Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará
Ano de defesa: | 2017 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/tede/9913 |
Resumo: | This paper presents the thesis report of the research carried out in the scope of the PhD in Education in the Postgraduate Program in Education (PPGE), Federal University of Paraíba (UFPB) − Brazil, whose objective was to analyze how the actors of the educational organization − managers, teachers, students and parents - appropriated the meanings of the position of teacher class director, in the context of the state school of Ceará, from 2011 to 2014. In the study, it was taken into account that the position of class director established in Ceará-Brazil is inspired by the homonymous post created in the Portuguese educational system in the 60's of the twentieth century. In this sense, the research carried out two case studies, one in the context of Ceará and the other in the north of Portugal. The educational policy, titled Project Teacher of the Class (PPDT), has been working in the Brazilian context precisely in the state schools of Ceará-Brazil since 2008, in the Portuguese educational system, the position is consolidated and regulated with the nomenclature, class director, since the end of 1968. In analyzing the continuities and ruptures of the Class Director to the Class Director, Sá (1997) highlights the "triple function" that unites the two positions, although with a different hierarchy of the functions in question. In the context of the analysis, the methodological approach was qualitative, the research strategy chosen was the single case study method (integrated and holistic), and the data collection instruments used were bibliographic and documentary research, questionnaire, observation non-participant and semi-structured interviews. The continuous policy cycle formulated by Richard Bowe, Stephen Ball and Anne Gold (1992) was adopted as the model of analysis; Ball (1994, 2011), articulating it with the school perspective as an educational organization of Licínio C. Lima (1998, 2001). Thus, the theoretical reference sought to articulate the approach of the policy cycle, with the contributions of the sociology of educational organizations, from the perspective of Ball (1992, 1994, 2002, 2004, 2011, 2013), Lima (1986, 1998, 2001), Sá (1997), and other contributions to the understanding of school as a complex educational organization. It is also worth mentioning that this work verified that the PPDT, in its trajectory, underwent the process of (re)interpretation and (re)contextualization, in the different contexts of the policy in action (influence context, text production context, practice context, context of results and effects and context of policy strategies). Effectively, the PPDT results from the "interpretation of the interpretation" on the class director existing in the Portuguese educational structure by the actors of interest groups in the Brazilian context. It is concluded that the actors for whom the PPDT policy is intended - students, parents, teachers and school administrators - are convinced of the importance of educational policy for the education of students in the school of Ceará, even if, above all, regarding the bureaucratic image of educational policy. Regarding the significations about the position/function of DT, the texts and speeches present significant approximations in the plane of the guidelines for action, although in the plane of action social, political and economic distances between the contexts investigated are observed. |
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Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do CearáCiclo de políticasDiretor de TurmaOrganização EducativaPolicy cycleClass directorEducational OrganizationCIENCIAS HUMANAS::EDUCACAOThis paper presents the thesis report of the research carried out in the scope of the PhD in Education in the Postgraduate Program in Education (PPGE), Federal University of Paraíba (UFPB) − Brazil, whose objective was to analyze how the actors of the educational organization − managers, teachers, students and parents - appropriated the meanings of the position of teacher class director, in the context of the state school of Ceará, from 2011 to 2014. In the study, it was taken into account that the position of class director established in Ceará-Brazil is inspired by the homonymous post created in the Portuguese educational system in the 60's of the twentieth century. In this sense, the research carried out two case studies, one in the context of Ceará and the other in the north of Portugal. The educational policy, titled Project Teacher of the Class (PPDT), has been working in the Brazilian context precisely in the state schools of Ceará-Brazil since 2008, in the Portuguese educational system, the position is consolidated and regulated with the nomenclature, class director, since the end of 1968. In analyzing the continuities and ruptures of the Class Director to the Class Director, Sá (1997) highlights the "triple function" that unites the two positions, although with a different hierarchy of the functions in question. In the context of the analysis, the methodological approach was qualitative, the research strategy chosen was the single case study method (integrated and holistic), and the data collection instruments used were bibliographic and documentary research, questionnaire, observation non-participant and semi-structured interviews. The continuous policy cycle formulated by Richard Bowe, Stephen Ball and Anne Gold (1992) was adopted as the model of analysis; Ball (1994, 2011), articulating it with the school perspective as an educational organization of Licínio C. Lima (1998, 2001). Thus, the theoretical reference sought to articulate the approach of the policy cycle, with the contributions of the sociology of educational organizations, from the perspective of Ball (1992, 1994, 2002, 2004, 2011, 2013), Lima (1986, 1998, 2001), Sá (1997), and other contributions to the understanding of school as a complex educational organization. It is also worth mentioning that this work verified that the PPDT, in its trajectory, underwent the process of (re)interpretation and (re)contextualization, in the different contexts of the policy in action (influence context, text production context, practice context, context of results and effects and context of policy strategies). Effectively, the PPDT results from the "interpretation of the interpretation" on the class director existing in the Portuguese educational structure by the actors of interest groups in the Brazilian context. It is concluded that the actors for whom the PPDT policy is intended - students, parents, teachers and school administrators - are convinced of the importance of educational policy for the education of students in the school of Ceará, even if, above all, regarding the bureaucratic image of educational policy. Regarding the significations about the position/function of DT, the texts and speeches present significant approximations in the plane of the guidelines for action, although in the plane of action social, political and economic distances between the contexts investigated are observed.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO presente trabalho apresenta o relatório de tese da investigação realizada no âmbito do Doutoramento em Educação no Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal da Paraíba (UFPB) - Brasil, que teve como objetivo analisar a forma como os atores da organização educativa − gestores, professores, alunos e pais −, apropriaramse das significações do cargo do professor diretor de turma, no contexto da escola pública estadual regular cearense, no período de 2011 a 2014. No estudo, foi levado em consideração que o cargo de diretor de turma instituído no Ceará-Brasil se inspira no cargo homônimo, criado no sistema educativo português na década de 60 do século XX. Nesse sentido, a investigação realizou dois estudos de caso, um no contexto cearense, e outro, no norte de Portugal. A política educativa, intitulada Projeto Professor Diretor de Turma (PPDT), está em atuação no âmbito brasileiro precisamente nas escolas públicas estaduais regulares do Ceará-Brasil desde o ano de 2008, no sistema educativo português, o cargo encontra-se consolidado e regulamentado com a nomenclatura, diretor de turma, desde o final de 1968. Ao analisar as continuidades e rupturas do Diretor de Classe ao Diretor de Turma, Sá (1997) põe em evidência a “tríplice função” que une os dois cargos, ainda que com uma hierarquização diferente das funções em causa. No contexto da análise, a abordagem metodológica foi de natureza qualitativa, a estratégia de investigação escolhida foi a do método de estudo de caso único (integrado e holístico), e os instrumentos de recolha de dados utilizados foram pesquisas bibliográfica e documental, questionário, observação não participante e entrevistas semiestruturada. Adotou-se como modelo de análise o ciclo contínuo de políticas formulado por Richard Bowe, Stephen Ball e Anne Gold (1992); Ball (1994, 2011), articulando-o com a perspectiva da escola como organização educativa de Licínio C. Lima (1998, 2001). Assim, o referencial teórico procurou articular a abordagem do ciclo das políticas, com as contribuições da sociologia das organizações educativas, a partir das perspectivas de Ball (1992, 1994, 2002, 2004, 2011, 2013), Lima (1986, 1998, 2001), Sá (1997), e de outras contribuições para a compreensão da escola como organização educativa complexa. Vale ainda ressaltar que este trabalho constatou que o PPDT, em sua trajetória, passou pelo processo de (re) interpretação e (re) contextualização, nos diferentes contextos da política em atuação (contexto da influência, contexto da produção do texto, contexto da prática, contexto dos resultados e efeitos e contexto das estratégias políticas). Efetivamente, o PPDT resulta da “interpretação da interpretação” sobre o diretor de turma existente na estrutura educativa portuguesa pelos atores dos grupos de interesses no contexto brasileiro. Conclui-se que os atores para os quais a política PPDT é destinada − alunos, pais, professores e gestores escolares – mostram-se convencidos da importância da política educativa, para a educação dos estudantes na escola cearense, ainda que, se observe resistências, sobretudo, quanto à imagem burocrática da política educativa. Relativamente às significações sobre o cargo/função de DT, os textos e discursos apresentam significativas aproximações no plano das orientações para a ação, embora no plano da ação se observe distanciamentos sociais, políticos e econômicos entre os contextos investigados.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBPereira, Maria Zuleide da CostaSá, Virgínio Isidro Martins deLima, Vagna Brito de2018-05-22T14:13:13Z2018-07-20T23:56:35Z2018-07-20T23:56:35Z2017-10-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfLIMA, Vagna Brito de. Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará. 2017. 251 f. Tese (Doutorado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2017.https://repositorio.ufpb.br/jspui/handle/tede/9913porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T02:26:36Zoai:repositorio.ufpb.br:tede/9913Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T02:26:36Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
