As pr??ticas da progress??o continuada como produtoras do lumpemproletariado
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/2243 |
Resumo: | This work aims to study the practices of continued progression adopted in the state education network of S??o Paulo. From it, some concerns emerged that motivated and directed the development of this research: how far the educational policies, such as the cycle system and its continued progression, in addition to contributing to the poor quality of public education, enable the formation of future marginalized citizens of the labor market and society? With the questioning presented, the main objective was to analyze the influence of practices related to the continued progression in S??o Paulo public schools to the formation and development of the social phenomenon called lumpenproletariat. For that, the following specific objectives were listed: to describe the organization of the school system in cycles and, in it, the continued progression, as proposed in the current legislation; to survey the administrative and pedagogical procedures related to the organization of the school system in cycles and, in particular, to continued progression; to identify the negative consequences of the practices resulting from the school system in cycles and the continued progression implemented in public education in the state of S??o Paulo; and to analyze how these practices become excluding, which can generate lumpenproletariat. Starting from the presented objectives, the research was then developed according to a qualitative approach, whose data were collected through document analysis, participant observation and sociological portraits. As a universe of research, a state elementary school I and II was defined, belonging to the S??o Paulo???s Centre School Board, with the teaching staff responsible for the 9th grade classes and five students in this series as subjects. As a theoretical reference, the work was based on the concepts of society, culture and formation of the Critical Theory of the Frankfurt School, especially in Adorno, Cycle of Public Policies by Stephen Ball and collaborators; and problems derived from capitalism, by Zygmunt Bauman and Ruy Braga. After carrying out the empirical procedures and analysis, it was found that, given the genericity of the legislative texts that regulate and give instructions about the continued progression, as well as the lack of power over its compliance by the teams of specialists from the school units, this public policy is practiced in different ways, varying from teacher to teacher, not achieving its purpose and allowing students to go through school without, for that, acquiring the necessary skills and competences indicated by the network's own curriculum. For this reason, a mass of population potentially excluded from the labor market, called the modern lumpenproletariat, has been educated. As the main research intervention, it is recommended that there be a review of these texts so that the practices of continued progression are expressed in a detailed manner, in addition to the creation of means that allow teams of specialists to effectively monitor the observance of these practices. by the teaching staff, being able to give administrative treatment to anyone who may insist on neglecting them. This recommendation does not aim at authoritarianism, but at guaranteeing the right of students to access the curriculum and basic learning, which, if it cannot be considered an emancipatory formation in a society that is also not emancipated, can at least prevent exclusion, without mediation. |
id |
NOVE_df843a73ad687a5e1d094f86829be273 |
---|---|
oai_identifier_str |
oai:localhost:tede/2243 |
network_acronym_str |
NOVE |
network_name_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
repository_id_str |
|
spelling |
Roggero, RosemaryRoggero, RosemaryFranco, Francisco CarlosCavalcanti, Patr??cia Aparecida BiottoGiovinazzo J??nior, Carlos Ant??nioTeixeira, Rosiley Aparecidahttp://lattes.cnpq.br/1282147452632409Melo, Emanuel Lucas Batista de2020-08-10T18:41:36Z2020-03-30Melo, Emanuel Lucas Batista de. As pr??ticas da progress??o continuada como produtoras do lumpemproletariado. 2020. 