Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Buss, Cristiano da Silva |
| Orientador(a): |
Garcia, Maria Manuela Alves |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Pelotas
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://guaiaca.ufpel.edu.br/handle/123456789/1627
|
Resumo: |
This dissertation analyzes the curricular changes and their interrelations with the curricula and the teaching of Physics that occurred in the Agricultural Technical Course at Campus Pelotas Visconde da Graça (CAVG) at Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSUL) in Pelotas, Rio Grande do Sul, Brazil. This work focus on the last changes that took place in the legislation of mid-level professional education found on Decrees 2.208/97 and 5.154/2004, and on the Program of Life School Assessment (PAVE) that is used at Universidade Federal de Pelotas (Federal University). Based on a qualitative approach, this research uses data collection techniques such as semi-structured interviews with 8 teachers, two group discussion run with students that are about to finish the course focus of this study and documentary analysis. Thus, an attempt was made to observe how individuals appropriate, convey meaning and assimilate the curricula reforms and how their adjustments to this new scenario interfere in the subject and teaching of Physics at the campus. It could be observed that teachers that are in charge of the Technical Subjects and the Propedeutic subjects conveyed different meanings in relation to the reform, each group tried to keep the power occupied by their subjects. The recontextualization of an official policy used to rebuilt the Integrated curricula ended up being based on the tradition of the Course, on the Physics syllabus and on the local peculiarities, such as, the PAVE program. I discuss all these aspects supported by a Foucaultian framework in which the action of the teachers can be interpreted as power relations towards the curricula, tensions related to the right to produce truths, to impose meanings and subjectivation. |
