Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/14384 |
Resumo: | The present study is part of the research field of inclusion policies implemented in the Federal Institutes of Professional Education in Brazil and specifically in the Farroupilha Federal Institute. It can be included among the studies that use a post-structuralist perspective, based on the Foucaultian Studies especially the notions of governmentality, regulation and standardization for procedure and analytical development. It aims to identify and understand how the strategies of permanence and learning put into operation are producing other ways of saying about the student in a situation of non-learning. Methodologically for analysis was taken as basis the model of the inclusive policies devised in a discursive network for professional education and the possibility to untangle the ways to observe the part of the void that a pulled line causes in the model. Thus, in the first analytical unit, the study points to a set of international documents and it seeks to identify how the adoption of inclusion, as a way of determining of the conditions for education in the present time, can be explained in the order of neoliberal governmentality and how certain conditions of possibility are built for the reform in the professional education and creation of the Federal Institutes in Brazil. The second unit, shows the analysis of the discourses present in the IFFar documents that operate as a way of capturing young people for professional education. It verifies the emergence of inclusion discourses and learning as useful discourses for the management of student learning and permanence in vocational education. Finally, in the face of the emptiness left in the complex model of professional education, it becomes possible to show the discursive practices and tactics that take learning as a strategy of inclusion, in a discourse that is updated in the present, in relation to (in) exclusion and the production of people in situations of non-learning. |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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2018-09-25T18:17:14Z2018-09-25T18:17:14Z2017-09-05http://repositorio.ufsm.br/handle/1/14384The present study is part of the research field of inclusion policies implemented in the Federal Institutes of Professional Education in Brazil and specifically in the Farroupilha Federal Institute. It can be included among the studies that use a post-structuralist perspective, based on the Foucaultian Studies especially the notions of governmentality, regulation and standardization for procedure and analytical development. It aims to identify and understand how the strategies of permanence and learning put into operation are producing other ways of saying about the student in a situation of non-learning. Methodologically for analysis was taken as basis the model of the inclusive policies devised in a discursive network for professional education and the possibility to untangle the ways to observe the part of the void that a pulled line causes in the model. Thus, in the first analytical unit, the study points to a set of international documents and it seeks to identify how the adoption of inclusion, as a way of determining of the conditions for education in the present time, can be explained in the order of neoliberal governmentality and how certain conditions of possibility are built for the reform in the professional education and creation of the Federal Institutes in Brazil. The second unit, shows the analysis of the discourses present in the IFFar documents that operate as a way of capturing young people for professional education. It verifies the emergence of inclusion discourses and learning as useful discourses for the management of student learning and permanence in vocational education. Finally, in the face of the emptiness left in the complex model of professional education, it becomes possible to show the discursive practices and tactics that take learning as a strategy of inclusion, in a discourse that is updated in the present, in relation to (in) exclusion and the production of people in situations of non-learning.O presente estudo se insere no campo de investigação das políticas de inclusão implementadas nos Institutos Federais de Educação Profissional no Brasil e especificamente no Instituto Federal Farroupilha e pode ser inscrito entre os estudos que se servem de uma perspectiva pós-estruturalista, a partir dos Estudos Foucaultianos especialmente as noções de governamentalidade, normação e normalização para procedimento e desenvolvimento analítico. Tem como objetivo identificar e compreender como as estratégias de permanência e aprendizagem colocadas em funcionamento estão produzindo outros modos de dizer sobre o estudante em situação de não aprendizagem. Metodologicamente para análise tomou-se como base o desenho das políticas inclusivas tramadas numa rede discursiva para educação profissional e desta a possibilidade de desembaraçar os fios para ver parte do vazio que um fio puxado provoca no desenho. Assim, na primeira unidade analítica o estudo aponta para um conjunto de documentos internacionais buscando identificar como a adoção da inclusão, como forma de determinação das condições para educação na atualidade, pode ser explicitada na ordem da governamentalidade neoliberal e como se constroem determinadas condições de possibilidade para a reforma na educação profissional e criação dos Institutos Federais no Brasil. Na segunda unidade, busca-se a análise dos discursos presente nos documentos dos IFFar que operam como modo de captura dos jovens para a educação profissional, verificando a emergência dos discursos da inclusão e a aprendizagem como discursos úteis para gestão da aprendizagem e permanência do estudante na educação profissional. Por fim, diante do vazio deixado no desenho complexo da educação profissional, torna-se possível mostrar as práticas discursivas e as táticas que tomam a aprendizagem como estratégia de inclusão, num discurso que se atualiza, no presente, em relação à (in)exclusão e à produção de sujeitos em situação de não aprendizagem.