A organização curricular na política de currículo da EJA para os CEJAS em Mato Grosso de 2008 a 2011

• Ano de defesa: 2013
• Autor(a) principal: Bignarde, Kleber Gonçalves
• 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: Organização curricular; Ciclo de políticas; Educação de jovens e adultos; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Curricular organization; Cycle of politics; Young and adults education
• Link de acesso: http://ri.ufmt.br/handle/1/969

This work has as objective to analyze the reinterpretations on the Curricular Organization of the Curriculum Policy for Education of Young and Adults for the Young and Adults Educational Centers in Mato Grosso during the years 2008 until 2011. It was established, as a theoretical-methodological principle, Stephen Ball's approach to the Cycle of Politics, by which the importance of contextual interrelation (of practice, of influence and of text production) is evidenced and the global/local relations are valued, demonstrating that politics is subject to reinterpretation and recriation. Documents produced by State Secretariat for Education in Mato Grosso relating to the development of the CEJAs (Educational Center for Young and Adults) have been used as source of analysis. And by means of the educational plans per area of knowledge and of a semi structuralized interview, the professors' reinterpretations have been analyzed It is evident in this study that the curricular organization proposed to the CEJAs is noted as a cultural device, represented by the reinterpretation processes, and this curricular production being a process of eventual momentary disputes. The analyzed data also show the approach of a curricular organization that moves about with integrated curricular trends, centered in referential disciplines and, at other moments, in the integrated curriculum centered in school subjects. These forms of curricular organization coexist in the professors' practice, being predominant where the curriculums are centered in their subjects of reference.