Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23000 |
Resumo: | This research seeks to describe, reflect, discuss and examine two different objectives and situated in different planes. Despite being different and being in different planes, the objectives we analyze are complementary and are closely associated. In the research, we created two categories in relation to the objectives: the "macro objective" and the "complementary objective". The first will deal with educational initiatives in the two longest governments in the country, under the so-called "New Republic", after the promulgation of the 1988 Charter: the two consecutive mandates of Fernando Henrique Cardoso (FHC) of the Brazilian Social Democracy Party (PSDB) from 1995 to 2002 and two terms of Luís Inácio Lula da Silva (Lula) of the Workers' Party (PT) from 2003 to 2010. To meet and satisfy the investigation regarding the "macro objective", in addition to the mobilization of pertinent bibliographic material, we used as reference the concept of "social field" of Pierre Bourdieu. The second objective will address how basic education teachers of the public network of the State of São Paulo were inserted into the educational field; how they work out their classes and in general how everyday life in school is; and finally, if and as a teacher accompanies the educational policies that are built on the plan we call the "macro objective". With regard to the "complementary objective", we resorted to the specific bibliographic material and developed our research with the help of the concept of "habitus", also by Pierre Bourdieu, a category that for us was a kind of "analytical key" for the debate and analysis of the "complementary objective". In the course and construction of the research, we found in the "macro objective", among other points, that i-) educational initiatives had the political-ideological characteristics that formed the two Governments; ii-) that despite the increase in access to the different stages that form Basic Education it occurred unevenly in the different stages; (iii) that some benefits to teachers have been achieved and iv-) that our educational system reproduces the different inequalities in our society. On the other hand, with respect to the "complementary objective", we found, among other points that: i-) teachers, appear of some few differences, had in the context of socialization, the same social conditionings, a fact that possibilities that gathered without and incorporates without the "capitals" necessary to act in the educational field; ii-) that their adherence and participation to the "educational game" are restricted to the knowledge of the essential legal aspects in order to be able to "compete" in the aforementioned "game"; iii-) that the precarious and demanding working conditions of teachers contribute so that they cannot know, more detailed, other educational "programs" and "projects" |
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Segurado, Rosemaryhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8120596D6Machado, Leandro de Souza Alves2020-03-04T10:10:58Z2020-02-14Machado, Leandro de Souza Alves. Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo. 2019. 342 f. Dissertação (Mestrado em Ciências Sociais) - Programa de Estudos Pós-Graduados em Ciências Sociais, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/23000This research seeks to describe, reflect, discuss and examine two different objectives and situated in different planes. Despite being different and being in different planes, the objectives we analyze are complementary and are closely associated. In the research, we created two categories in relation to the objectives: the "macro objective" and the "complementary objective". The first will deal with educational initiatives in the two longest governments in the country, under the so-called "New Republic", after the promulgation of the 1988 Charter: the two consecutive mandates of Fernando Henrique Cardoso (FHC) of the Brazilian Social Democracy Party (PSDB) from 1995 to 2002 and two terms of Luís Inácio Lula da Silva (Lula) of the Workers' Party (PT) from 2003 to 2010. To meet and satisfy the investigation regarding the "macro objective", in addition to the mobilization of pertinent bibliographic material, we used as reference the concept of "social field" of Pierre Bourdieu. The second objective will address how basic education teachers of the public network of the State of São Paulo were inserted into the educational field; how they work out their classes and in general how everyday life in school is; and finally, if and as a teacher accompanies the educational policies that are built on the plan we call the "macro objective". With regard to the "complementary objective", we resorted to the specific bibliographic material and developed our research with the help of the concept of "habitus", also by Pierre Bourdieu, a category that for us was a kind of "analytical key" for the debate and analysis of the "complementary objective". In the course and construction of the research, we found