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessInstituto federalEducação profissionalInclusãoAprendizagemNão aprendizagemFederal instituteProfessional educationInclusionLearningNot learningCNPQ::CIENCIAS HUMANAS::EDUCACAOInclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitosInclusion in IF Farroupilha Campus Santo Augusto: set of political practices that has produced subjectsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPossa, Leandra Bôerhttp://lattes.cnpq.br/1050405469171971Machado, Fernanda de Camargohttp://lattes.cnpq.br/1050405469171971Bridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602http://lattes.cnpq.br/5355213669618574Gattermann, Beatris7008000000066009ca7ffa5-9175-476c-bc1d-2579cd85498bd3839e57-9930-4cd8-85b1-b9f04be5fb91c205b1ba-dcc5-48cd-b637-4af300b76bda871b7821-66c4-4c11-954b-aa760c6eb209reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2017_GATTERMANAN_BEATRIS.pdfDIS_PPGEDUCACAO_2017_GATTERMANAN_BEATRIS.pdfDissertação de Mestradoapplication/pdf2761990http://repositorio.ufsm.br/bitstream/1/14384/1/DIS_PPGEDUCACAO_2017_GATTERMANAN_BEATRIS.pdf78593a31e0409942f16dcfc1c4e6ff05MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
dc.title.alternative.eng.fl_str_mv |
Inclusion in IF Farroupilha Campus Santo Augusto: set of political practices that has produced subjects |
title |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
spellingShingle |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos Gattermann, Beatris Instituto federal Educação profissional Inclusão Aprendizagem Não aprendizagem Federal institute Professional education Inclusion Learning Not learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
title_full |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
title_fullStr |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
title_full_unstemmed |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
title_sort |
Inclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos |
author |
Gattermann, Beatris |
author_facet |
Gattermann, Beatris |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Possa, Leandra Bôer |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1050405469171971 |
dc.contributor.referee1.fl_str_mv |
Machado, Fernanda de Camargo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1050405469171971 |
dc.contributor.referee2.fl_str_mv |
Bridi, Fabiane Romano de Souza |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8914947342465602 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5355213669618574 |
dc.contributor.author.fl_str_mv |
Gattermann, Beatris |
contributor_str_mv |
Possa, Leandra Bôer Machado, Fernanda de Camargo Bridi, Fabiane Romano de Souza |
dc.subject.por.fl_str_mv |
Instituto federal Educação profissional Inclusão Aprendizagem Não aprendizagem |
topic |
Instituto federal Educação profissional Inclusão Aprendizagem Não aprendizagem Federal institute Professional education Inclusion Learning Not learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Federal institute Professional education Inclusion Learning Not learning |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study is part of the research field of inclusion policies implemented in the Federal Institutes of Professional Education in Brazil and specifically in the Farroupilha Federal Institute. It can be included among the studies that use a post-structuralist perspective, based on the Foucaultian Studies especially the notions of governmentality, regulation and standardization for procedure and analytical development. It aims to identify and understand how the strategies of permanence and learning put into operation are producing other ways of saying about the student in a situation of non-learning. Methodologically for analysis was taken as basis the model of the inclusive policies devised in a discursive network for professional education and the possibility to untangle the ways to observe the part of the void that a pulled line causes in the model. Thus, in the first analytical unit, the study points to a set of international documents and it seeks to identify how the adoption of inclusion, as a way of determining of the conditions for education in the present time, can be explained in the order of neoliberal governmentality and how certain conditions of possibility are built for the reform in the professional education and creation of the Federal Institutes in Brazil. The second unit, shows the analysis of the discourses present in the IFFar documents that operate as a way of capturing young people for professional education. It verifies the emergence of inclusion discourses and learning as useful discourses for the management of student learning and permanence in vocational education. Finally, in the face of the emptiness left in the complex model of professional education, it becomes possible to show the discursive practices and tactics that take learning as a strategy of inclusion, in a discourse that is updated in the present, in relation to (in) exclusion and the production of people in situations of non-learning. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-09-05 |
dc.date.accessioned.fl_str_mv |
2018-09-25T18:17:14Z |
dc.date.available.fl_str_mv |
2018-09-25T18:17:14Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/14384 |
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http://repositorio.ufsm.br/handle/1/14384 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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