118 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/2243This work aims to study the practices of continued progression adopted in the state education network of S??o Paulo. From it, some concerns emerged that motivated and directed the development of this research: how far the educational policies, such as the cycle system and its continued progression, in addition to contributing to the poor quality of public education, enable the formation of future marginalized citizens of the labor market and society? With the questioning presented, the main objective was to analyze the influence of practices related to the continued progression in S??o Paulo public schools to the formation and development of the social phenomenon called lumpenproletariat. For that, the following specific objectives were listed: to describe the organization of the school system in cycles and, in it, the continued progression, as proposed in the current legislation; to survey the administrative and pedagogical procedures related to the organization of the school system in cycles and, in particular, to continued progression; to identify the negative consequences of the practices resulting from the school system in cycles and the continued progression implemented in public education in the state of S??o Paulo; and to analyze how these practices become excluding, which can generate lumpenproletariat. Starting from the presented objectives, the research was then developed according to a qualitative approach, whose data were collected through document analysis, participant observation and sociological portraits. As a universe of research, a state elementary school I and II was defined, belonging to the S??o Paulo???s Centre School Board, with the teaching staff responsible for the 9th grade classes and five students in this series as subjects. As a theoretical reference, the work was based on the concepts of society, culture and formation of the Critical Theory of the Frankfurt School, especially in Adorno, Cycle of Public Policies by Stephen Ball and collaborators; and problems derived from capitalism, by Zygmunt Bauman and Ruy Braga. After carrying out the empirical procedures and analysis, it was found that, given the genericity of the legislative texts that regulate and give instructions about the continued progression, as well as the lack of power over its compliance by the teams of specialists from the school units, this public policy is practiced in different ways, varying from teacher to teacher, not achieving its purpose and allowing students to go through school without, for that, acquiring the necessary skills and competences indicated by the network's own curriculum. For this reason, a mass of population potentially excluded from the labor market, called the modern lumpenproletariat, has been educated. As the main research intervention, it is recommended that there be a review of these texts so that the practices of continued progression are expressed in a detailed manner, in addition to the creation of means that allow teams of specialists to effectively monitor the observance of these practices. by the teaching staff, being able to give administrative treatment to anyone who may insist on neglecting them. This recommendation does not aim at authoritarianism, but at guaranteeing the right of students to access the curriculum and basic learning, which, if it cannot be considered an emancipatory formation in a society that is also not emancipated, can at least prevent exclusion, without mediation.Este trabajo tiene como objetivo estudiar las pr??cticas de progresi??n continua adoptadas en la red de educaci??n estatal de S??o Paulo. A partir de ??l, surgieron algunas preocupaciones que motivaron y dirigieron el desarrollo de esta investigaci??n: la medida en que las pol??ticas educativas, como el sistema del ciclo y su progresi??n continua, adem??s de contribuir a la mala calidad de la educaci??n p??blica, permiten la formaci??n de futuros ciudadanos marginados del mercado laboral y la sociedad? Con el cuestionario presentado, el objetivo principal era analizar la influencia de las pr??cticas relacionadas con la progresi??n continua en las escuelas p??blicas de S??o Paulo a la formaci??n y desarrollo del fen??meno social llamado lumpemproletariat. Para ello, se enumeraron los siguientes objetivos espec??ficos: describir la organizaci??n del sistema escolar en ciclos y, en ??l, la progresi??n continua, como se propone en la legislaci??n vigente; examinar los procedimientos administrativos y pedag??gicos relacionados con la organizaci??n del sistema escolar en ciclos y, en particular, con la progresi??n continua; identificar las consecuencias negativas de las pr??cticas resultantes del sistema escolar en ciclos y la progresi??n continua implementada en la educaci??n p??blica en el estado de S??o Paulo; y analizar c??mo estas pr??cticas se vuelven exclusivas, pudiendo generar lumpemproletariado. A partir de los objetivos presentados, la investigaci??n se desarroll?? de acuerdo con un enfoque cualitativo, cuyos datos se