masterThesis
A emergência do projeto de vida no ensino médio em tempo integral no Rio Grande do Norte
Fecha
2022-02-24Registro en:
QUEIROZ, Lavínia Maria Silva. A emergência do projeto de vida no ensino médio em tempo integral no Rio Grande do Norte. 2022. 125f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.
Autor
Queiroz, Lavínia Maria Silva
Resumen
This study aims at analyzing the content of the Life Plan Project discipline developed by the
Institute of Co-responsibility for Education (ICE) in a public high school, in Mossoró, Rio
Grande do Norte state, considering the interests and relationships of knowledge and power
present in the 13.415/17 Law, the Common National Curricular Base and other documents
distributed by ICE for the Projeto Escola da Escolha (School Of Choice Project)
implementation, which focuses on the Life Plan Project discipline as the main proposal for
educational innovation. Aiming to investigate the meanings of Life Plan Project present in the
curricular discourse of a Rio Grande do Norte public full-time high school, in the context of the
Projeto Escola da Escolha (School Of Choice Project) implemented by ICE, this research is
situated in a qualitative approach, prioritizing the analysis of the content present in ICE
documents and, secondarily, in semi-structured interviews with education professionals
involved in the pedagogical activities proposed for the Life Plan Project subject. This research
is theoretically based on the contributions of the post-structuralist approach, understanding that
curricular discourses constitute regimes of truths and produce subjectivities, all of which are
implicated in power relations. Therefore, the main references studied are the texts of Alice
Casimiro Lopes, Michael Foucault and Stephen Ball, which, in partnership with other
researchers, deal respectively with curriculum, discourses and policy production. It appears that
the Life Plan Project Project proves to be a discursive instrument of power-knowledge that
corroborates the proposals of neoliberalism and prints a curriculum that is discretionary and
controlling subjectivities.