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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/440 |
| Date | 29 July 2016 |
| Creators | Machado, Anny Karine Matias Novaes |
| Contributors | Jesus, Wilson Pereira de |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE EDUCA??O |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1352177059867160609, 600, 600, 600, -7450372820171171698, -4452917836576020174 |
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