As tecnologias e o trabalho docente: o caso do Programa de Correção de Fluxo do Estado do Rio de Janeiro

Abstract

This study investigates the process of educational recontextualization of Information and Communication Technologies (TIC in Portuguese) Flow Correction Program in the State of Rio de Janeiro. It is based on the hypothesis that Telecurso® television classes, which constitute almost the whole teaching-learning process in this Program, have a contribution in the intensive use of technologies, constituting the strategy of technological substitution, alienation and, consequently, reconfiguration of teaching job. The aim, therefore, is to critically analyze (1) the relation between technologies and teaching job, considering teachers versatility as the tripod of this binomial, (2) the process of constructing this policy discourses and (3) what it represents in the present space-time. To develop this analysis, the study undertakes a qualitative approach such as case study, with an ethnographic perspective and a critical discourse analysis, formulated by Norman Fairclough. In addition to the practice observed in the school, there are also documents as part of the corpus of this research which refer to the Flow Correction Program, to the Law of Educational Directives and Bases (LDB nº 9394/96), as well as the National Education Plan (PNE 2014-2024) that establishes guidelines, goals and strategies for educational policy for the next ten years, in order to verify the reflection and refraction of the speeches made by the subjects who formulate the documents that support the Flow Correction Program. The results of this dissertation go beyond the intensive use of technologies as a strategy for technological substitution of teaching job, establishing another rationality for public education, that remains in the mismatch of the discourse of "modernity"