Teacher: protagonist and obstacle to the reform
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28065 |
Resumo: | The article discusses teacher education within the context of the reform in the Brazilian State, articulated to the recommendations made by the international bodies for education at the start of the 21st century. For that, it makes use of the concept of Globally Structured Educational Agenda (GSEA) as proposed by Roger Dale. This concept invites us to think about these reforms, understanding them inside the dynamics established between the central economies and the peripheral countries in the international division of labor. The analysis focuses on three large educational projects for education in Latin America and the Caribbean: the Proyecto Regional de Educación para América Latina y el Caribe - PREALC, sponsored by UNESCO, the Plan de Cooperación, which resulted from the Cumbre Iberoamericana de Educación sponsored by OEI (Organization of Ibero-American States), and the Proyectos hemisféricos en educación sponsored by OAS. In this article we emphasize the way in which these organizations try to build the teacher simultaneously as protagonist and obstacle to the educational reform, discrediting them theoretically and politically. We seek to evince the fact that in the documental corpus of the above-mentioned organizations two concepts are fundamental to understand the reform in teacher education: professionalization, and management culture. The centrality attributed to these two concepts aims at extending the control over the teaching category and its potential to oppose reforms and the State. These conclusions corroborate the thesis that educational reforms have little to do with strictly educational issues, and are more related to the search for a new governability of public education. |
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Teacher: protagonist and obstacle to the reform Professor: protagonista e obstáculo da reforma Formação docenteProfissionalizaçãoGerencialismoReforma educacionalTeacher educationProfessionalizationManagement cultureEducational reform The article discusses teacher education within the context of the reform in the Brazilian State, articulated to the recommendations made by the international bodies for education at the start of the 21st century. For that, it makes use of the concept of Globally Structured Educational Agenda (GSEA) as proposed by Roger Dale. This concept invites us to think about these reforms, understanding them inside the dynamics established between the central economies and the peripheral countries in the international division of labor. The analysis focuses on three large educational projects for education in Latin America and the Caribbean: the Proyecto Regional de Educación para América Latina y el Caribe - PREALC, sponsored by UNESCO, the Plan de Cooperación, which resulted from the Cumbre Iberoamericana de Educación sponsored by OEI (Organization of Ibero-American States), and the Proyectos hemisféricos en educación sponsored by OAS. In this article we emphasize the way in which these organizations try to build the teacher simultaneously as protagonist and obstacle to the educational reform, discrediting them theoretically and politically. We seek to evince the fact that in the documental corpus of the above-mentioned organizations two concepts are fundamental to understand the reform in teacher education: professionalization, and management culture. The centrality attributed to these two concepts aims at extending the control over the teaching category and its potential to oppose reforms and the State. These conclusions corroborate the thesis that educational reforms have little to do with strictly educational issues, and are more related to the search for a new governability of public education. O artigo discute a formação docente no contexto da reforma do Estado no Brasil, articulada às recomendações dos organismos internacionais para a Educação no início do século XXI. Para tanto, utiliza-se do conceito de Agenda Globalmente Estruturada para a Educação (AGEE), proposto por Roger Dale. Esse conceito permite pensar sobre tais reformas, apreendendo-as na dinâmica estabelecida entre países centrais e países periféricos no interior da divisão internacional do trabalho. A análise incide sobre três grandes projetos para a Educação na América Latina e Caribe: o Proyecto Regional de Educación para América Latina y el Caribe - PREALC -, patrocinado pela UNESCO; o Plan de Cooperación, resultante das Cumbre Iberoamericana de Educación, patrocinadas pela OEI; e os Proyectos hemisféricos en educación, patrocinados pela OEA. Privilegia-se, neste artigo, o modo pelo qual essas organizações procuram construir o professor como