Educação para quem? Um estudo dos programas E-Futuro e Protege
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16745 |
Resumo: | In the 2000s the use of technology in schools was a highlight in international and national events. In Brazil there has been and still is a consensus among educators on the integration of information and communication technologies in education and, because of all this appeal, Brazil adheres to the Globally Structured Agenda for Education, which aligns Education with the socio-economic context. economic and technological. The work presented sought reading in the critical sociological, based on the ideas of Bourdieu and Dale, the programs E-Futuro and PROTEGE, the municipal network of Aracaju, from a historical research, having as empirical field the Municipal School of Elementary School Tenisson Ribeiro, in order to identify motivations, methodologies, implementation and follow-up process, results obtained, impacts, resistances and continuity of these programs. It brings a qualitative approach, working with the techniques of archiving and semi-structured interviews, with the intention of understanding and interpreting the phenomena. Educational issues are presented, as well as the economic and political scenario of Brazil and Aracaju, from 2012 to 2016, in which such programs were implemented. In the end it was found that the programs were implemented without considering the real needs of the network, without the necessary adaptations and without the necessary financial impact study and action planning; highlighting the lack of commitment in the use of public resources and confirming the logic that education was not the priority of public management in both periods; neither the local interests of the school nor the interests of the global agenda were the focus of the programs; What was seen was the global agenda being used as a justification for the pursuit of particular interests of groups that take turns in power. |
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Pereira, Alessandra RodeiroSilva, Tânia Elias Magno daBarbosa, Ivan2022-11-03T22:30:31Z2022-11-03T22:30:31Z2019-08-28PEREIRA, Alessandra Rodeiro. Educação para quem? Um estudo dos programas E-Futuro e Protege. 2019. 134 f. Dissertação (Mestrado em Sociologia) - Universidade Federal de Sergipe, São Cristóvão, 2019.http://ri.ufs.br/jspui/handle/riufs/16745In the 2000s the use of technology in schools was a highlight in international and national events. In Brazil there has been and still is a consensus among educators on the integration of information and communication technologies in education and, because of all this appeal, Brazil adheres to the Globally Structured Agenda for Education, which aligns Education with the socio-economic context. economic and technological. The work presented sought reading in the critical sociological, based on the ideas of Bourdieu and Dale, the programs E-Futuro and PROTEGE, the municipal network of Aracaju, from a historical research, having as empirical field the Municipal School of Elementary School Tenisson Ribeiro, in order to identify motivations, methodologies, implementation and follow-up process, results obtained, impacts, resistances and continuity of these programs. It brings a qualitative approach, working with the techniques of archiving and semi-structured interviews, with the intention of understanding and interpreting the phenomena. Educational issues are presented, as well as the economic and political scenario of Brazil and Aracaju, from 2012 to 2016, in which such programs were implemented. In the end it was found that the programs were implemented without considering the real needs of the network, without the necessary adaptations and without the necessary financial impact study and action planning; highlighting the lack of commitment in the use of public resources and confirming the logic that education was not the priority of public management in both periods; neither the local interests of the school nor the interests of the global agenda were the focus of the programs; What was seen was the global agenda being used as a justification for the pursuit of particular interests of groups that take turns in power.Nos anos 2000 o uso das tecnologias nas escolas teve um grande destaque em eventos internacionais e nacionais. No Brasil houve e ainda há um consenso entre educadores sobre a integração das tecnologias da informação e comunicação à Educação e, por conta de todo esse apelo, o Brasil adere à Agenda Globalmente Estruturada para à Educação, que alinha à Educação ao no contexto sócioeconômico e tecnológico. O trabalho apresentado buscou leitura na sociológica crítica, com amparo das ideias de Bourdieu e Dale, dos programas E-Futuro e PROTEGE, da rede municipal de Aracaju, a partir de uma pesquisa histórica, tendo como campo empírico a Escola Municipal de Ensino Fundamental Tenisson Ribeiro, com vistas a identificar motivações, metodologias, processo de implantação e acompanhamento, resultados obtidos, impactos, resistências e continuidade desses programas. Traz uma abordagem qualitativa, trabalhando com as técnicas de arquivo e entrevistas semiestruturadas, com a intenção de compreender e interpretar os fenômenos. Apresenta-se questões educacionais, um pouco do cenário econômico e político do Brasil e de Aracaju, no período de 2012 a 2016, em que foram implantados tais programas. Ao final constatou-se que os programas foram implantados sem considerar as reais necessidades da rede, sem as devidas adaptações e sem o necessário estudo de impacto financeiro e planejamento das ações; evidenciando o descomprometimento no uso do recurso público e confirmando a lógica que a educação não foi a prioridade da gestão pública nos dois períodos; nem os interesses locais da escola nem os interesses da agenda global foram o foco dos programas; o que se viu foi a agenda global sendo usada como justificativa para a consecução de interesses particulares de grupos que se revezam no poder.São CristóvãoporSociologia educacionalEducação e EstadoTecnologia educacionalInovações educacionaisEducaçãoAspectos sociológicos da educaçãoAracaju (SE)EscolaPolítica e educaçãoTecnologiaSociologiaSchoolPolitics and educationTechnologySociologyCIENCIAS HUMANAS::SOCIOLOGIAEducação para quem? 