Políticas da profissionalização na reforma do ensino médio - Lei nº 13415/2017: entre a qualificação técnica e a formação cidadã
Notice bibliographique
Résumé
This research is linked to the Line of Educational Policies of the Postgraduate Program in Education at UPF/RS, and aims to investigate the assumptions of the current reform of High School within the scope of professionalization and its confrontation with the educational perspective of a training citizen. The research problem is guided by the following question: In what aspects do the assumptions underlying the reform of vocational high school align with an instrumental conception and confront the idea of citizenship training? Methodologically, this is basic research, exploratory in terms of its objectives, qualitative in relation to the approach to the problem and bibliographic and documentary in terms of procedures. The dissertation is organized into four chapters. Initially, it explains the author's academic trajectory, making a brief relationship with the research topic. Next, it seeks to identify the main neoliberal assumptions that are present in professional training in the Secondary Education Reform, proposed by Law nº 13,415/2017. Furthermore, in this second chapter, an analysis of the social context in which the research is inserted is elaborated, discussing neoliberalism and neoliberal educational policies, and an approach is made to the relevance of discussing the topic of citizenship formation. In the third chapter, the study analyzes the legal provisions of the policy that led to the aforementioned reform with regard to professionalization, confronts the assumptions of the mentioned reform with the expanded dimension of citizenship training, and indicates strategies of opposition and resistance that could occur in spaces students, aiming to treat professionalization as citizenship training. The research is based on authors such as Laval (2004), Nussbaum (2015), Laval; Vergne (2023), Caetano; Porto Junior; Sobrinho (2021), Fávero; Tonieto; Consaltér; Centenaro (2021), Fávero; Tonieto; Consaltér (2020), among others, who in a more specific way research High School. As a result of the research, the following stands out: the presence of the assumptions of neoliberal rationality in the aforementioned reform; the observation that education in Brazil has not overcome the historical duality between basic secondary education and professional education; the gaps, both in general training and in diversified training, which weaken citizenship training; the precariousness of human resources in schools, which makes qualified education unfeasible for young people; the confidence that Laval and Vergne's (2023) five principles on democratic education enable us to hope for secondary education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,002 | 0,003 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
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 ».