title |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
spellingShingle |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará Lima, Vagna Brito de Ciclo de políticas Diretor de Turma Organização Educativa Policy cycle Class director Educational Organization CIENCIAS HUMANAS::EDUCACAO |
title_short |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
title_full |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
title_fullStr |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
title_full_unstemmed |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
title_sort |
Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará |
author |
Lima, Vagna Brito de |
author_facet |
Lima, Vagna Brito de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pereira, Maria Zuleide da Costa Sá, Virgínio Isidro Martins de |
dc.contributor.author.fl_str_mv |
Lima, Vagna Brito de |
dc.subject.por.fl_str_mv |
Ciclo de políticas Diretor de Turma Organização Educativa Policy cycle Class director Educational Organization CIENCIAS HUMANAS::EDUCACAO |
topic |
Ciclo de políticas Diretor de Turma Organização Educativa Policy cycle Class director Educational Organization CIENCIAS HUMANAS::EDUCACAO |
description |
This paper presents the thesis report of the research carried out in the scope of the PhD in Education in the Postgraduate Program in Education (PPGE), Federal University of Paraíba (UFPB) − Brazil, whose objective was to analyze how the actors of the educational organization − managers, teachers, students and parents - appropriated the meanings of the position of teacher class director, in the context of the state school of Ceará, from 2011 to 2014. In the study, it was taken into account that the position of class director established in Ceará-Brazil is inspired by the homonymous post created in the Portuguese educational system in the 60's of the twentieth century. In this sense, the research carried out two case studies, one in the context of Ceará and the other in the north of Portugal. The educational policy, titled Project Teacher of the Class (PPDT), has been working in the Brazilian context precisely in the state schools of Ceará-Brazil since 2008, in the Portuguese educational system, the position is consolidated and regulated with the nomenclature, class director, since the end of 1968. In analyzing the continuities and ruptures of the Class Director to the Class Director, Sá (1997) highlights the "triple function" that unites the two positions, although with a different hierarchy of the functions in question. In the context of the analysis, the methodological approach was qualitative, the research strategy chosen was the single case study method (integrated and holistic), and the data collection instruments used were bibliographic and documentary research, questionnaire, observation non-participant and semi-structured interviews. The continuous policy cycle formulated by Richard Bowe, Stephen Ball and Anne Gold (1992) was adopted as the model of analysis; Ball (1994, 2011), articulating it with the school perspective as an educational organization of Licínio C. Lima (1998, 2001). Thus, the theoretical reference sought to articulate the approach of the policy cycle, with the contributions of the sociology of educational organizations, from the perspective of Ball (1992, 1994, 2002, 2004, 2011, 2013), Lima (1986, 1998, 2001), Sá (1997), and other contributions to the understanding of school as a complex educational organization. It is also worth mentioning that this work verified that the PPDT, in its trajectory, underwent the process of (re)interpretation and (re)contextualization, in the different contexts of the policy in action (influence context, text production context, practice context, context of results and effects and context of policy strategies). Effectively, the PPDT results from the "interpretation of the interpretation" on the class director existing in the Portuguese educational structure by the actors of interest groups in the Brazilian context. It is concluded that the actors for whom the PPDT policy is intended - students, parents, teachers and school administrators - are convinced of the importance of educational policy for the education of students in the school of Ceará, even if, above all, regarding the bureaucratic image of educational policy. Regarding the significations about the position/function of DT, the texts and speeches present significant approximations in the plane of the guidelines for action, although in the plane of action social, political and economic distances between the contexts investigated are observed. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-10-13 2018-05-22T14:13:13Z 2018-07-20T23:56:35Z 2018-07-20T23:56:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
LIMA, Vagna Brito de. Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará. 2017. 251 f. Tese (Doutorado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2017. https://repositorio.ufpb.br/jspui/handle/tede/9913 |
identifier_str_mv |
LIMA, Vagna Brito de. Professor diretor de turma: um estudo entre Brasil e Portugal acerca de uma política educativa do estado do Ceará. 2017. 251 f. Tese (Doutorado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2017. |
url |
https://repositorio.ufpb.br/jspui/handle/tede/9913 |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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