Banca de DEFESA: CLEIDILENY INGRID OLIVEIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : CLEIDILENY INGRID OLIVEIRA DA SILVA
DATA : 27/02/2024
HORA: 15:00
LOCAL: Sala de Multimídia
TÍTULO:

Schools also produce policies: the performance of the Educational Map in three schools in Mossoró (RN)

 

 

PALAVRAS-CHAVES:

Educational Responsibility; teacher regulation; curriculum policy.

PÁGINAS: 165
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Currículo
ESPECIALIDADE: Teoria Geral de Planejamento e Desenvolvimento Curricular
RESUMO:

 

The present research focused on advocating for schools as policy producers. This study is part of post-critical research and initially aligns with post-structuralism. In the body of the work, through dialogue with the works of Stephen Ball and Oliveira (2016; 2017), it is argued that the introduction of policies into schools requires adjustments, negotiations, and shifts in meanings that substantiate the production of micropolitics in educational institutions. The theoretical and methodological decisions of theresearch were centered around the following problem: "How does the Educational Map operate in schools of the Municipal Education Network of Mossoró?" The general objective was defined as understanding how three schools in the Municipal Education Network of Mossoró implement the Educational Map, with specific objectives: interpreting how the research subjects reinterpret the Educational Map in different discursive productions; investigating how the production of the Educational Map occurs in schools; and analyzing the context of influence and text production of the Educational Responsibility Law that instituted the Educational Map in the municipality of Mossoró. In order to contextualize the production of the educational map as the regulation of a municipal policy and observe the dimensions surrounding the schools' actions, the research used the theoretical-methodological strategy of the Policy Cycle Approach, network ethnography, and the Theory of Action. By adopting these strategies, interviews were conducted with teachers and pedagogical supervisors, documentary analyses, and extensive internet research. The research contributes to the understanding of schools as loci of action and policy production. It demonstrated that the contextual dimensions of the school research field impact how policy is mobilized by individuals, as well as its influence on the production of institutional micropolitics. The role of pedagogical supervisors in guiding policies in the municipality was highlighted, as well as the finding that some schools are engaging in "performative implementations," a term coined by Ball, creating effective responses solely for the accountability process.

MEMBROS DA BANCA:
Presidente - 2473 - MEYRE ESTER BARBOSA DE OLIVEIRA
Interno - 1821 - ZACARIAS MARINHO
Externa à Instituição - RITA DE CASSIA PRAZERES FRANGELLA - UERJ