protagonista e, ao mesmo tempo, como obstáculo à reforma educacional, desqualificando-o teórica e politicamente. Procura-se evidenciar que, no corpus documental dos organismos indicados, dois conceitos são fundamentais para a compreensão da reforma da formação: profissionalização e gerencialismo. A centralidade atribuída a ambos tem em vista ampliar o controle sobre a categoria do magistério e sua potencial capacidade de opor-se às reformas e ao Estado. Corrobora-se a tese de que a reforma educacional tem pouco a ver com questões propriamente educativas e muito mais com a busca de uma nova governabilidade da Educação pública. Universidade de São Paulo. Faculdade de Educação2007-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2806510.1590/S1517-97022007000300010Educação e Pesquisa; v. 33 n. 3 (2007); 531-541Educação e Pesquisa; Vol. 33 No. 3 (2007); 531-541Educação e Pesquisa; Vol. 33 Núm. 3 (2007); 531-5411678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28065/29869Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessEvangelista, OlindaShiroma, Eneida Oto2014-10-24T15:44:50Zoai:revistas.usp.br:article/28065Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:44:50Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Teacher: protagonist and obstacle to the reform Professor: protagonista e obstáculo da reforma |
title |
Teacher: protagonist and obstacle to the reform |
spellingShingle |
Teacher: protagonist and obstacle to the reform Evangelista, Olinda Formação docente Profissionalização Gerencialismo Reforma educacional Teacher education Professionalization Management culture Educational reform |
title_short |
Teacher: protagonist and obstacle to the reform |
title_full |
Teacher: protagonist and obstacle to the reform |
title_fullStr |
Teacher: protagonist and obstacle to the reform |
title_full_unstemmed |
Teacher: protagonist and obstacle to the reform |
title_sort |
Teacher: protagonist and obstacle to the reform |
author |
Evangelista, Olinda |
author_facet |
Evangelista, Olinda Shiroma, Eneida Oto |
author_role |
author |
author2 |
Shiroma, Eneida Oto |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Evangelista, Olinda Shiroma, Eneida Oto |
dc.subject.por.fl_str_mv |
Formação docente Profissionalização Gerencialismo Reforma educacional Teacher education Professionalization Management culture Educational reform |
topic |
Formação docente Profissionalização Gerencialismo Reforma educacional Teacher education Professionalization Management culture Educational reform |
description |
The article discusses teacher education within the context of the reform in the Brazilian State, articulated to the recommendations made by the international bodies for education at the start of the 21st century. For that, it makes use of the concept of Globally Structured Educational Agenda (GSEA) as proposed by Roger Dale. This concept invites us to think about these reforms, understanding them inside the dynamics established between the central economies and the peripheral countries in the international division of labor. The analysis focuses on three large educational projects for education in Latin America and the Caribbean: the Proyecto Regional de Educación para América Latina y el Caribe - PREALC, sponsored by UNESCO, the Plan de Cooperación, which resulted from the Cumbre Iberoamericana de Educación sponsored by OEI (Organization of Ibero-American States), and the Proyectos hemisféricos en educación sponsored by OAS. In this article we emphasize the way in which these organizations try to build the teacher simultaneously as protagonist and obstacle to the educational reform, discrediting them theoretically and politically. We seek to evince the fact that in the documental corpus of the above-mentioned organizations two concepts are fundamental to understand the reform in teacher education: professionalization, and management culture. The centrality attributed to these two concepts aims at extending the control over the teaching category and its potential to oppose reforms and the State. These conclusions corroborate the thesis that educational reforms have little to do with strictly educational issues, and are more related to the search for a new governability of public education. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28065 10.1590/S1517-97022007000300010 |
url |
https://www.revistas.usp.br/ep/article/view/28065 |
identifier_str_mv |
10.1590/S1517-97022007000300010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28065/29869 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 33 n. 3 (2007); 531-541 Educação e Pesquisa; Vol. 33 No. 3 (2007); 531-541 Educação e Pesquisa; Vol. 33 Núm. 3 (2007); 531-541 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811218694144 |