A política do ensino médio integrado à educação e o currículo de matemática no IFMS Campus Aquidauana: significados recontextualizados

Abstract

In this thesis, I describe the development of a qualitative research which major purpose has been to investigate and depict the meanings of integrated High School Policy to the Professional Education and Mathematics Curriculum within this teaching modality that is taken at The Federal Institute of Education, Science and Technology of Mato Grosso do Sul, Aquidauana campus. Through the approach of the cycle of policies of Stephen Ball, I analyse the dynamics of the meaning-making process and recontextualization of this policy in its different contexts, such as: context of influence, context of writings production and context of practice. I conclude the political discourse of the integrated high school to the professional education endures a process of interpretations, reinterpretations and recontextualization, since its formulation until the daily practice of the teaching modality, and this process make the authors, within this context of practice – teachers and students – attribute to it multiple meanings, some of them, even antagonistic. For the analysis of the meanings of mathematics curricular policy within this teaching modality, official documents and academic productions about the topic have been examined. The context of practice has been investigated from teachers’ and students’ speeches, and also interviews for the data collection.