo: |
The research aims to relate the fragility and transformation of the State Programs of Education students in Goiás, with teaching, since there is no soundness in these programs that comes from the history of the school, still characterized by a lack of identity premise Basic to propose changes. Not knowing clearly the purposes of this teaching even though the laws attempt to abolish the idea of duality between a preparatory and vocational education, secondary education is still allied to these representations, where the measures and proposals are doomed to be relaxed and palliative fragile. The analysis does not refrain, nor repudiates the changes that schools must pass due to social demands (political and economic), particularly high school teachers accountable transformations, but if restless how changes are made (imposed) by the state government. The interviews with teachers reveal multiple looks by how they perceive the profession, thus their social representations |
