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Título: TRAJECTORY OF THE POLICY CYCLES IN THE MUNICIPAL EDUCATION NETWORK OF NITERÓI-RJ (1999-2012): ANALYSIS OF RECONTEXTUALIZATION PROCESS OF PEDAGOGICAL DISCOURSE IN THE OFFICIAL TEXTS
Autor: VIVIANE GUALTER PEIXOTO DA CUNHA
Instituição: PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO - PUC-RIO
Colaborador(es):  MARIA INES GALVAO FLORES MARCONDES DE SOUZA - ADVISOR
Nº do Conteudo: 21884
Catalogação:  16/08/2013 Idioma(s):  PORTUGUESE - BRAZIL
Tipo:  TEXT Subtipo:  THESIS
Natureza:  SCHOLARLY PUBLICATION
Nota:  Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
Referência [pt]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=21884@1
Referência [en]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=21884@2
Referência DOI:  https://doi.org/10.17771/PUCRio.acad.21884

Resumo:
The study aims to analyze the recontextualization process of official pedagogical discourse/DPO of an educational policy front to political party and local disputes influences as well as global and national guidelines. The focus of the analysis were the texts, especially the cycle policy, produced over three managements [i.e. (1999-2002/PDT); (2005-2008/PT); (2009-2012/PDT)] in the municipal education network of Niterói, located in the state of Rio de Janeiro/RJ. In the research, sought to understand how the pedagogical discourse conveyed through policy cycles has been recontextualizated throughout its history (1999-2012) in the texts produced in the Municipal Education Foundation of Niterói/RJ (FME). The analysis was based on Basil Bernstein (1996) theory of pedagogic device. From this theory, appropriated in particular of the concept of recontextualization of discourse to achieve an understanding of the process of modification of the meanings attributed to the policy cycles in the context analyzed. Bernstein (2003) also contributed to the definition of the pedagogical models of competence and performance, enabling the identification of the various rules of pedagogical practice that allowed the study to establish relationships of the organization of schooling in cycles and series, respectively. Moreover, it was used the policy cycle approach by Stephen Ball (1994), that drops a binary linear analysis of policies, treating them in their relational contexts - influence, text production, practice. As methodology was adopted the contributions of qualitative research, having as main instrument the documentary analysis. For this, it was based on the following documents: (a) the proposal Building the School of our time (1999); (b) the proposal Citizenship School (2008) and (c) the proposal School of Citizenship and Cultural diversity (2010). Semi-structured interviews were also conducted with the subjects involved in the management of policies aiming at the completion of the analysis. In the conclusions of the study, it was observed different social purposes are combined in the pedagogical discourse of political cycles: (a) the associated efficient oriented to the development of the economy and competent participation in the global world; (b) the emancipation for equality in political participation and (c) the equity and effectiveness for inclusion of plural identities. In general terms, the study concluded that the trajectory of 14 years of policy cycles in the municipal education network of Niterói/RJ not secured a homogeneous discourse in the educational scenario in which it is developed, not committing effectively with a democratic education. That is because, when interacting with a set of discourses and active texts in the educational field, the policy took part in disputes by definition and distribution of meanings, achievements and pedagogical practice organizations.

Descrição Arquivo
COVER, ACKNOWLEDGEMENTS, RESUMO, ABSTRACT, SUMMARY AND LISTS  PDF
CHAPTER 1  PDF
CHAPTER 2  PDF
CHAPTER 3  PDF
CHAPTER 4  PDF
CHAPTER 5  PDF
CHAPTER 6  PDF
REFERENCES, APPENDICES AND ANNEXES  PDF
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