Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal

Detalhes bibliográficos
Autor(a) principal: Antunes, Fátima
Data de Publicação: 2019
Outros Autores: Barros, Rosanna
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/5894
Resumo: In this article we discuss the meanings of educational micro-intervention carried out in community-based projects. We aimed to study the implications of the new rationales of public management and the management of social and school inequalities, present in the Programa InovAção [Innovation Program] (PI). The analysis of the data suggests the ambivalence of meanings and results of community micro-intervention: we observed practices, supported by broad social commitments, of collective construction of individual empowerment (themanagement of the self, learning the task of the pupil, normalising academic biographies); these practices were inhabited by tensions coming from the connection to remedial educationalresponses and guidelines towards the individualization and localisation of interventions facing school problems, which have by object the subjects excluded.  
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spelling Biographical dimensions, community responses: tensions of a socioeducational policy in PortugalDimensiones biográficas, respuestas comunitárias: tensiones en una política socioeducativa en PortugalDimensions biographiques, réponses communautaires: tensions concernant une politique socio-éducative au PortugalDimensões biográficas, respostas comunitárias: tensões numa política socioeducacional em PortugalGovernaçãoFracasso EscolarAbandono EscolarDesigualdades SocioeducativasGouvernanceÉchec ScolaireDécrochageInégalités ScolairesGobernanciaFracaso EscolarAbandono EscolarDesigualdades SocioeducativasGovernanceSchool FailureSchool Drop-OutSocioeducational InequalitiesIn this article we discuss the meanings of educational micro-intervention carried out in community-based projects. We aimed to study the implications of the new rationales of public management and the management of social and school inequalities, present in the Programa InovAção [Innovation Program] (PI). The analysis of the data suggests the ambivalence of meanings and results of community micro-intervention: we observed practices, supported by broad social commitments, of collective construction of individual empowerment (themanagement of the self, learning the task of the pupil, normalising academic biographies); these practices were inhabited by tensions coming from the connection to remedial educationalresponses and guidelines towards the individualization and localisation of interventions facing school problems, which have by object the subjects excluded.  En este artículo discutimos los sentidos de la microintervención educativa llevada a cabo en proyectos comunitarios. Nos interesó estudiar las implicaciones entre las nuevas lógicas de la gestión pública y la gestión de las desigualdades sociales y escolares, que refleja el Programa InovAção [Programa Innovación] (PI). El análisis de los datos muestra la ambivalencia de los sentidos y resultados de la microintervención comunitaria: se observan las prácticas, respaldadas por amplios compromisos sociales, de construcción colectiva de la capacitación individual (autogestión, aprender el oficio de alumno, normalizar biografias académicas) en tensión con la vinculación a respuestas educativas correctivas y pautas para la individualización y localización de intervenciones frente a problemas escolares, de las que son objeto los sujetos excluidos.  Dans cet article, nous discutons le sens d’une micro-intervention éducative mise en place dans le cadre de projets communautaires. Nous avons cherché à étudier les implications entre les nouvelles logiques de gestion publique et la gestion des inégalités sociales et scolaires, que le Programa InovAção [Programme Innovation] (PI) traduit. L’analyse des données suggère l’ambivalence du sens et des résultats de cette micro-intervention communautaire: on observe des pratiques qui sont soutenues par de grands engagements sociaux et visent la construction collective de la capacitation individuelle (gestion de soi, apprentisage du métier d’élève, normalization des biographies académiques), mais qui entrent en tension avec les réponses éducatives mises en oeuvre pour les sujets exclus,telles que le rattrapage scolaire, et les orientations pour l’individualisation et la localisation des interventions face aux problèmes scolaires.  