dc.contributorPossa, Leandra Bôer
dc.contributorhttp://lattes.cnpq.br/1050405469171971
dc.contributorMachado, Fernanda de Camargo
dc.contributorhttp://lattes.cnpq.br/1050405469171971
dc.contributorBridi, Fabiane Romano de Souza
dc.contributorhttp://lattes.cnpq.br/8914947342465602
dc.creatorGattermann, Beatris
dc.date.accessioned2018-09-25T18:17:14Z
dc.date.available2018-09-25T18:17:14Z
dc.date.created2018-09-25T18:17:14Z
dc.date.issued2017-09-05
dc.identifierhttp://repositorio.ufsm.br/handle/1/14384
dc.description.abstractThe 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.
dc.publisherUniversidade Federal de Santa Maria
dc.publisherBrasil
dc.publisherEducação
dc.publisherUFSM
dc.publisherPrograma de Pós-Graduação em Educação
dc.publisherCentro de Educação
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectInstituto federal
dc.subjectEducação profissional
dc.subjectInclusão
dc.subjectAprendizagem
dc.subjectNão aprendizagem
dc.subjectFederal institute
dc.subjectProfessional education
dc.subjectInclusion
dc.subjectLearning
dc.subjectNot learning
dc.titleInclusão no IF Farroupilha Campus Santo Augusto: conjunto de práticas políticas que tem produzido sujeitos
dc.typeDissertação


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