Banca de DEFESA: BARBARA LAURENY LOPES FERREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BARBARA LAURENY LOPES FERREIRA
DATE: 12/04/2024
TIME: 10:00
LOCAL: ONLINE
TITLE:

RECOGNITION OF KNOWLEDGE AND SKILLS AT CEFET-MG AND IFMG THROUGH A FOUCAULDIAN LENS

KEY WORDS:

EBTT Career; Recognition of Knowledge and Competences; Governmentality; Neoliberalism; Power-knowledge relations.

PAGES: 126
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present research, inserted in the "Research Line III: Formative Processes in Professional and Technological Education" of the Graduate Program in Technological Education at the Federal Center of Technological Education of Minas Gerais (CEFET-MG), aimed to investigate, through a documentary and comparative study, the implementation of the public policy of Recognition of Knowledge and Competences (RSC, acronym in Portuguese) within the scope of the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG) and the Federal Center of Technological Education of Minas Gerais (CEFET-MG). For this purpose, the Foucauldian conceptual tools of governmentality, power-knowledge relations, and neoliberalism were used to problematize and understand the processes, practices, and discourses involved. As specific objectives, we listed: 1) To carry out a quantitative survey regarding the implementation of the public policy of Recognition of Knowledge and Competences, especially in IFMG and CEFET-MG; 2) To undertake an analysis of the official documents that regulate the RSC process in general and in the mentioned institutions, with the purpose of understanding the adopted procedures and normative aspects guiding its implementation; 3) To problematize, based on the analyses undertaken, the possible impacts of the public policy of Recognition of Knowledge and Competences (RSC) on the (re)construction of teaching subjectivity. The research revealed that RSC is a right conquered after debates and mobilizations, as evidenced by one of the largest Education strikes. By recognizing and valuing knowledge and competences, there is a significant contribution to the teaching profession. However, it is essential to question the determinations of regulations, which can directly influence teachers' subjectivity. In the researched institutions, it was observed that the adherence to RSC is considerable, with approximately 52% of the effective teaching staff of IFMG and 33% of CEFET-MG possessing RSC, with the majority holding level III (master's degree, which, combined with RSC III, is equivalent to a doctorate). In the context of the influence of neoliberalism and governmentality practices, there is constant pressure on public schools to adapt to market demands. In the scope of RSC, the competences to be valued and the knowledge to be disseminated emerge as elements continuously influenced or directed, subtly, by the subjectification/objectivation policies promoted both by the Federal Government, in establishing general guidelines, and within each institution, in determining the weight and criteria for such guidelines.

COMMITTEE MEMBERS:
Interno - IVO DE JESUS RAMOS
Interno - IRLEN ANTONIO GONCALVES
Externa ao Programa - PATRICIA RODRIGUES TANURI BAPTISTA