Discursos na/da educação profissional e tecnológica: a criação dos Institutos Federais de Educação, Ciência e Tecnologia

• Ano de defesa: 2013
• Autor(a) principal: Borborema, Caroline Duarte Lopes de
• Orientador(a): Barreto, Raquel Goulart
• Banca de defesa: Guimarães, Glaucia Campos , Tura, Maria de Lourdes Rangel , Leher, Roberto , Lima, Tania Maria de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Educação profissional e tecnológica; Institutos federais; Análise crítica do discurso; Ciclo de políticas; Ensino profissional; Ensino técnico; Escolas técnicas
• Palavras-chave em Inglês: Professional and Technological Education; Federal institutes; Critical Discourse Analysis; Policy cycle
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10358

The present PhD research has as object of study recontextualizations and ressignifications that professional and technological education suffered over the last years with the creation of Federal Institutes of Education, Science and Technology based on circulating discourses that support changes inserted from educational and curriculum policies. The research question was developed from a dialectical look between macro and micro contexts taking in consideration the discourse in its relation with the social structure leaning in formulations of Discourse Critical Analysis, from Norman Fairclough. Withal were used theories from Stephen Ball, especially policy cycle approach, that focus on various discursive formulations of production and implementation of educational policies. The debate developed in this work about the society s macrostructure, from new capitalism on, in its relation with micro context aspects, leaded to the understanding that the manageralism and performativity deeply penetrated in relations, conducting ideological choices guided by discourses that reflect these technologies. As from reflections and analyses over the national context based on various texts and the micro context of Instituto Federal do Rio de Janeiro, considering observations, tapings, dialogues, daily experience and experiment, this research points to the context of practice. It is understood that interventions of instructors, technicians and managers of the Federal Institutes in their discourses, promoting recontextualizations and ressignifications, will define the formation that this new and growing contingent of students will receive and, at this point, this research believes counter-hegemonic discursive formulations pointing to a polytechnic formation for the world of work.