A percepção de professores e coordenadores pedagógicos sobre a implantação curricular do novotec integrado: entre o sistema e o mundo da vida
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2021-05-27
Autores
Lima, Claudemir Monteiro
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Universidade Estadual Paulista (Unesp)
Resumo
Desde o decreto nº 5.154, de 23 de julho de 2004, que permitiu o retorno do Ensino Médio Integrado ao Técnico até a lei nº 13.415, de 16 de fevereiro de 2017, que possibilitou novos arranjos curriculares de forma integrada entre o Ensino Médio e Técnico, vivemos mudanças no Ensino Médio Profissional das Escolas Técnicas da rede do Centro Paula Souza do governo do Estado de São Paulo. Neste momento, a instituição protagoniza um momento de grande expansão do Ensino Médio Integrado ao Técnico com a denominação de Novotec Integrado, ampliando essa modalidade de ensino nas Etecs e em parceria com a Secretaria da Educação e com as Faculdades de Tecnologia (Fatec). E, nesse cenário, esta pesquisa de mestrado analisou a racionalidade subjacente à implantação do Novotec Integrado, focando as relações que se estabelecem com a matemática no currículo, o discurso expresso nos documentos oficiais do Centro Paula Souza e as discussões promovidas em um grupo de professores que atuam nos cursos implantados, segundo os pressupostos habermasianos do Agir Comunicativo, Sistema e Mundo da Vida. A pesquisa é realizada em uma Escola Técnica Estadual (Etec) que implantou, em 2020, o Novotec Integrado em dois cursos distintos: Ensino Médio com habilitação de Técnico em Administração e Ensino Médio com habilitação de Técnico em Marketing, organizados de acordo com a nova Base Nacional Comum Curricular (BNCC). Em termos metodológicos, foi realizado levantamento da legislação que viabiliza a constituição do novo currículo do Novotec Integrado, na qual é realizada a descrição de alguns documentos que orientam essa implantação curricular na Etec, bem como a constituição de um grupo de discussão com a participação de cinco docentes. Para tanto, foram realizadas duas reuniões por meio da plataforma Microsoft Teams com a gravação das discussões, as quais foram divididas em cinco episódios no contexto da implantação curricular do Novotec Integrado. Na sequência, foram constituídas mônodas, que correspondem a fragmentos das discussões entre os participantes, com inspiração em Walter Benjamin, por meio das quais se propõe constituir partes do todo do grupo de discussão. Os documentos e as mônodas foram analisados seguindo os pressupostos de conceitos habermasianos da teoria crítica. Como resultado da pesquisa, temos que os documentos da proposta de implantação curricular e as interações dos docentes evidenciam que a implantação do Novotec integrado foi pautada na racionalidade instrumental, orientada afins e sem espaços para participação dos docentes da escola na elaboração da proposta. Entretanto, as discussões mostraram que é possível, mesmo num ambiente dominado pelo mundo sistêmico, os docentes mostrarem sua capacidade de desenvolver a crítica.
From the decree nº 5.154, of July 23, 2004, which allowed the return of Integrated High School to Técnico until the law nº 13.415, of February 16, 2017, which allowed new curricular arrangements in an integrated way between High School and Technical, we are experiencing changes in the Professional High School of the Technical Schools in the network of the Centro Paula Souza of the government of the State of São Paulo. At this moment, the institution is leading a moment of great expansion from Integrated High School to Technical with the name of Novotec Integrado, expanding this teaching modality in Etecs and in partnership with the Secretaria da Educação and with the Faculdades de Tecnologia (Fatec). And, in this scenario, this master's research analyzed the rationality underlying the implementation of Novotec Integrado, focusing on the relationships established with mathematics in the curriculum, the discourse expressed in the official documents of the Centro Paula Souza and the discussions promoted in a group of teachers who work in the implemented courses, according to the Habermasian assumptions of the Communicative Act, System and World of Life. The research is carried out at a Escola Técnica Estadual (Etec) that implemented, in 2020, Novotec Integrado in two distinct courses: High School with the qualification of Technician in Administration and High School with the qualification of Marketing Technician, organized according to the new Base Nacional Comum Curricular (BNCC). In methodological terms, a survey was carried out of the legislation that makes possible the creation of the new Novotec Integrado curriculum, in which the description of some documents that guide this curricular implementation at Etec is carried out, as well as the constitution of a discussion group with the participation of five teachers. To this end, two meetings were held through the Microsoft Teams platform with the recording of the discussions, which were divided into five episodes in the context of the curriculum implementation of Novotec Integrado. Then, monodes were created, which correspond to fragments of the discussions between the participants, inspired by Walter Benjamin, through which it is proposed to constitute parts of the whole discussion group. The documents and the monodas were analyzed following the assumptions of Habermasian concepts of critical theory. As a result of the research, we have that the documents of the curricular implementation proposal and the interactions of the teachers show that the implementation of the Novotec Integrado was guided by instrumental rationality, oriented in a similar way and without spaces for the school teachers to participate in the elaboration of the proposal. However, the discussions showed that it is possible, even in an environment dominated by the systemic world, for teachers to show their ability to develop criticism.
From the decree nº 5.154, of July 23, 2004, which allowed the return of Integrated High School to Técnico until the law nº 13.415, of February 16, 2017, which allowed new curricular arrangements in an integrated way between High School and Technical, we are experiencing changes in the Professional High School of the Technical Schools in the network of the Centro Paula Souza of the government of the State of São Paulo. At this moment, the institution is leading a moment of great expansion from Integrated High School to Technical with the name of Novotec Integrado, expanding this teaching modality in Etecs and in partnership with the Secretaria da Educação and with the Faculdades de Tecnologia (Fatec). And, in this scenario, this master's research analyzed the rationality underlying the implementation of Novotec Integrado, focusing on the relationships established with mathematics in the curriculum, the discourse expressed in the official documents of the Centro Paula Souza and the discussions promoted in a group of teachers who work in the implemented courses, according to the Habermasian assumptions of the Communicative Act, System and World of Life. The research is carried out at a Escola Técnica Estadual (Etec) that implemented, in 2020, Novotec Integrado in two distinct courses: High School with the qualification of Technician in Administration and High School with the qualification of Marketing Technician, organized according to the new Base Nacional Comum Curricular (BNCC). In methodological terms, a survey was carried out of the legislation that makes possible the creation of the new Novotec Integrado curriculum, in which the description of some documents that guide this curricular implementation at Etec is carried out, as well as the constitution of a discussion group with the participation of five teachers. To this end, two meetings were held through the Microsoft Teams platform with the recording of the discussions, which were divided into five episodes in the context of the curriculum implementation of Novotec Integrado. Then, monodes were created, which correspond to fragments of the discussions between the participants, inspired by Walter Benjamin, through which it is proposed to constitute parts of the whole discussion group. The documents and the monodas were analyzed following the assumptions of Habermasian concepts of critical theory. As a result of the research, we have that the documents of the curricular implementation proposal and the interactions of the teachers show that the implementation of the Novotec Integrado was guided by instrumental rationality, oriented in a similar way and without spaces for the school teachers to participate in the elaboration of the proposal. However, the discussions showed that it is possible, even in an environment dominated by the systemic world, for teachers to show their ability to develop criticism.
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Currículo, Habermas, Ensino Profissional, Educação Matemática, Curriculum, Professional education, Mathematical education