Educação profissionalizante no Brasil (PROEJA): análise da construção das políticas públicas através do Curso Técnico em Eventos no IFPB

• Ano de defesa: 2020
• Autor(a) principal: Tavares, Juliana Maia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: PROEJA; IFPB; Categorias; Ciclo de Políticas de Ball; Categories; Ball Policy Cycle; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18856

This study proposesto research the curricular policies of the National Program for the Integration of Professional Education with Basic Education, in the Youth and Adult Education Modality (Programa Nacional de Integração da Educação Profissional com a Educação Básica, na Modalidade de Educação de Jovens e Adultos - PROEJA), and its relationship with the IFPB Technical Course in Events. To this end, it covers the period from 2010 to 2018, of public policies applied to the development of the course curriculum. The goal of this study is to analyze the application of public policies in the school, to understand the elements of interpretation and its influences in the process of developing the curriculum of that course. For the theoretical development of this study, the concepts of categories such as curriculum, assessment, pedagogy and organization are important, considering the first of these as a continuous process inserted in public arenas in which policies are interrelated with current policy and those in use. As for the methodology, this work was developed through a qualitative research with the support of Stephen Ball's Policy Cycle tool, which constitutes an analytical, dynamic and flexible framework, which assists in the verification of educational programs and policies carefully since its formulation until implementation. From the results obtained, it can be concluded that 37% of the interviewed teachers do not know the program in detail. In addition, 77.7% say they have insufficient time to talk about the program's difficulties and 100% of the faculty recognizes that there is contradiction, ambiguity or inconsistency in its construction. Research is the first step to foster important reflections and greater investments to spread PROEJA policies in the context of influence and practice