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dc.title.pt_BR.fl_str_mv |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
title |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
spellingShingle |
Educação para quem? Um estudo dos programas E-Futuro e Protege Pereira, Alessandra Rodeiro Sociologia educacional Educação e Estado Tecnologia educacional Inovações educacionais Educação Aspectos sociológicos da educação Aracaju (SE) Escola Política e educação Tecnologia Sociologia School Politics and education Technology Sociology CIENCIAS HUMANAS::SOCIOLOGIA |
title_short |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
title_full |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
title_fullStr |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
title_full_unstemmed |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
title_sort |
Educação para quem? Um estudo dos programas E-Futuro e Protege |
author |
Pereira, Alessandra Rodeiro |
author_facet |
Pereira, Alessandra Rodeiro |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Alessandra Rodeiro |
dc.contributor.advisor1.fl_str_mv |
Silva, Tânia Elias Magno da |
dc.contributor.advisor-co1.fl_str_mv |
Barbosa, Ivan |
contributor_str_mv |
Silva, Tânia Elias Magno da Barbosa, Ivan |
dc.subject.por.fl_str_mv |
Sociologia educacional Educação e Estado Tecnologia educacional Inovações educacionais Educação Aspectos sociológicos da educação Aracaju (SE) Escola Política e educação Tecnologia Sociologia |
topic |
Sociologia educacional Educação e Estado Tecnologia educacional Inovações educacionais Educação Aspectos sociológicos da educação Aracaju (SE) Escola Política e educação Tecnologia Sociologia School Politics and education Technology Sociology CIENCIAS HUMANAS::SOCIOLOGIA |
dc.subject.eng.fl_str_mv |
School Politics and education Technology Sociology |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::SOCIOLOGIA |
description |
In the 2000s the use of technology in schools was a highlight in international and national events. In Brazil there has been and still is a consensus among educators on the integration of information and communication technologies in education and, because of all this appeal, Brazil adheres to the Globally Structured Agenda for Education, which aligns Education with the socio-economic context. economic and technological. The work presented sought reading in the critical sociological, based on the ideas of Bourdieu and Dale, the programs E-Futuro and PROTEGE, the municipal network of Aracaju, from a historical research, having as empirical field the Municipal School of Elementary School Tenisson Ribeiro, in order to identify motivations, methodologies, implementation and follow-up process, results obtained, impacts, resistances and continuity of these programs. It brings a qualitative approach, working with the techniques of archiving and semi-structured interviews, with the intention of understanding and interpreting the phenomena. Educational issues are presented, as well as the economic and political scenario of Brazil and Aracaju, from 2012 to 2016, in which such programs were implemented. In the end it was found that the programs were implemented without considering the real needs of the network, without the necessary adaptations and without the necessary financial impact study and action planning; highlighting the lack of commitment in the use of public resources and confirming the logic that education was not the priority of public management in both periods; neither the local interests of the school nor the interests of the global agenda were the focus of the programs; What was seen was the global agenda being used as a justification for the pursuit of particular interests of groups that take turns in power. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-28 |
dc.date.accessioned.fl_str_mv |
2022-11-03T22:30:31Z |
dc.date.available.fl_str_mv |
2022-11-03T22:30:31Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
PEREIRA, Alessandra Rodeiro. Educação para quem? Um estudo dos programas E-Futuro e Protege. 2019. 134 f. Dissertação (Mestrado em Sociologia) - Universidade Federal de Sergipe, São Cristóvão, 2019. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/16745 |
identifier_str_mv |
PEREIRA, Alessandra Rodeiro. Educação para quem? Um estudo dos programas E-Futuro e Protege. 2019. 134 f. Dissertação (Mestrado em Sociologia) - Universidade Federal de Sergipe, São Cristóvão, 2019. |
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Pós-Graduação em Sociologia |
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Universidade Federal de Sergipe |
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