Os ciclos do fracasso escolar: concepções e proposições.
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tde/1140 |
Resumo: | This theoretical study was developed according to the principles of the research field on cultural and educational processes. It aimed at reviewing the concepts of school failure present on the academic journal Cadernos de Pesquisa, published by Fundação Carlos Chagas, since its first issue, released in 1971, up to 2006. From the Marxian perspective, this work considers school failure a social product inherent to a society based on antagonistic classes. Through an analysis of themes, and theoretical and methodological references, it focused on how school failure was treated, based on the assumption that the concepts exhibited in this journal throughout this period expressed both comprehension of this subject and intervention processes in it. Despite the fact that in discussing issues regarding to education, the main concern has been mostly the fundamental education, the school level officially assured as compulsory and accessible to every citizen in Brazil. One hundred an ninety six articles which dealt directly or indirectly with school failure were selected from Cadernos de Pesquisa and analyzed according to a systematic listing of the documents, following the themes as well as theoretical and methodological principles predominant in each article. The changes in the concepts of the expression school failure were described, identifying the main aspects considered as modalities of culture emphasis: the emphasis on cultural marginalization, in its critical and propositional approaches; and also the emphasis on cultural diversity. The results revealed two main trends in the analyzed data: the prominence, present in most of them, of the relation between school failure and cultural differences, in opposition to the studies which focus on the relation between school failure and social disparity developed during the nineteen eighties, the redemocratization period of Brazilian society. The other trend is related to school management, considered as able to promote some adjustments to the school dynamics, sometimes based on the culture of school success, focusing on the students needs and cultural peculiarities. In a context of educational reforms which tend to cover social disparity for the sake of cultural differences, more subtle forms of justification for the school failure are possibly being generated |
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MIRANDA, Marilia Gouvea dehttp://lattes.cnpq.br/7051422864028373http://lattes.cnpq.br/8702171584840775FARIA, Gina Glaydes Guimarães de2014-07-29T15:13:45Z2011-02-082008-10-03FARIA, Gina Glaydes Guimarães de. The cycles of educational failure: concepts and propositions.. 2008. 152 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008.http://repositorio.bc.ufg.br/tede/handle/tde/1140This theoretical study was developed according to the principles of the research field on cultural and educational processes. It aimed at reviewing the concepts of school failure present on the academic journal Cadernos de Pesquisa, published by Fundação Carlos Chagas, since its first issue, released in 1971, up to 2006. From the Marxian perspective, this work considers school failure a social product inherent to a society based on antagonistic classes. Through an analysis of themes, and theoretical and methodological references, it focused on how school failure was treated, based on the assumption that the concepts exhibited in this journal throughout this period expressed both comprehension of this subject and intervention processes in it. Despite the fact that in discussing issues regarding to education, the main concern has been mostly the fundamental education, the school level officially assured as compulsory and accessible to every citizen in Brazil. One hundred an ninety six articles which dealt directly or indirectly with school failure were selected from Cadernos de Pesquisa and analyzed according to a systematic listing of the documents, following the themes as well as theoretical and methodological principles predominant in each article. The changes in the concepts of the expression school failure were described, identifying the main aspects considered as modalities of culture emphasis: the emphasis on cultural marginalization, in its critical and propositional approaches; and also the emphasis on cultural diversity. The results revealed two main trends in the analyzed data: the prominence, present in most of them, of the relation between school failure and cultural differences, in opposition to the studies which focus on the relation between school failure and social disparity developed during the nineteen eighties, the redemocratization period of Brazilian society. The other trend is related to school management, considered as able to promote some adjustments to the school dynamics, sometimes based on the culture of school success, focusing on the students needs and cultural peculiarities. In a context of educational reforms which tend to cover social disparity for the sake of cultural differences, more subtle forms of justification for the school failure are possibly being generatedTrata-se de pesquisa bibliográfica vinculada à Linha de Pesquisa Cultura e Processos Educacionais. Tem como objeto de estudo as concepções de fracasso escolar expressas no periódico Cadernos de Pesquisa, publicação da Fundação Carlos Chagas, desde seu primeiro número, publicado em 1971, até 2006. Fundamentando-se no referencial marxiano, o fracasso escolar é compreendido como produção social inerente à sociedade de classes. Mediante a análise de seus temas e referenciais teórico-metodológicos, objetivou-se apreender, nos artigos selecionados, como o fracasso escolar é tratado, partindo-se do pressuposto de que as concepções veiculadas no periódico ao longo do período expressam processos de compreensão e também de intervenção relativos à questão. Embora sejam mencionadas questões pertinentes à educação básica, privilegiou-se a discussão do fracasso escolar no âmbito do ensino fundamental, nível de escolaridade que, por sua obrigatoriedade e gratuidade, é assegurado oficialmente. Foram selecionados cento e noventa e seis artigos de Cadernos de Pesquisa que, direta ou indiretamente, tratam do fracasso escolar, identificados e analisados por meio de uma planilha de análise e documentação, após o que se procedeu à organização de quadros sintéticos, de forma a sistematizar os temas tratados bem como os diferentes enfoques teórico-metodológicos. Num movimento contínuo de relacionar os dados obtidos à literatura pertinente, são descritos os deslocamentos das concepções de fracasso escolar no período, identificando-se os enfoques predominantes, referenciados como modalidades de enfoques de cultura: o enfoque da marginalidade cultural, tanto em suas abordagens críticas quanto nas propositivas, e o enfoque da diversidade cultural. Foi possível identificar duas tendências no campo