Neste artigo debatemos sentidos da microintervenção educacional levada a cabo em projetos de âmbito comunitário. Interessou-nos estudar implicações entre as novas lógicas de gestão pública e a gestão de desigualdades sociais e escolares, que o Programa InovAção (PI) traduz. A análise dos dados sugere a ambivalência de sentidos e resultados da microintervenção comunitária: observam-se práticas, apoiadas em compromissos sociais alargados, de construção coletiva da capacitação individual (a gestão do eu, aprender o ofício de aluno, normalizar biografias académicas) em tensão com a vinculação a respostas educacionais de cariz remediativo e orientações para a individualização e localização das intervenções face a problemas escolares, de que são objeto os sujeitos excluídos.Fundação Carlos Chagas2019-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/5894Cadernos de Pesquisa; Vol. 49 No. 173: jul./set.2019; 244-265Cadernos de Pesquisa; Vol. 49 Núm. 173: jul./set.2019; 244-265Cadernos de Pesquisa; Vol. 49 No. 173: jul./set.2019; 244-265Cadernos de Pesquisa; v. 49 n. 173: jul./set.2019; 244-2651980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/5894/pdfCopyright (c) 2019 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAntunes, FátimaBarros, Rosanna2022-10-19T14:02:06Zoai:ojs.publicacoes.fcc.org.br:article/5894Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-10-19T14:02:06Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
Dimensiones biográficas, respuestas comunitárias: tensiones en una política socioeducativa en Portugal
Dimensions biographiques, réponses communautaires: tensions concernant une politique socio-éducative au Portugal
Dimensões biográficas, respostas comunitárias: tensões numa política socioeducacional em Portugal
title Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
spellingShingle Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
Antunes, Fátima
Governação
Fracasso Escolar
Abandono Escolar
Desigualdades Socioeducativas
Gouvernance
Échec Scolaire
Décrochage
Inégalités Scolaires
Gobernancia
Fracaso Escolar
Abandono Escolar
Desigualdades Socioeducativas
Governance
School Failure
School Drop-Out
Socioeducational Inequalities
title_short Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
title_full Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
title_fullStr Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
title_full_unstemmed Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
title_sort Biographical dimensions, community responses: tensions of a socioeducational policy in Portugal
author Antunes, Fátima
author_facet Antunes, Fátima
Barros, Rosanna
author_role author
author2 Barros, Rosanna
author2_role author
dc.contributor.author.fl_str_mv Antunes, Fátima
Barros, Rosanna
dc.subject.por.fl_str_mv Governação
Fracasso Escolar
Abandono Escolar
Desigualdades Socioeducativas
Gouvernance
Échec Scolaire
Décrochage
Inégalités Scolaires
Gobernancia
Fracaso Escolar
Abandono Escolar
Desigualdades Socioeducativas
Governance
School Failure
School Drop-Out
Socioeducational Inequalities
topic Governação
Fracasso Escolar
Abandono Escolar
Desigualdades Socioeducativas
Gouvernance
Échec Scolaire
Décrochage
Inégalités Scolaires
Gobernancia
Fracaso Escolar
Abandono Escolar
Desigualdades Socioeducativas
Governance
School Failure
School Drop-Out
Socioeducational Inequalities
description In this article we discuss the meanings of educational micro-intervention carried out in community-based projects. We aimed to study the implications of the new rationales of public management and the management of social and school inequalities, present in the Programa InovAção [Innovation Program] (PI). The analysis of the data suggests the ambivalence of meanings and results of community micro-intervention: we observed practices, supported by broad social commitments, of collective construction of individual empowerment (themanagement of the self, learning the task of the pupil, normalising academic biographies); these practices were inhabited by tensions coming from the connection to remedial educationalresponses and guidelines towards the individualization and localisation of interventions facing school problems, which have by object the subjects excluded.  
publishDate 2019
dc.date.none.fl_str_mv 2019-10-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5894
url https://publicacoes.fcc.org.br/cp/article/view/5894
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5894/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2019 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 49 No. 173: jul./set.2019; 244-265
Cadernos de Pesquisa; Vol. 49 Núm. 173: jul./set.2019; 244-265
Cadernos de Pesquisa; Vol. 49 No. 173: jul./set.2019; 244-265
Cadernos de Pesquisa; v. 49 n. 173: jul./set.2019; 244-265
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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