Processos de recontextualização no novo ensino médio : um estudo sobre o empreendedorismo no currículo escolar maranhense.

Abstract

The dissertation is the result of research that aimed to understand how teachers from a public school in Maranhão interpret and re-signify (recontextualize) normative or instructional devices on entrepreneurship in the field of practice. The recontextualization process is a theory presented by Basil Bernstein (1996) that addresses how official discourses are understood and applied in the field of practice. This tool is important to help understand the current scenario of neoliberal attacks in the educational field, which aims to train self-managing subjects through regulations that involve educational reforms such as the New Secondary Education-NSE. To achieve the purpose of this work, a qualitative approach methodology was adopted, with eight interviews carried out as a data production procedure. The analysis was developed based on Discursive Textual Analysis (DTA) and systematized in Excel software. The teachers chosen to participate in the interviews work with the Life Project disciplines; Deepening I and II and Social Co-responsibility and Entrepreneurship, as they were the ones that demonstrated the greatest proximity to the theme of curricular entrepreneurship. The research considered national and state documents in the analysis process, seeking to observe the meanings and statements that these official documents presented for entrepreneurship and the way in which they were received and considered in the field of practice. The study allowed us to identify that the recontextualization process in the Maranhão curriculum has occurred through selection, decontextualization, displacement of meaning and the attribution of additional meaning, as well as through emerging subcategories that were expressed through the discomfort of teachers in in relation to the "hour load" of the subjects that make up the diversified part of the NEM curriculum, demonstrating that the field of practice has been a scenario of anguish and the relative scope of policy in what is prescribed in the curricular documents.