in the "macro objective", among other points, that i-) educational initiatives had the political-ideological characteristics that formed the two Governments; ii-) that despite the increase in access to the different stages that form Basic Education it occurred unevenly in the different stages; (iii) that some benefits to teachers have been achieved and iv-) that our educational system reproduces the different inequalities in our society. On the other hand, with respect to the "complementary objective", we found, among other points that: i-) teachers, appear of some few differences, had in the context of socialization, the same social conditionings, a fact that possibilities that gathered without and incorporates without the "capitals" necessary to act in the educational field; ii-) that their adherence and participation to the "educational game" are restricted to the knowledge of the essential legal aspects in order to be able to "compete" in the aforementioned "game"; iii-) that the precarious and demanding working conditions of teachers contribute so that they cannot know, more detailed, other educational "programs" and "projects"A presente pesquisa procura descrever, refletir, discutir e examinar dois objetivos diferentes e situados em planos distintos. A despeito de serem diferentes e estarem em planos distintos, os objetivos que analisamos são complementares e estão intimamente associados. Na pesquisa, criamos duas categorias em relação aos objetivos: o “objetivo macro” e o “objetivo complementar”. O primeiro tratará das iniciativas educacionais nos dois Governos mais longevos do país, no âmbito da chamada “Nova República”, após a promulgação da Carta de 1988: os dois mandatos seguidos de Fernando Henrique Cardoso (FHC) do Partido da Social Democracia Brasileira (PSDB) de 1995 a 2002 e dois mandatos de Luís Inácio Lula da Silva (Lula) do Partido dos Trabalhadores (PT) de 2003 a 2010. Para atender e satisfazer a investigação quanto ao “objetivo macro”, além da mobilização de material bibliográfico pertinente, utilizamos como referência o conceito de “campo social” de Pierre Bourdieu. O segundo objetivo abordará como professores da Educação Básica da rede pública do Estado de São Paulo se inseriram no campo educacional; de que maneira elaboram as suas aulas e de modo geral como é o cotidiano na escola; e, por fim, se e como professorado acompanha as políticas educacionais que são construídas no plano que chamamos de “objetivo macro”. No que toca ao “objetivo complementar”, recorremos ao material bibliográfico específico e desenvolvemos a nossa investigação com o auxílio do conceito de “habitus”, também, de Pierre Bourdieu, categoria que para nós foi uma espécie de “chave analítica” para o debate e análise do “objetivo complementar”. No percurso e construção da pesquisa, constatamos no “objetivo macro”, entre outros pontos, que i-) as iniciativas educacionais tiveram as características político-ideológicas que deram forma aos dois Governos; ii-) que apesar do aumento do acesso às diferentes etapas que formam a Educação Básica ele ocorreu de forma desigual nas diferentes etapas; iii- ) que alguns benefícios aos professores foram alcançados e iv-) que o nosso sistema educacional reproduz as diferentes desigualdades existentes na nossa sociedade. Já, com respeito ao “objetivo complementar”, averiguamos, entre outros pontos que: i-) os professores, apesar de algumas poucas diferenças, tiveram no âmbito da socialização, os mesmos condicionamentos sociais, fato que possibilitou que reunissem e incorporassem os “capitais” necessários para atuarem no campo educacional; ii-) que sua adesão e participação ao “jogo educacional” restringem-se ao conhecimento dos aspectos legais essenciais para poderem “competir” no citado “jogo”; iii-) que as precárias e exigentes condições laborais dos docentes contribuem para que não possam conhecer, de modo mais detalhado, outros “programas” e “projetos” educacionaisCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51607/Leandro%20de%20Souza%20Alves%20Machado.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Ciências SociaisPUC-SPBrasilFaculdade de Ciências SociaisEducação básica - BrasilEducação e Estado - BrasilPolíticas educacionaisBasic educationEducation and State - BrazilEducational policiesCNPQ::CIENCIAS SOCIAIS APLICADASUm estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLeandro de Souza Alves Machado.pdf.txtLeandro de Souza Alves Machado.pdf.txtExtracted texttext/plain1294672https://repositorio.pucsp.br/xmlui/bitstream/handle/23000/4/Leandro%20de%20Souza%20Alves%20Machado.pdf.txt7a539ec0a08d50eaac4996c926dc441aMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
title |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
spellingShingle |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo Machado, Leandro de Souza Alves Educação básica - Brasil Educação e Estado - Brasil Políticas educacionais Basic education Education and State - Brazil Educational policies CNPQ::CIENCIAS SOCIAIS APLICADAS |
title_short |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
