Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-10-04T14:20:21Z No. of bitstreams: 1 DISSERTA??O P?S DEFESA.pdf: 2096060 bytes, checksum: 2fd2a49da7421f0de572467ed222cc3c (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-10-05T11:39:15Z (GMT) No. of bitstreams: 1 DISSERTA??O P?S DEFESA.pdf: 2096060 bytes, checksum: 2fd2a49da7421f0de572467ed222cc3c (MD5) / Made available in DSpace on 2018-10-05T11:47:47Z (GMT). No. of bitstreams: 1 DISSERTA??O P?S DEFESA.pdf: 2096060 bytes, checksum: 2fd2a49da7421f0de572467ed222cc3c (MD5) Previous issue date: 2018-01-24 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This research integrate the line of research named ?Theories and Cultures in Education?, of the Graduate Program in Education of the Pontif?cia Universidade Cat?lica of Rio Grande do Sul - PUCRS. The research problem/question aims to understand how ecological practices are related to innovation in education, in a general way and, specifically, in the schools of the "Map of Innovation and Creativity in Basic Education" from the Ministry of Education (BRASIL, 2015) in S?o Paulo/SP. The specific questions are: how does this public policy understand innovation in education; what are the perspectives of the schools selected for the Map regarding their practices; how does the innovative character point to the position of "environmental" indicators such as sustainability and ecology. The general objective is to investigate how the relationships between educational innovation and ecological practices are experienced in the schools of the Map of Innovation and Creativity in Basic Education in the city of S?o Paulo/SP. The specific objectives of the research are: a) to describe how the conception of innovation is transposed from the corporate field to that of education; b) analyze the criteria used by the Evaluation Committee of the MEC for the selection of innovative and creative schools; c) to observe the perspectives of the selected schools on their innovations and how they articulate them in their daily life; d) identify the presence/ absence of an environmental approach in these institutions, describing their particularities. The theoretical framework dialogues with the concepts of innovation and education as they emerge in the literature, but, mainly, how they are received and re-signified from the empirical field. The methodology used includes documentary analysis and participant observation. As ethical care, it was used a letter of presentation directed to the school and verbal consent of the people contacted, obtained by telephone. The identity of schools and interlocutors has been preserved. Results: it was possible to identify different relationships between education, innovation and ecology in the schools studied. From the recurrent themes that emerged from empirical research, nine categories of analysis were generated. Of these categories, a new division into three major groups proposes an integrated view of schools and their interactions with the central themes of the research. / O presente trabalho est? inserido na Linha de Pesquisa Teorias e Culturas em Educa??o, do Programa de P?s-gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul - PUCRS. O problema de pesquisa pretendeu compreender de que forma as pr?ticas ecol?gicas est?o relacionadas ? inova??o no campo da educa??o, de um modo geral e, em particular, nas Escolas pertencentes ao ?Mapa de Inova??o e Criatividade na Educa??o B?sica? (BRASIL, 2015) em S?o Paulo/SP. As perguntas espec?ficas s?o: de que forma essa pol?tica p?blica entende inova??o na educa??o; quais as perspectivas das escolas selecionadas para o Mapa a respeito de suas pr?ticas; como o car?ter inovador aponta para a posi??o dos indexadores ?ambientais? como a sustentabilidade e a ecologia. Objetivo geral: investigar como as rela??es entre inova??o educacional e pr?ticas ecol?gicas s?o experienciadas nas escolas pertencentes ao Mapa da Inova??o e Criatividade na Educa??o B?sica do Minist?rio da Educa??o localizadas. Os objetivos espec?ficos s?o: a) descrever como a concep??o de inova??o ? transposta do campo corporativo para o da educa??o; b) analisar os crit?rios utilizados pela Comiss?o Avaliadora do MEC para a sele??o das escolas inovadoras e criativas; c) observar as perspectivas das escolas selecionadas sobre suas inova??es e como as articulam em seu cotidiano; d) identificar a presen?a/aus?ncia de uma abordagem ambiental nessas institui??es, descrevendo suas particularidades. O marco te?rico dialoga com os conceitos de inova??o, educa??o e perspectivas ecol?gicas tal como emergem na literatura, mas, sobretudo, como s?o recebidos e ressignificados desde o campo emp?rico. A metodologia utilizada incluiu an?lise documental e observa??o participante. Como cuidados ?ticos foi utilizada carta de apresenta??o da pesquisa dirigida ? escola e consentimentos verbais das pessoas contatadas, obtidos por telefone. A identidade das escolas e dos interlocutores foi preservada. Resultados: foi poss?vel identificar diferentes rela??es entre educa??o, inova??o e ecologia nas escolas estudadas. A partir dos temas recorrentes que emergiram da pesquisa emp?rica, foram geradas nove categorias de an?lise. Dessas categorias, uma nova divis?o em tr?s grandes grupos prop?e uma vis?o integrada a respeito das escolas e suas intera??es com os temas centrais da pesquisa.