recopilaron mediante an??lisis de documentos, observaci??n participante y retratos sociol??gicos. Como universo de investigaci??n, se defini?? una escuela primaria estatal I y II,perteneciente a la Junta del Centro de la Ciudad de S??o Paulo, con el personal docente responsable de las clases de noveno grado y cinco estudiantes de esta serie como asignaturas. Como referencia te??rica, el trabajo se bas?? en los conceptos de sociedad, cultura y formaci??n de la Teor??a Cr??tica de la Escuela de Frankfurt, especialmente en Adorno, Ciclo de Pol??ticas P??blicas de Stephen Ball y colaboradores; y problemas derivados del capitalismo, por Zygmunt Bauman y Ruy Braga. Despu??s de llevar a cabo los procedimientos y an??lisis emp??ricos, se descubri?? que, dada la generosidad de los textos legislativos que regulan y dan instrucciones sobre la progresi??n continua, as?? como la falta de poder sobre su cumplimiento por parte de los equipos de especialistas de las unidades escolares, esto La pol??tica p??blica se practica de diferentes maneras, variando de un maestro a otro, no logrando su prop??sito y permitiendo a los estudiantes ir a la escuela sin, para ello, adquirir las habilidades y competencias necesarias indicadas por el propio plan de estudios de la red. Por esta raz??n, se ha educado a una masa de poblaci??n potencialmente excluida del mercado laboral, llamada lumpemproletariado moderno. Como la principal intervenci??n de investigaci??n, se recomienda que se realice una revisi??n de estos textos para que las pr??cticas de progresi??n continua se expresen en detalle, adem??s de la creaci??n de medios que permitan a los equipos de especialistas monitorear efectivamente la observancia de estas pr??cticas. por parte del personal docente, pudiendo dar tratamiento administrativo a cualquiera que insista en descuidarlos. Esta recomendaci??n no apunta al autoritarismo, sino a garantizar el derecho de los estudiantes a acceder al plan de estudios y al aprendizaje b??sico, que, si no puede considerarse una formaci??n emancipadora en una sociedad que tampoco est?? emancipada, al menos puede evitar la exclusi??n sin mediaci??n.Este trabalho tem por objeto de estudo as pr??ticas da progress??o continuada adotadas na rede estadual de educa????o de S??o Paulo. Partindo dele, emergiram algumas inquieta????es que motivaram e direcionaram o desenvolvimento desta pesquisa: at?? que ponto pol??ticas educacionais, tais como o sistema de ciclos e sua progress??o continuada, al??m de contribu??rem para a m?? qualidade do ensino p??blico, possibilitam a forma????o de cidad??os futuramente marginalizados do mercado de trabalho e sociedade? Com o questionamento apresentado, delimitou- se, como objetivo principal, analisar a influ??ncia das pr??ticas relativas ?? progress??o continuada na escola p??blica paulista ?? forma????o e desenvolvimento do fen??meno social denominado de lumpemproletariado. Para tanto, os seguintes objetivos espec??ficos foram elencados: descrever a organiza????o do sistema escolar em ciclos e, nele, a progress??o continuada, como propostas na legisla????o em vigor; levantar os procedimentos administrativos e pedag??gicos relativos ?? organiza????o do sistema escolar em ciclos e, particularmente, ?? progress??o continuada; identificar as consequ??ncias negativas das pr??ticas decorridas do sistema escolar em ciclos e da progress??o continuada implantada no ensino p??blico do estado de S??o Paulo; e analisar como essas pr??ticas se tornam excludentes, podendo gerar o lumpemproletariado. Partindo dos objetivos apresentados, a pesquisa foi ent??o desenvolvida segundo uma abordagem qualitativa, cujos dados foram levantados por meio de an??lise documental, observa????o participante e retratos sociol??gicos. Como universo da pesquisa, definiu-se uma escola estadual de Ensino Fundamental I e II, pertencente ?? Diretoria Centro da cidade de S??o Paulo, tendo-se, como sujeitos, o corpo docente respons??vel pelas turmas de 9?? ano e cinco alunos dessa s??rie. Como referencial te??rico, o trabalho foi fundamentado pelos conceitos de sociedade, cultura e forma????o da Teoria Cr??tica da Escola de Frankfurt, especialmente em Adorno, Ciclo das Pol??ticas P??blicas de Stephen Ball e colaboradores; e problemas derivados do capitalismo, por Zygmunt Bauman e Ruy Braga. Ap??s a realiza????o dos procedimentos emp??ricos e an??lise, constatou-se que, dada a genericidade dos textos legislativos que regulamentam e d??o instru????es acerca da progress??o continuada, bem como a falta de poder sobre seu cumprimento por parte das equipes de especialistas das unidades escolares, essa pol??tica p??blica ?? praticada