title_full |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
title_fullStr |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
title_full_unstemmed |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
title_sort |
Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo |
author |
Machado, Leandro de Souza Alves |
author_facet |
Machado, Leandro de Souza Alves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Segurado, Rosemary |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8120596D6 |
dc.contributor.author.fl_str_mv |
Machado, Leandro de Souza Alves |
contributor_str_mv |
Segurado, Rosemary |
dc.subject.por.fl_str_mv |
Educação básica - Brasil Educação e Estado - Brasil Políticas educacionais |
topic |
Educação básica - Brasil Educação e Estado - Brasil Políticas educacionais Basic education Education and State - Brazil Educational policies CNPQ::CIENCIAS SOCIAIS APLICADAS |
dc.subject.eng.fl_str_mv |
Basic education Education and State - Brazil Educational policies |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS |
description |
This research seeks to describe, reflect, discuss and examine two different objectives and situated in different planes. Despite being different and being in different planes, the objectives we analyze are complementary and are closely associated. In the research, we created two categories in relation to the objectives: the "macro objective" and the "complementary objective". The first will deal with educational initiatives in the two longest governments in the country, under the so-called "New Republic", after the promulgation of the 1988 Charter: the two consecutive mandates of Fernando Henrique Cardoso (FHC) of the Brazilian Social Democracy Party (PSDB) from 1995 to 2002 and two terms of Luís Inácio Lula da Silva (Lula) of the Workers' Party (PT) from 2003 to 2010. To meet and satisfy the investigation regarding the "macro objective", in addition to the mobilization of pertinent bibliographic material, we used as reference the concept of "social field" of Pierre Bourdieu. The second objective will address how basic education teachers of the public network of the State of São Paulo were inserted into the educational field; how they work out their classes and in general how everyday life in school is; and finally, if and as a teacher accompanies the educational policies that are built on the plan we call the "macro objective". With regard to the "complementary objective", we resorted to the specific bibliographic material and developed our research with the help of the concept of "habitus", also by Pierre Bourdieu, a category that for us was a kind of "analytical key" for the debate and analysis of the "complementary objective". In the course and construction of the research, we found in the "macro objective", among other points, that i-) educational initiatives had the political-ideological characteristics that formed the two Governments; ii-) that despite the increase in access to the different stages that form Basic Education it occurred unevenly in the different stages; (iii) that some benefits to teachers have been achieved and iv-) that our educational system reproduces the different inequalities in our society. On the other hand, with respect to the "complementary objective", we found, among other points that: i-) teachers, appear of some few differences, had in the context of socialization, the same social conditionings, a fact that possibilities that gathered without and incorporates without the "capitals" necessary to act in the educational field; ii-) that their adherence and participation to the "educational game" are restricted to the knowledge of the essential legal aspects in order to be able to "compete" in the aforementioned "game"; iii-) that the precarious and demanding working conditions of teachers contribute so that they cannot know, more detailed, other educational "programs" and "projects" |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-03-04T10:10:58Z |
dc.date.issued.fl_str_mv |
2020-02-14 |
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 |
Machado, Leandro de Souza Alves. Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo. 2019. 342 f. Dissertação (Mestrado em Ciências Sociais) - Programa de Estudos Pós-Graduados em Ciências Sociais, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23000 |
identifier_str_mv |
Machado, Leandro de Souza Alves. Um estudo sobre o panorama da Educação Básica no Brasil no período de 1995 a 2010 e as relações do habitus para a atividade docente e para o acompanhamento de políticas educacionais entre os professores da rede estadual de São Paulo. 2019. 342 f. Dissertação (Mestrado em Ciências Sociais) - Programa de Estudos Pós-Graduados em Ciências Sociais, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
url |
https://tede2.pucsp.br/handle/handle/23000 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Ciências Sociais |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Sociais |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
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