Ensino médio noturno na região Assu-Mossoró (RN): o que significa ser diferenciado?

Abstract

This work approaches the policy of the Evening High School Instruction with facts from 2004 to 2014. Such policy is under the responsability of the Education Department of the state of Rio Grande do Norte (SEEK/RN) and organized according to the Evening High School Curriculum Orientations. In defense of a thesis that the differential/different in the evening high school instruction in RN, especially in the Assu/Mossoró area, is charcterized by the attempt of a conceived curriculum projection adaptated to the life reality of workers who attend high school in the evening. It is meant to understand how the intended identity of a student may be formed as a worker as long as he/she is not just seen as a worker (not always is a worker). The differential qualification of such policy is investigated through the student s identity formation project. I also agree that in attempting to mean what concerns the diferential towards the evening high school instruction, the different significant has been built in a contestant reality, antagonistic struggles, and subjetivism policy. I organize my investigation based on the curriculum policy discussion focus by Alice Lopes, particularly on the discourse theory of Ernesto Laclau. By means of that theory, I agree with the importance of comprehending the articulation complexity that envolves the production of curriculum policies. Also following that theory, I see the curriculum as a discursive, cultural and powerful practice as well as of significance, attribute, criation or meaning enunciation; and the curriculum policy as a discursive struggle in order to constitute representations. For working out this thesis, I investigate the meanings of the curriculum in three schools and in two Regional Departments of Education (DIREDs), considering talks with focused groups and interviews, also by the reading of several documents that approaches to the policy production process in question. I highlight and interpret three actions of that policy: the changes in the curriculum proposal, its constitution by attaching the student as a worker; the action of choosing a particular school to carry out the policy and actions in this school derived from that choice; the resistence of a third school for questioning the restriction of the identity of the sudent as a worker. I believe that the curiculum proposal for the evening high school instruction, defined as differentiated by centering the worker student is not appropriate as long as it excludes a whole range of other issues related to that level and school shift. Such issues ranging from the (re)organization of subjectsP within the curriculum, disciplinary discussion around which courses to be offered are seen as the most important for training, the (re)distribution of the workload of teachers, among other issues. Finally, I understand that thinking about a local and regional context does not mean the idea of strengthening local identity. It means to comprehend that while the discourse of a universal policy that proposes to meet the interests of all tends to strengthen is those spaces, another actions are constituted, descentralizing and sometimes denouncing the attemps of fixing unique identities