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Giordano Bruno Soares Robertohttp://lattes.cnpq.br/3057838379111725Maria Fernanda Salcedo RepolêsMaria Tereza Fonseca DiasJosé Garcez GhirardiLaura Souza Lima e Britohttp://lattes.cnpq.br/4301157823817798Lília Carvalho Finelli2021-01-15T21:58:00Z2021-01-15T21:58:00Z2020-12-09http://hdl.handle.net/1843/34739https://orcid.org/0000-0003-3636-3527O tema-problema da presente tese consiste em entender se e como o processo de inversão da sala de aula ocorreu no Brasil, por meio da mercantilização do ensino superior, em especial o jurídico. Para compreender a questão, a metodologia adotada foi o estudo de caso, a partir do modelo de sala de aula invertida da Kroton, ramo da Cogna, com recorte específico no curso de Direito. A hipótese que se delineou foi a de que novas metodologias estão a serviço da mercantilização e, embora estabeleçam diferenças consideráveis entre os grupos educacionais, ainda assim são apenas consequências da opção brasileira de permitir que a educação fosse apropriada pela lógica econômica, conforme o marco teórico indicado em Ana Maria F. Almeida. Na análise da metodologia específica da Kroton, foi realizado comparativo entre seu conceito e estrutura e sua pretensa origem norte-americana, sob os marcos de Jacob Bishop e Matthew Verleger e Jonathan Bergmann e Aaron Sams, diferenciando-os. O contexto histórico das transformações da educação no país e da evolução do Pitágoras até sua transformação em Kroton e, depois, em Cogna, foi elaborado de forma comparativa, apontando-se, ainda, dados sobre o acesso universitário, o financiamento governamental de instituições de ensino superior particulares e a pretensa transformação do aluno em protagonista do processo de aprendizagem, ao mesmo tempo que ocorrem demissões em massa de docentes. O exame confirmou, dessa forma, a existência do capitalismo acadêmico no Brasil, sob as premissas de Bob Jessop, tratando a inversão da sala de aula dentro do pressuposto teórico de fundo do paradigma da educação como instrumento de mudança política.The main problem of this thesis is to understand if and how the process of inversion of the classroom took place in Brazil, through the commercialization of the education, especially the Law education. To understand the issue, the methodology adopted was the case study, based on Kroton's inverted classroom model, with a specific focus in the Law courses. The hypothesis that was outlined was that new methodologies are at the service of commodification and, although they may bring considerable differences between educational groups, they are still only consequences of the Brazilian option of allowing education to be appropriated by the economic logic, according to the theoretical framework indicated in Ana Maria F. Almeida. In the analysis of Kroton's specific methodology, a comparison was made between its concept and structure and its alleged North American origin, regarding the ideas of Jacob Bishop and Matthew Verleger and Jonathan Bergmann and Aaron Sams, differentiating them. The historical context of the transformations of education in Brazil and of the evolution of Pitágoras until its transformation in Kroton and in Cogna was elaborated in a comparative way, pointing out, also, data on university access, government financing of private higher education institutions and the alleged transformation of the student as the protagonist of the learning process, at the same time that mass layoffs of professors occur. The examination thus confirmed the existence of academic capitalism in Brazil, under the assumptions of Bob Jessop, treating the inversion of the classroom within the background of education as a political instrument.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em DireitoUFMGBrasilDIREITO - FACULDADE DE DIREITOhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessDireitoEnsino superiorSala de aula invertidaEnsino superiro - Aspectos econômicosGrupo Cogna/KrotonEnsino superiorDireitoMercantilização do ensinoSala de aula invertidaKrotonDa sala de aula invertida à inversão da sala de aula: a metodologia da Kroton a serviço da mercantilização do ensinoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINAL[Tese Lília Finelli] - Da sala de aula invertida à inversão da sala de aula 2020.pdf[Tese Lília Finelli] - Da sala de aula invertida à inversão da sala de aula 2020.pdfArquivo da tese com ata incluída, SEI 23072.241822/2020-52application/pdf2789300https://repositorio.ufmg.br/bitstream/1843/34739/5/%5bTese%20L%c3%adlia%20Finelli%5d%20-%20Da%20sala%20de%20aula%20invertida%20%c3%a0%20invers%c3%a3o%20da%20sala%20de%20aula%202020.pdf3a0383a4a60ec97b6818eb12212294b4MD55CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/34739/6/license_rdfcfd6801dba008cb6adbd9838b81582abMD56LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/34739/7/license.txt34badce4be7e31e3adb4575ae96af679MD571843/347392021-01-15 18:58:00.276oai:repositorio.ufmg.br:1843/34739TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEgRE8gUkVQT1NJVMOTUklPIElOU1RJVFVDSU9OQUwgREEgVUZNRwoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSBhbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIChSSS1VRk1HKSBvIGRpcmVpdG8gbsOjbyBleGNsdXNpdm8gZSBpcnJldm9nw6F2ZWwgZGUgcmVwcm9kdXppciBlL291IGRpc3RyaWJ1aXIgYSBzdWEgcHVibGljYcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBkZWNsYXJhIHF1ZSBjb25oZWNlIGEgcG9sw610aWNhIGRlIGNvcHlyaWdodCBkYSBlZGl0b3JhIGRvIHNldSBkb2N1bWVudG8gZSBxdWUgY29uaGVjZSBlIGFjZWl0YSBhcyBEaXJldHJpemVzIGRvIFJJLVVGTUcuCgpWb2PDqiBjb25jb3JkYSBxdWUgbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBvIFJlcG9zaXTDs3JpbyBJbnN0aXR1Y2lvbmFsIGRhIFVGTUcgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgcHVibGljYcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRlIHN1YSBwdWJsaWNhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHB1YmxpY2HDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgYW8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHB1YmxpY2HDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBQVUJMSUNBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCk8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lKHMpIG91IG8ocykgbm9tZXMocykgZG8ocykgZGV0ZW50b3IoZXMpIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBkYSBwdWJsaWNhw6fDo28sIGUgbsOjbyBmYXLDoSBxdWFscXVlciBhbHRlcmHDp8OjbywgYWzDqW0gZGFxdWVsYXMgY29uY2VkaWRhcyBwb3IgZXN0YSBsaWNlbsOnYS4KCg==Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2021-01-15T21:58Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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