dos estudos e das pesquisas analisados: a ênfase na relação entre fracasso escolar e diferenças culturais, presente na maior parte do período investigado, em detrimento dos estudos que relacionam fracasso escolar às desigualdades sociais, que prevaleceram apenas na década de 1980, momento de redemocratização da sociedade brasileira. A outra tendência diz respeito à ênfase na gestão escolar, que promoveria ajustes na dinâmica escolar, por vezes fundada na cultura do sucesso escolar, com foco no atendimento dos alunos de acordo com suas necessidades e particularidades culturais. Num contexto de reformas educacionais que tendem a obscurecer as desigualdades sociais em nome das diferenças culturais, estariam sendo produzidas formas mais sutis de justificação do fracasso escolar.Made available in DSpace on 2014-07-29T15:13:45Z (GMT). No. of bitstreams: 1 GinaGlaydesGuimaraesFaria.pdf: 1130045 bytes, checksum: 454ae5d15342b4ed1e64c9c779060b1b (MD5) Previous issue date: 2008-10-03application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/3905/GinaGlaydesGuimaraesFaria.pdf.jpgporUniversidade Federal de GoiásDoutorado em EducaçãoUFGBRCiências HumanasFracasso escolarEducação escolar e diferenças culturaisPesquisa em periódicoSchool failureSchooling and cultural differencesJournal researchCNPQ::CIENCIAS HUMANAS::EDUCACAOOs ciclos do fracasso escolar: concepções e proposições.The cycles of educational failure: concepts and propositions.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALGinaGlaydesGuimaraesFaria.pdfapplication/pdf1130045http://repositorio.bc.ufg.br/tede/bitstreams/43d94eb7-9c54-4666-a74c-8263ed8d7e7d/download454ae5d15342b4ed1e64c9c779060b1bMD51THUMBNAILGinaGlaydesGuimaraesFaria.pdf.jpgGinaGlaydesGuimaraesFaria.pdf.jpgGenerated Thumbnailimage/jpeg3034http://repositorio.bc.ufg.br/tede/bitstreams/1f2784f2-6328-40cf-a260-1015c9c9d437/downloada28ac90d97b2077d62f95b5b1baa08b5MD52tde/11402014-07-30 03:09:17.368open.accessoai:repositorio.bc.ufg.br:tde/1140http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2014-07-30T06:09:17Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)false |
dc.title.por.fl_str_mv |
Os ciclos do fracasso escolar: concepções e proposições. |
dc.title.alternative.eng.fl_str_mv |
The cycles of educational failure: concepts and propositions. |
title |
Os ciclos do fracasso escolar: concepções e proposições. |
spellingShingle |
Os ciclos do fracasso escolar: concepções e proposições. FARIA, Gina Glaydes Guimarães de Fracasso escolar Educação escolar e diferenças culturais Pesquisa em periódico School failure Schooling and cultural differences Journal research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os ciclos do fracasso escolar: concepções e proposições. |
title_full |
Os ciclos do fracasso escolar: concepções e proposições. |
title_fullStr |
Os ciclos do fracasso escolar: concepções e proposições. |
title_full_unstemmed |
Os ciclos do fracasso escolar: concepções e proposições. |
title_sort |
Os ciclos do fracasso escolar: concepções e proposições. |
author |
FARIA, Gina Glaydes Guimarães de |
author_facet |
FARIA, Gina Glaydes Guimarães de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
MIRANDA, Marilia Gouvea de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7051422864028373 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8702171584840775 |
dc.contributor.author.fl_str_mv |
FARIA, Gina Glaydes Guimarães de |
contributor_str_mv |
MIRANDA, Marilia Gouvea de |
dc.subject.por.fl_str_mv |
Fracasso escolar Educação escolar e diferenças culturais Pesquisa em periódico |
topic |
Fracasso escolar Educação escolar e diferenças culturais Pesquisa em periódico School failure Schooling and cultural differences Journal research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School failure Schooling and cultural differences Journal research |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This theoretical study was developed according to the principles of the research field on cultural and educational processes. It aimed at reviewing the concepts of school failure present on the academic journal Cadernos de Pesquisa, published by Fundação Carlos Chagas, since its first issue, released in 1971, up to 2006. From the Marxian perspective, this work considers school failure a social product inherent to a society based on antagonistic classes. Through an analysis of themes, and theoretical and methodological references, it focused on how school failure was treated, based on the assumption that the concepts exhibited in this journal throughout this period expressed both comprehension of this subject and intervention processes in it. Despite the fact that in discussing issues regarding to education, the main concern has been mostly the fundamental education, the school level officially assured as compulsory and accessible to every citizen in Brazil. One hundred an ninety six articles which dealt directly or indirectly with school failure were selected from Cadernos de Pesquisa and analyzed according to a systematic listing of the documents, following the themes as well as theoretical and methodological principles predominant in each article. The changes in the concepts of the expression school failure were described, identifying the main aspects considered as modalities of culture emphasis: the emphasis on cultural marginalization, in its critical and propositional approaches; and also the emphasis on cultural diversity. The results revealed two main trends in the analyzed data: the prominence, present in most of them, of the relation between school failure and cultural differences, in opposition to the studies which focus on the relation between school failure and social disparity developed during the nineteen eighties, the redemocratization period of Brazilian society. The other trend is related to school management, considered as able to promote some adjustments to the school dynamics, sometimes based on the culture of school success, focusing on the students needs and cultural peculiarities. In a context of educational reforms which tend to cover social disparity for the sake of cultural differences, more subtle forms of justification for the school failure are possibly being generated |
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2008 |
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2008-10-03 |
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2011-02-08 |
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FARIA, Gina Glaydes Guimarães de. The cycles of educational failure: concepts and propositions.. 2008. 152 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008. |
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http://repositorio.bc.ufg.br/tede/handle/tde/1140 |
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FARIA, Gina Glaydes Guimarães de. The cycles of educational failure: concepts and propositions.. 2008. 152 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008. |
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