New Secondary Education: full-time schools policy analysis

Wathier, Valdoir Pedro; Cunha, Célio da

doi:10.1590/2175-6236119386vs02

Valdoir Pedro Wathier E-mail: valdoirpw@gmail.com

Universidade Católica de Brasília (UCB), Brasília/DF – Brazil

Valdoir Pedro Wathier holds a PhD in Education from the Catholic University of Brasília (UCB). Servant of the National Fund for the Development of Education (FNDE), working in the analysis of educational policies for over 10 years. He has a diversified teaching experience and focuses on social technologies and ecosystem education.

https://orcid.org/0000-0003-4651-0105

Célio da Cunha E-mail: celio.cunha226@gmail.com

Universidade Católica de Brasília (UCB), Brasília/DF – Brazil

Célio da Cunha holds a PhD in Education from the State University of Campinas (Unicamp), has a postdoctoral degree at the Lusófona University of Humanities and Technology (Ulusofona), in Lisbon. He is Professor of the Master and Doctoral’s Program at the Catholic University of Brasília (UCB).

https://orcid.org/0000-0002-9212-4208

Valdoir Pedro Wathier holds a PhD in Education from the Catholic University of Brasília (UCB). Servant of the National Fund for the Development of Education (FNDE), working in the analysis of educational policies for over 10 years. He has a diversified teaching experience and focuses on social technologies and ecosystem education.

E-mail: valdoirpw@gmail.com

Célio da Cunha holds a PhD in Education from the State University of Campinas (Unicamp), has a postdoctoral degree at the Lusófona University of Humanities and Technology (Ulusofona), in Lisbon. He is Professor of the Master and Doctoral’s Program at the Catholic University of Brasília (UCB).

E-mail: celio.cunha226@gmail.com

Editor in charge: Lodenir Karnopp

Specific Aims	Methodological Resource
Analyze the PEMTI	Documentary analysis: 1) provisional measure and explanatory memorandum; 2) documentation of parallel legislative proposals; 3) Law No. 13.415; PEMTI edicts; Fundo Nacional de Desenvolvimento da Educação (National Education Development Fund) (FNDE, initials from Portuguese from Brazil) resolutions; Base Nacional Comum Curricular (Common National Curriculum Base) (BNCC, initials from Portuguese from Brazil), Curricular Guidelines for High School (Diretrizes Curriculares para o Ensino Médio) (DCEM, initials from Portuguese from Brazil); pedagogical proposal of the selected school.
Survey with state schools regarding general perceptions about NEM	Structured virtual questionnaire sent by email
Analyze with local actors how a school participating in PEMTI has perceived and acted in the context of the Policy practice	Immersion in a school participating in PEMTI. Field visits; observation reports; semi-structured interviews; focus group
Identify possibilities within PEMTI for schools to position themselves toward ecosystemic education.	Critical Discourse Analysis (Fairclough, 2012FAIRCLOUGH, Norman. Análise Crítica do Discurso como Método em Pesquisa Social Científica. Linha d’Água, São Paulo, v. 25, n. 2, p. 307-329, 2012.), fed by the adopted theoretical framework

[1] Valdoir Pedro Wathier holds a PhD in Education from the Catholic University of Brasília (UCB). Servant of the National Fund for the Development of Education (FNDE), working in the analysis of educational policies for over 10 years. He has a diversified teaching experience and focuses on social technologies and ecosystem education.

Brasil

Brasil

New Secondary Education: full-time schools policy analysis

ABSTRACT