Titre:	Reorganização do trabalho pedagógico no Ensino Médio do DF : relação tempo-espaço escolar na semestralidade
Auteur(s):	Oliveira, Claudimary Pires de
metadata.dc.contributor.email:	claudimarypo@gmail.com
Orientador(es)::	Silva, Edileuza Fernandes
Assunto::	Ensino médio - Distrito Federal (Brasil) Trabalho pedagógico Escolas públicas - Distrito Federal (Brasil) Estudantes - formação
Date de publication:	7-oct-2020
Data de defesa::	15-jui-2020
Référence bibliographique:	OLIVEIRA, Claudimary Pires de. Reorganização do trabalho pedagógico no Ensino Médio do DF: relação tempo-espaço escolar na semestralidade. 2020. 236 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2020.
Abstract:	Discussions about Secondary Education in Brazil have always been linked to the social demands to face inequalities generated in the educational system, accentuated in this stage of teaching, due to its historical duality, preparation for work, or continuity of studies in higher education. In this sense, debating how the school organizes its pedagogical work becomes relevant, considering the social, political, and economic determinants of each era in this work. Taking the critical-dialectic perspective as a reference, this research had as a guiding question: to what extent the reorganization of pedagogical work in the semester affects the other time-space relationship of students' training? The general objective was analyzing the reorganization of biannual pedagogical work in a public high school in DF, and the repercussions on the time-space relationship of students' training. The qualitative research approach was adopted based on the assumptions of historical-dialectical materialism (MARX, 2004), emphasizing the unity of theory and practice (VASQUÉZ, 1977) and the comprehension of reality through a descriptive case study (YIN, 2015). The empirical research was carried out in a school unit linked to the Regional Teaching Coordination of Ceilândia, which has adhered to the biannual system since its implantation in DF, in 2013. For data collection were used: analysis of SEEDF guiding documents, legislation current, a political-pedagogical project of the school unit and proposal for the new high school linked to the BNCC; observation of 12 hours of pedagogical coordination meetings and 50 hours of classes by teachers of the Mathematics, Portuguese Language, Biology and Sociology components and who participated in the narrative interview; questionnaires with open and closed questions applied to the vice school principal and two pedagogical coordinators; and a focused group with thirteen students, seven from the second year and six from the third one. Theoretical framework is based on the ideas by André (2008), Bernstein (1996), Cury (1985), Silva (2009, 2011), Freitas (1995), Gamboa (2007), Kuenzer (2000), Nosella (2016), Puentes & colleagues (2012), Saviani (1999; 2015), Tardif e Lessard (2014), Veiga (2008) and Weller e Silva (2018). The narratives produced in the interviews were systematized into meaning cores (AGUIAR; OZELLA, 2013), which made possible to approach the meanings and senses constituted by the research subjects about the time-space relationship of students' training in the semester. The analysis of the documents and data from the observations and questionnaires were triangulated with the narratives, in an articulation movement between theory and empire, which made it possible to approach the reality of the researched school, a totality inserted in another one - the public school system of the Federal District. In this analytical, mediation, and abstraction process, apprehend the contradictions in reorganization of pedagogical work in the biannual system and in the instituting movement of managers, teachers, and students in the redefinition of the school time-space relationship and the classroom were possible. The research results revealed challenges to be overcome during resistance movements and/or difficulties in breaking with the ingrained conceptions and practices in school culture, but also attempts at renewing the organization of pedagogical work to qualify the temporal and spatial dimensions school and high school class.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Description:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2020.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Collection(s) :	Teses, dissertações e produtos pós-doutorado

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