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2017-02-14T00:39:30Z No. of bitstreams: 1 REDESENHANDO O CURRICULO DO ENSINO MEDIO -.pdf: 3607198 bytes, checksum: fb077176dd0a069f013300679d0cf882 (MD5) / Made available in DSpace on 2017-02-14T00:39:30Z (GMT). No. of bitstreams: 1 REDESENHANDO O CURRICULO DO ENSINO MEDIO -.pdf: 3607198 bytes, checksum: fb077176dd0a069f013300679d0cf882 (MD5) Previous issue date: 2016-07-29 / Historically high school consists in a level of greater complexity in the public policies? elaboration. It is marked by a long process of undefined identity, whose fluctuations involve a propaedeutic model destined to continue studies in higher education and professionals that are directed to the working classes. Nowadays, the high school reformulation policies takes the curriculum as focus of change and seek to overcome this structural duality (KUENZER, 2010) which comes from an integrated training that are structured by axis of work as an educational principle, science and technology as a mode of understanding social and physical transformations and culture as ethics and esthetics? productions of societies. In this scenario, the ?Programa Ensino M?dio Inovador ? ProEMI? (which means High School Program Innovator) established by Decree 971 of 9 October 2009 was born with the goal of enabling the redesign of the school curriculum in order to overcome the educational differences; universalizing access and permanence; consolidate the identity and diversity, to offer significant learning; integrate and articulate knowledge of interdisciplinary and recontextualisation from diverse educational activities inserted in macro fields. In this sense, this research conducted in Educand?rio Oliveira Brito school in Euclides da Cunha City, located in state of Bahia, Brazil, aimed to understand how the institution has been in recontextualisation proposed by ProEMI as curriculum reform and how it has been focused in daily practices; the organizational dimensions of culture and school schedule; and the access and permanence of young people in schoolas well. About the study of ethnographic case, the construction of the ?corpus? came from participant-observation, document analysis, interviews with the coordinators that are responsible for the program, including a manager and seven of the eight teachers that are responsible for the workshops. The option for the analysis of recontextualisation of processes consists in Bernstein (1990, 1996) and Lopes (2008), Goodson (2013), founded the diagnosis of educational changes, Ball (2001, 2006) and Moreira (2012, 2012a, 2012b ) offered subsidies for reflection on educational policies and educational transfer - respectively and finally Bardin (1995) that brings the analysis of enunciation methods of understanding the data collected. Therefore, it became apparent that the recontextualisation of processes from ProEMI occurred in hybrid ways, translated from the actual model of the American high school, reframed by the subjects in the school routine. It also showed a proposal of inflexibility, in that the redesign of the school curriculum includes only one model of pedagogical activity: the workshop. The lack in teacher training processes unfortunately involves the whole school collective. Finally, the examination of questionnaires that was given to students who attend the workshop reflects on the category of youth and the importance of youth participation and the engagement of all subjects in school changes. / Historicamente o Ensino M?dio se constituiu como o n?vel de maior complexidade na elabora??o de pol?ticas p?blicas. Sendo marcado por um longo processo de indefini??o identit?ria, cujas oscila??es abarcavam um modelo proped?utico com destino ? continua??o de estudos em n?vel superior e um profissional direcionado ?s classes trabalhadoras. Atualmente, as pol?ticas de reformula??o do Ensino M?dio tomam o curr?culo como foco de mudan?a e buscam superar essa dualidade estrutural (KUENZER, 2010) a partir de uma forma??o integral estruturada pelos eixos de trabalho como principio educativo, da ci?ncia e tecnologia como forma de compreens?o das transforma??es sociais e f?sicas e da cultura enquanto produ??o ?tica e est?tica das sociedades. Nesse cen?rio, o Programa Ensino M?dio Inovador ? ProEMI, institu?do pela portaria 971, de 9 de Outubro de 2009 nasce com o objetivo de possibilitar o redesenho do curr?culo das escolas de modo a superar as desigualdades educacionais; universalizar o acesso e perman?ncia; consolidar a identidade e diversidade, ofertar aprendizagens significativas; integrar e articular conhecimentos de forma interdisciplinar e contextualizada a partir de atividades pedag?gicas diversificadas inseridas em macrocampos. Nesse sentido, esta pesquisa realizada na escola Educand?rio Oliveira Brito no Munic?pio de Euclides da Cunha/ BA teve como objetivo compreender como a institui??o tem recontextualizado a proposta do ProEMI quanto ? reforma curricular e como esta tem incidido nas pr?ticas cotidianas; nas dimens?es de organiza??o da cultura e curr?culo escolar; assim como no acesso e perman?ncia dos jovens na escola. Enquanto estudo de caso etnogr?fico, a constru??o dos corpos partiu da observa??o-participante, de an?lise documental, entrevistas realizadas com os coordenadores respons?veis pelo programa, com um gestor e com sete dos oito docentes respons?veis pelas oficinas. A op??o pela an?lise dos processos de recontextualiza??o pauta-se em Bernstein (1990, 1996) e Lopes (2008), Goodson (2013), fundamentou o diagn?stico das mudan?as educacionais, Ball (2001, 2006) e Moreira (2012, 2012a, 2012b) ofereceram subs?dios para a reflex?o sobre as pol?ticas educacionais e de transfer?ncia educacional ? respectivamente e, por fim, Bardin (1995) imprimiu a partir da an?lise da enuncia??o os m?todos de compreens?o dos dados coletados. Dessa maneira, tornou-se percept?vel que os processos de recontextualiza??o do ProEMI ocorrem de maneiras h?bridas, traduzidas do modelo da high school norte-americana, sendo ressignificadas pelos sujeitos no cotidiano da escola. Evidenciou-se tamb?m um engessamento da proposta, na medida em que o redesenho do curr?culo escolar abarca apenas um modelo de atividade pedag?gica: a oficina. A car?ncia nos processos de forma??o docente abarcou todo o coletivo da escola. Por fim, o exame dos question?rios aplicados aos estudantes que frequentam a oficina nos direcionou a reflex?o sobre a categoria da juventude e da import?ncia do protagonismo juvenil e do engajamento de todos os sujeitos nas mudan?as escolares.