Ensino Médio Politécnico e a produção dos espaços da educação : a recontextualização da proposta em quatro escolas de Pelotas-RS ; The Polytechnic High School and the Production of Education Spaces: a proposal recontextualization in four schools in Pelotas.

The spaces in education are a product of numerous interrelations which involve different subjects in school contexts. In this sense, policy actions or the educational proposals aim at establishing control over the forms of organization of such spaces while investing specifically in proposing different forms of practice and organization of the school context. Thus, the present study aims at characterizing the analysis of the production of the school environment from the effects or results of the Polytechnic High School in teaching practices and the curriculum of four schools in the municipality of Pelotas, RS. In order to do so, we start with a literature review that discusses the present topic on the production of educational spaces, as well as conducting education policy, having as analytical reference the proposal of Ball and collaborators, called Policy Cycle. The methodological process that characterizes this study is based on a qualitative perspective, which is inspired by the Discursive Text Analysis, with the empirical reference of four schools in the municipality of Pelotas, from which, by conducting semi-structured interviews and projects developed in those schools, it was possible to build the body of work. The data analysis was developed in agreement with the objective of the proposed study and it is structured from two different axes, specifically the Curriculum and Teaching Practices that characterize the institutions that were investigated. The text also approaches issues related to the Pedagogical Proposal to the Polytechnic High School, as well as discussions about the effectiveness of the it in the schools that were investigated, and are still detailed courses and tensions surrounding the realization of an educational policy.The considerations indicated by the present study confirm a developed introductory theorization and show that the spaces in education are a product of significant power relations able to establish and determine a certain realization of arrangements of educational policies, ...