de modos distintos, variando de professor para professor, n??o atingindo seu prop??sito e possibilitando que alunos passem pela escolariza????o sem que, para isso, adquiram as habilidades e compet??ncias necess??rias e indicadas pelo pr??prio curr??culo da rede. Por isso, vem sendo escolarizada uma massa de popula????o potencialmente exclu??da do mercado de trabalho, chamada de moderno lumpemproletariado. Como principal interven????o da pesquisa, recomenda- se que haja uma revis??o nesses textos de modo que as pr??ticas da progress??o continuada sejam expressas de forma detalhada, al??m da cria????o de meios que possibilitem que as equipes de especialistas fa??am o acompanhamento efetivo sobre a observ??ncia dessas pr??ticas por parte do corpo docente, podendo dar tratamento administrativo a quem, porventura, insistir em negligenci??-los. Essa recomenda????o n??o visa autoritarismo, mas a garantia do direito de acesso ao curr??culo e ??s aprendizagens b??sicas aos estudantes, o que, se n??o puder ser considerado uma forma????o emancipadora numa sociedade que tamb??m n??o ?? emancipada, possa ao menos impedir a exclus??o, sem media????es.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-08-10T18:41:36Z No. of bitstreams: 1 Emanuel Lucas Batista de Melo.pdf: 2340359 bytes, checksum: 37450f141cd57f2aaa981be9e63fbd7a (MD5)Made available in DSpace on 2020-08-10T18:41:36Z (GMT). No. of bitstreams: 1 Emanuel Lucas Batista de Melo.pdf: 2340359 bytes, checksum: 37450f141cd57f2aaa981be9e63fbd7a (MD5) Previous issue date: 2020-03-30application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gest??o e Pr??ticas EducacionaisUNINOVEBrasilEduca????oprogress??o continuadapol??ticas p??blicasmoderno lumpemproletariadocontinued progressionpublic policymodern lumpenproletariatprogresi??n continuapol??ticas p??blicaslumpemproletariado modernoCIENCIAS HUMANAS::EDUCACAOAs pr??ticas da progress??o continuada como produtoras do lumpemproletariadoThe practices of continued progression as producers of lumpemproletariatinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALEmanuel Lucas Batista de Melo.pdfEmanuel Lucas Batista de Melo.pdfapplication/pdf2340359http://localhost:8080/tede/bitstream/tede/2243/2/Emanuel+Lucas+Batista+de+Melo.pdf37450f141cd57f2aaa981be9e63fbd7aMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2243/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/22432020-08-10 15:41:36.455oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2020-08-10T18:41:36Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
dc.title.alternative.eng.fl_str_mv |
The practices of continued progression as producers of lumpemproletariat |
title |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
spellingShingle |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado Melo, Emanuel Lucas Batista de progress??o continuada pol??ticas p??blicas moderno lumpemproletariado continued progression public policy modern lumpenproletariat progresi??n continua pol??ticas p??blicas lumpemproletariado moderno CIENCIAS HUMANAS::EDUCACAO |
title_short |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
title_full |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
title_fullStr |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
title_full_unstemmed |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
title_sort |
As pr??ticas da progress??o continuada como produtoras do lumpemproletariado |
author |
Melo, Emanuel Lucas Batista de |
author_facet |
Melo, Emanuel Lucas Batista de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Roggero, Rosemary |
dc.contributor.referee1.fl_str_mv |
Roggero, Rosemary |
dc.contributor.referee2.fl_str_mv |
Franco, Francisco Carlos |
dc.contributor.referee3.fl_str_mv |
Cavalcanti, Patr??cia Aparecida Biotto |
dc.contributor.referee4.fl_str_mv |
Giovinazzo J??nior, Carlos Ant??nio |
dc.contributor.referee5.fl_str_mv |
Teixeira, Rosiley Aparecida |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1282147452632409 |
dc.contributor.author.fl_str_mv |
Melo, Emanuel Lucas Batista de |
contributor_str_mv |
Roggero, Rosemary Roggero, Rosemary Franco, Francisco Carlos Cavalcanti, Patr??cia Aparecida Biotto Giovinazzo J??nior, Carlos Ant??nio Teixeira, Rosiley Aparecida |
dc.subject.por.fl_str_mv |
progress??o continuada pol??ticas p??blicas moderno lumpemproletariado |
topic |
progress??o continuada pol??ticas p??blicas moderno lumpemproletariado continued progression public policy modern lumpenproletariat progresi??n continua pol??ticas p??blicas lumpemproletariado moderno CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
continued progression public policy modern lumpenproletariat |
