Due to the social uncertainties caused by Taiwan¡¦s economic recession and rapid social changes, many people try to seek solace in fortune telling, which they believe can bring them peace of mind. Therefore, how to provide a high quality and high credibility fortune-telling environment lest people should be swindled by ill-intentioned fortune tellers is a public policy and a social responsibility that the government shouldn¡¦t evade. In terms of the great influence of Chinese Numerology on Taiwanese people and its great demand, I suggest in my research paper that an environment suitable for the development of Chinese Numerology be provided in Taiwan society. In this way, the mid-term quality control and long-term academic development of Chinese Numerology can be assured. This thesis aims at exploring the theory and technique of Chinese Numerology, an ancient Chinese science and culture. Through the related courses offered by the technological and vocational education system, internationally top-notch Chinese Numerology professionals and Feng Shui experts can thus be cultivated. Due to the limitation of time, human resources and money, the field of my research paper focuses mainly on the influence Chinese Numerology has exerted on Taiwanese people and what expectations the have had of it. As National Kaohsiung Hospitality College can educate outstanding restaurant and hotel personnel, so can vocational technological universities offering Chinese Numerology courses cultivate excellent experts in this field. By absorbing Chinese and Western traditional cultural ideas, these experts will create Taiwan¡¦s Chinese Numerology industry and make themselves become internationally acclaimed. Questionaires are distributed asking people in Kaohsiung what they think of the implementation of Chinese Numerology in technological and vocational education system. It is hoped that the cultivation of internationally top-notch Chinese Numerology professionals and Feng Shui experts will consolidate Taiwan¡¦s leading status in the field of Chinese Numerology, which will become Taiwan¡¦s unique cultural feature in the future. At the end of my thesis, three suggestions are made. First, for the development of Chinese Numerology, related courses should be incorporated into the curricula of technological and vocational universities. Second, the Chinese Numerology certificate system should be established. Third, academic research centers of Chinese Numerology should be set up to cultivate more high-quality experts in this field.

Made available in DSpace on 2014-08-20T13:48:05Z (GMT). No. of bitstreams: 1 Jair Jonko Araujo_Tese.pdf: 3939736 bytes, checksum: 204491a851f1b133cdc37c5293888ba8 (MD5) Previous issue date: 2013-09-25 / This work discusses new meanings that are being produced in the curriculum policies for professional education at the Sul-rio-grandense Federal Institute of Education, Science and Technology (IFSul) during its institutional transformation in 2008. Considering educational policies in a complex way, as proposed by Stephan Ball and using the theoretical framework of Ernesto Laclau s Discourse Theory, we seek to identify some senses through official documents from the Ministry of Education (MEC), IFSul, as well as from interviews with IFSul s administrators and faculty. Different documents were organized into groups and analyzed with WordSmith Tools. By adopting the concept of curriculum/curricular policies as a discursive practice, as proposed by Lopes and Alice Elizabeth Macedo, we aim to analyze the different elements that compose the field of discursivity in Technological and Vocational Education, at local and national level, emphasizing historical conflicts and structural, cultural and discursive aspects which induce limits and possibilities for curricular policies at IFSul. In the process of analysis, we chose to identify, in different contexts, meanings and displacements around the significant teaching, research, extension and articulation. First it is verified that there is institutional priority for the teaching dimension, we find different forms of acceptance for discourses of integration and verticalization and we identify the myth that teaching is consolidated in the federal vocational education system and in this school. It is concluded that there are difficulties in fixing senses for research and extension and there is an acceptance of meanings for these dimensions similar to them in the university context, which does not seem to be consistent with an institution that acts predominantly on vocational education at high school level. Although there are advances in the administrative structure and research funding, the main expectation is that workers are able to institutionalize research and extension, although we found sensations of intensification on the part of teachers that now have to cope with the overlapping of work of the three dimensions in an institutional context that values formally only the time for teaching. The signifier articulation was identified as overdetermined of meanings, with the capacity to become an empty signifier for construction of hegemonic curriculum policies in the institution. / Este trabalho discute novos sentidos que estão sendo produzidos nas políticas curriculares para a educação profissional no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), a partir de sua transformação institucional em 2008. Tendo por referência a necessidade de considerar políticas educacionais de forma complexa, conforme proposto por Stephan Ball, e utilizando os aportes teóricos da Teoria do Discurso de Ernesto Laclau, busca-se compreender estes sentidos por meio de documentos oficiais do MEC e do IFSul e também por meio de entrevistas com gestores e docentes da Instituição. Os diferentes documentos foram organizados em grupos e analisados com auxílio da ferramenta WordSmith. Ao adotar o conceito de currículo/política curricular como prática discursiva, conforme propõem Alice Lopes e Elizabeth Macedo, buscou-se trazer para a análise diferentes elementos que compõem o campo da discursividade da Educação Profissional e Tecnológica em nível nacional e local, destacando embates históricos e aspectos estruturais, culturais e discursivos os quais induzem limites e possibilidades para as políticas curriculares no IFSul. No processo de análise, opta-se por identificar, em diferentes contextos, sentidos e deslocamentos ao redor dos significantes ensino, pesquisa, extensão e articulação. Inicialmente verifica-se que há priorização institucional para a dimensão ensino, constata-se diferentes formas de acolhimento para os discursos da integração e da verticalização e conclui-se que há um mito de que o ensino está consolidado na rede federal e na instituição. Conclui-se também que há dificuldades de fixação de sentidos para pesquisa e extensão e que há o acolhimento de sentidos para estas dimensões na mesma perspectiva do contexto universitário, que entendo não ser condizente com uma instituição que atua predominantemente na EP de nível médio. Ainda que haja avanços na estrutura administrativa e no financiamento para pesquisa e extensão, a expectativa principal é que os servidores sejam capazes de institucionalizar estas dimensões, observando-se sensações de intensificação em parte dos docentes que passam a ter que dar conta da sobreposição de trabalho das três dimensões, num contexto institucional que valoriza formalmente apenas tempo dedicado ao ensino. Por fim, o significante articulação foi identificado como sobreterminado de sentidos, com capacidade de tornar-se um significante vazio para construção de políticas curriculares hegemônicas na Instituição.