Olhares, Sentidos e Recontextualizações sobre a Política Pública Educacional “Ensino Médio Em Tempo Integral” no Estado de Mato Grosso – Escolas Plenas

Abstract

This thesis aims to investigate how the process of curricular recontextualization of the public educational policy “Full-Time High School” takes place by students, teachers and pedagogical technicians from the State Department of Education (Seduc) in Full Schools in the State of Mato Grosso” and what is the role of Mathematics Education in this context. To this end, the writing and research construction process is anchored in three theorists. The first of them, Bertolt Brecht, contributes to the style of writing didactic theatrical plays, making it possible, through elaborate acts and scenes, to describe situations – personal, academic, and professional and to dialogue in academic, institutional and school environments. The second, Stephen Ball, bases the concept of public policy cycle to analyze the public educational policy “Full-time Secondary Education” (EMTI), established by normative force (Provisional Measure 746/2016), which, in the following year, became Federal Law No. 13,415/2017, amending the National Education Guidelines and Base Law (LDB). Finally, from Basil Bernstein, the concept of recontextualization is used, which helps to understand the path taken between official policy and the policy carried out at school by the subjects/actors responsible for the ‘performance/staging’ of the policy investigated. This theoretical-documentary-methodological framework has characteristics of qualitative research, in which unstructured interviews are used as data production instruments, carried out with students, teachers, area advisors, pedagogical coordinators, school directors and pedagogical techniques, all recorded on audio and then transcribed. The statements were contextualized by additional information inserted by the researcher in an attempt to describe the situation experienced. All the writing of the thesis is constructed in the form of dialogues, based on Brechtian Theater. It is important to highlight that this study does not intend to cover all the recontextualizations made by so many subjects/actors in the acting/staging process, therefore, some are discussed at greater length, while others are only identified, or even not punctuated. In this process of interpretation/recontextualization in the context of practice, local and personal values of the subjects/actors investigated can be observed, and given the peculiarity and individuality of this process, some recontextualizations are identified. Among countless recontextualizations promoted in these environments, those that refer to the expansion of the workload, the need for a curriculum to fill this additional time, with new curricular components and, finally, a new pedagogical approach for Full-Time Schools (as the EMTI schools in Mato Grosso are called, today they serve elementary education in the final years as well). In addition, some pedagogical actions that took place during the pandemic are also mentioned, integrated into the thesis due to the moment experienced. As result, the research points to an intentional addition of these curricular components for the insertion of content aligned with neoliberal proposals aimed at leading young people to the job market, their accountability in the process of preparing their life project, as well as the use of mathematics as a tool for analysis to support choices and decisions.

Keywords: Didactic theater. Continuous Policy Cycle. Recontextualization. Mathematics Education. Full-Time High School.