O ensino médio inovador nos estados de Santa Catarina e Rio Grande do Sul
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Arquivos
Data
2016
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Antônio, Célio
Orientador
Costa, Gilvan Luiz Machado
Coorientador
Resumo
O estudo aqui relatado problematiza o Programa Ensino Médio Inovador. O problema de pesquisa está norteado na indagação: o Programa Ensino Médio Inovador, implantado e adaptado nos estados de Santa Catarina e Rio Grande do Sul, configura-se com inovações capazes de promover uma formação humanista integral? Como subsídio à resposta deste problema de pesquisa, o estudo parte da lógica histórica da educação dentro do Estado, que influenciou o surgimento também do Programa no nexo temporal do processo de redemocratização do Estado brasileiro (1985) à atualidade (2015). As políticas educacionais desse período, em análises iniciais, foram abstraídas a fim de demonstrar o papel de desconstrução da identidade do Ensino Médio, os cenários de inovação educacional ou pedagógico e a relação com o trabalho. Esse cenário remeteu a pesquisa a identificar e analisar as adaptações desveladas no programa, que influenciaram o redesenho curricular nas escolas dos Sistemas Estaduais de Educação da Região Sul. O currículo inovador, colocado como objetivo do Programa Ensino Médio Inovador, é analisado nas evidências da integração curricular e da capacidade de realizar a formação humanista integral no Ensino Médio. A análise dos documentos oficiais dos estados de Santa Catarina e Rio Grande do Sul, orientadores do redesenho curricular de uma escola das capitais Florianópolis e Porto Alegre, respectivamente, sob o confronto teórico e empírico, revelam as possibilidades de formação integral dentro do Programa. O uso dos instrumentos metodológicos de pesquisa foi dado pelo método dialético, utilizando a pesquisa documental e entrevista semiestruturada numa perspectiva qualitativa, observando um referencial teórico de estudo do Ensino Médio e da educação coerente com o método. O estudo aponta currículos com adaptações complementares à orientação do Ministério da Educação e disciplinares, cujo caminho da integração curricular no Programa Ensino Médio Inovador apresenta-se diverso nos cenários dos estados e configurando limites para o alcance de uma formação integral proposta no Programa. A possibilidade da formação integral frente à existência da fragmentação curricular, ainda não alcançada, representa um limite nesta possibilidade no Ensino Médio.
The study reported here questions the High School Program Innovator. The research problem is guided in question: the High School Program Innovator, implemented and adapted in the states of Santa Catarina and Rio Grande do Sul, is configured with innovations that promote a full humanistic education? As a subsidy to answer this research question, the study of the historical logic of education within the state, which influenced the emergence of the program also in the temporal nexus of democratization process of the Brazilian State (1985) to the present (2015). Educational policies that period in initial analyzes were abstracted in order to demonstrate the role of deconstruction of identity of high school, the educational or pedagogical innovation scenarios and the relationship to work. This scenario sent the search to identify and analyze adaptations unveiled the program, which influenced the curriculum in schools redesign of the State System of Education in the southern region. The innovative curriculum, set the objective of Secondary Education Program Innovator, is analyzed the evidence of curricular integration and the ability to realize the full humanistic education in high school. The analysis of the official documents of the states of Santa Catarina and Rio Grande do Sul guiding curriculum redesign of a school of the capital Florianopolis and Porto Alegre, respectively, from the theoretical and empirical confrontation reveal the possibilities of full training within the program. The use of methodological tools of research was given by the dialectical method, using documentary research and semi-structured interviews in a qualitative perspective, watching a theoretical high school study reference and education consistent with the method. The study points curricula with further adjustments to the guidance of the Ministry of Education and disciplinary, whose way of curriculum integration in High School Program Innovator presents diverse states in the scenarios and setting limits to the scope of a comprehensive training proposal in the program. The possibility of comprehensive training against the existence of the curriculum fragmentation, not yet achieved, is a limit this possibility in high school.
The study reported here questions the High School Program Innovator. The research problem is guided in question: the High School Program Innovator, implemented and adapted in the states of Santa Catarina and Rio Grande do Sul, is configured with innovations that promote a full humanistic education? As a subsidy to answer this research question, the study of the historical logic of education within the state, which influenced the emergence of the program also in the temporal nexus of democratization process of the Brazilian State (1985) to the present (2015). Educational policies that period in initial analyzes were abstracted in order to demonstrate the role of deconstruction of identity of high school, the educational or pedagogical innovation scenarios and the relationship to work. This scenario sent the search to identify and analyze adaptations unveiled the program, which influenced the curriculum in schools redesign of the State System of Education in the southern region. The innovative curriculum, set the objective of Secondary Education Program Innovator, is analyzed the evidence of curricular integration and the ability to realize the full humanistic education in high school. The analysis of the official documents of the states of Santa Catarina and Rio Grande do Sul guiding curriculum redesign of a school of the capital Florianopolis and Porto Alegre, respectively, from the theoretical and empirical confrontation reveal the possibilities of full training within the program. The use of methodological tools of research was given by the dialectical method, using documentary research and semi-structured interviews in a qualitative perspective, watching a theoretical high school study reference and education consistent with the method. The study points curricula with further adjustments to the guidance of the Ministry of Education and disciplinary, whose way of curriculum integration in High School Program Innovator presents diverse states in the scenarios and setting limits to the scope of a comprehensive training proposal in the program. The possibility of comprehensive training against the existence of the curriculum fragmentation, not yet achieved, is a limit this possibility in high school.
Palavras-chave
Ensino médio, Currículos - Mudança, Educação e Estado, Educação humanística