Proposições curriculares para a rede estadual de ensino de santa Catarina (1991-2022) e a conformação de princípios neoliberais
Notice bibliographique
Résumé
This dissertation investigates the influences contained in curricular documents Santa Catarina and the ways in which they favor the advancement of neoliberal ideals in education state public. To achieve this purpose, it analyzes guidelines originating from the policy educational reflected in curriculum documents and their implications for Basic Education through the question: What aspects are contained in the network’s curricular documents? state of Santa Catarina, from 1991 to 2022, contribute to the promotion of neoliberal principles in public education in Santa Catarina? The theoretical framework is pluralistic, based on the studies of Stephen John Ball, Martha Nussbaum and Christian Laval, among other contemporary authors, to assist in the interpretative approach as part of a dialectical logic, with elements examined in parts and then recomposed into a authorial interpretation. The method adopted is documentary research of curricular propositions Santa Catarina over the last 31 years. Data is collected through the selection of aspects relevant historical, social, political and economic contexts globally, nationally and state, relating them to Brazilian educational policies, mainly directed by the Law of Guidelines and Bases/96 (LDB/96) and by the National Common Curricular Base (BNCC) 2018. To compose the analysis, converging points are researched in the Proposals Santa Catarina Curriculums (PCSC) from 1991, 1998, 2014 and alternately are correlated the complementary updates of state curricular documents with the insertion of new ideals. The introduction serves as the first chapter and presents the difficulties faced by Basic Education in the state of Santa Catarina. The second chapter explores the Santa Catarina curricular documents with analysis of elements of their constitution, covering everything from redemocratization to the most recent changes. The third chapter analyzes the pedagogical conceptions and the underlying interferences incorporated into the Santa Catarina curriculum. The fourth chapter identifies the influence of neoliberal ideals, examining its principles and mechanisms of infiltration into educational curricula Santa Catarina. Final considerations offer insights into policy impact educational in the neoliberal context in Santa Catarina. The results reveal that the Santa Catarina curricular documents are in line with Brazilian educational policy in reason why this is defined by extrinsic agreements that permeate educational projects of globalized way. From this perspective, the Santa Catarina curricula offer pedagogical concepts distinct, maintaining the structuring axis in sociointeractionism and validating the Base Curriculum of the Santa Catarina Territory (CBTC) as a version of the national curriculum in the state context. It appears that this brings with it the language of innovation and the strengthening of advancement teaching based on skills and abilities, useful for training capable professionals, flexible and self-managed, as a contribution to technical, vocational and conformal education to marketing desires. It is concluded that the present study raises the challenge of combating aspects shaped in the state's curricular propositions and points to the conception sociointeractionist, present in the Santa Catarina curriculum, as a means to be used in favor of of a civic education with a critical and conscious sense of social and human action, apable of to include subjects and give new meaning to the role of education.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,000 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».