dc.subject.spa.fl_str_mv |
progresi??n continua pol??ticas p??blicas lumpemproletariado moderno |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work aims to study the practices of continued progression adopted in the state education network of S??o Paulo. From it, some concerns emerged that motivated and directed the development of this research: how far the educational policies, such as the cycle system and its continued progression, in addition to contributing to the poor quality of public education, enable the formation of future marginalized citizens of the labor market and society? With the questioning presented, the main objective was to analyze the influence of practices related to the continued progression in S??o Paulo public schools to the formation and development of the social phenomenon called lumpenproletariat. For that, the following specific objectives were listed: to describe the organization of the school system in cycles and, in it, the continued progression, as proposed in the current legislation; to survey the administrative and pedagogical procedures related to the organization of the school system in cycles and, in particular, to continued progression; to identify the negative consequences of the practices resulting from the school system in cycles and the continued progression implemented in public education in the state of S??o Paulo; and to analyze how these practices become excluding, which can generate lumpenproletariat. Starting from the presented objectives, the research was then developed according to a qualitative approach, whose data were collected through document analysis, participant observation and sociological portraits. As a universe of research, a state elementary school I and II was defined, belonging to the S??o Paulo???s Centre School Board, with the teaching staff responsible for the 9th grade classes and five students in this series as subjects. As a theoretical reference, the work was based on the concepts of society, culture and formation of the Critical Theory of the Frankfurt School, especially in Adorno, Cycle of Public Policies by Stephen Ball and collaborators; and problems derived from capitalism, by Zygmunt Bauman and Ruy Braga. After carrying out the empirical procedures and analysis, it was found that, given the genericity of the legislative texts that regulate and give instructions about the continued progression, as well as the lack of power over its compliance by the teams of specialists from the school units, this public policy is practiced in different ways, varying from teacher to teacher, not achieving its purpose and allowing students to go through school without, for that, acquiring the necessary skills and competences indicated by the network's own curriculum. For this reason, a mass of population potentially excluded from the labor market, called the modern lumpenproletariat, has been educated. As the main research intervention, it is recommended that there be a review of these texts so that the practices of continued progression are expressed in a detailed manner, in addition to the creation of means that allow teams of specialists to effectively monitor the observance of these practices. by the teaching staff, being able to give administrative treatment to anyone who may insist on neglecting them. This recommendation does not aim at authoritarianism, but at guaranteeing the right of students to access the curriculum and basic learning, which, if it cannot be considered an emancipatory formation in a society that is also not emancipated, can at least prevent exclusion, without mediation. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-08-10T18:41:36Z |
dc.date.issued.fl_str_mv |
2020-03-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Melo, Emanuel Lucas Batista de. As pr??ticas da progress??o continuada como produtoras do lumpemproletariado. 2020. 118 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2243 |
identifier_str_mv |
Melo, Emanuel Lucas Batista de. As pr??ticas da progress??o continuada como produtoras do lumpemproletariado. 2020. 118 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2243 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Mestrado em Gest??o e Pr??ticas Educacionais |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
instname_str |
Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/2243/2/Emanuel+Lucas+Batista+de+Melo.pdf http://localhost:8080/tede/bitstream/tede/2243/1/license.txt |
bitstream.checksum.fl_str_mv |
37450f141cd57f2aaa981be9e63fbd7a bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
_version_ |
1800312360870608896 |