Movimentos discursivos na produção de currículo da educação profissional para jovens e adultos no Instituto Federal de Educação Farroupilha.

Abstract

This research intended to develop a discursive analysis of curriculum production for vocational courses offered for youth and adult in the Federal Institute of Education, Science and Technology Farroupilha. It is focused on analysing the discursive articulations among curriculum policies related to two governmental programs: PROEJA, national educational program with vocational and high school for youth and adult; and PRONATEC, a national program to access high school education and employment. The main question is how the programs of integration and nonintegration in curriculum produce meanings in teachers` work organization through articulatory practices. For this I chose to work with a qualitative approach based on discurive theory developed by Ernesto Laclau and Chantal Mouffe and with corpus analysis using devices of critical disourse analysis (CDA). As a context field, the research starts with the study of LDB (9.394/96), the main policy that guides brazilian education, including some other policies in the field of curriculum related to vocational youth and adult education since 1990. The empirical part of the study consists of the generation of data, through the discourses of teachers on three different campuses of the Federal Institute Farroupilha - RS - Brazil. Those meetings were organized to interact with the teachers according to semi structured interview techniques. Thus, the data was analyzed to investigate the articulation according to the discursive practices related to curriculum integration and non-integration movements in those institutions to show how they affect teachers' work. It was concluded that before teachers' work being related to policies that sometimes work to integrate or they work to disintegrate curriculum, that's important to propose that vocational education curriculum presents an engaged project to reduce the social inequalities, offering ways of access, and mainly, ways of school abidance and success to the students involved in that process. It was considered that curriculum integration is linked to the broad concept of democratic education. Therefore this proposal starts working with the students real problems that prompt the students' participation through their own personal experiences. In this conception we have the understanding on justice in curriculum that occurs when the teachers conduct their work in order to promote democratic practices inside the classrooms. That process is crucial to the integrated curriculum conception.