Política de currículo para a escola organizada por ciclos de formação : articulações, discursos e significantes nas orientações curriculares para a rede estadual de Mato Grosso

• Ano de defesa: 2013
• Autor(a) principal: Andrade, Éderson
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Ciclo contínuo de políticas; Teoria do discurso; Ciclos de formação; Política curricular; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Continuous cycle policy; Discourse theory; Formation cycles; Curricular policy
• Link de acesso: http://ri.ufmt.br/handle/1/937

In this research, we are dedicated to understanding the production process of curriculum policy for the School Organized by Formation Cycle of the State of Mato Grosso, drafting what articulations, discourses and signifiers are present in this process. This curriculum policy is developed by SEDUC / MT, it is involving consultants professors, teachers from the Secretariat of the state and teachers of schools. To understand this movement methodologically we chose to articulate the Continuous Cycle Policy proposed by Stephen Ball and collaborators and Discourse Theory of Ernesto Laclau and Chantal Mouffe. In the focus on the qualitative approach in educational research we made it by document analysis and semi-structured interviews with the managers of SEDUC / MT T and Consultants professors who have been in the production process of curriculum texts. We searched theoretical support that enhanced the understanding of the curriculum as a public cultural policy, marked by arenas in which cultural boundaries are spaces of time constant negotiations. We are anchored to this discussion in Canclini (2011, 2012), Lopes (2005, 2006, 2008, 2011), Macedo (2004, 2006, 2011). About formation cycles we found in Freitas (2002, 2003, 2004), Fernandes (2012), Mainardes (2007, 2009), Alavarse (2002), and Mitrulis Barreto (1999), Barreto and Souza (2004), Jacomini (2009). The results show that the new curriculum policy for the school comes from the internal influences of the SEDUC / MT, discourses circulating in the schools need to have a curriculum document, the curriculum proposals coming from the Federal Government, and the discourse that curriculum proposals become more powerful in articulating all stages of Basic Education. The production of the text presents its curricular organization Knowledge Areas, and at the end of each cycle there is a box with axes, capabilities and descriptors, and these two points considered as potentiators of possible strangulation policy curriculum expected for Cycle Training since they show an excessive disciplining and closing frames signaling a technical one curriculum. The production of the text passed through discussions Seminars School, Municipal and Regional, with the discourse of democracy, however with limited time for discussions. For the temporary closure of the production of the text SEDUC / MT proposes to systematize groups for discussions among members of the Teachers and Consultants. There's in this whole movement a process of cultural hybridization between the theories of curriculum, not actually seen so celebratory, but rather an observation that allowed us to realize a weakness in policy curriculum for a school Organized by Formation Cycle, since it presents excessive technical view of curriculum. The joints, speeches and showed us the significant link between not bringing the curriculum policy and conceptions of Formation Cycles. We believe that in this way the curriculum policy proposed by SEDUC / MT did not take into consideration the views of Formation Cycles that should guide all policy formulation resume to this form of school organization. It takes so that teachers and teachers who are working in these schools can understand what intentions in proposing a curriculum policy that brings technicist conceptions to the School organized in Formation Cycles and where they can produce their own curriculum policies who break with this logic.