Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/109908 |
Resumo: | Excellence is a key-concept of the new educational rhetoric. This paper aims at reflecting on social representations of excellence shared by principals and students attending the last two years of secondary education in two high performance state schools located in Santiago (Chile), the capital of one of the most permeable countries to the commodification of education. It also aims at reflecting on the costs of pursuing excellence, concerning emotional dimension and free time to leisure and sociability. Firstly, we will characterize the Chilean educational system and we will discuss the polysemic concept of excellence, from the most performative definitions to those focused on a holistic perspective of education. Due to the openness of the Chilean educational system to privatization, evaluation and accountability, we would predict that these schools’ educational agents would share a strong attachment to the academic dimension of excellence. However, based on data collected through intensive and extensive techniques (individual interviews with school management teams and students and focus groups and surveys with students), we find evidence that students share nuanced perceptions and that they markedly do not include performative and utilitarian dimensions in their social representations of excellence. Concerning the way how students experience the pursuit of excellence, their speeches have revealed anxiety and stress disorders, often very severe, and also a busy daily workload, due to heavy academic tasks that do not allow them the essential free time to establish the networks of sociability and leisure that are part of youth identity. |
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Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance Between engagement and renouncement: academic excellence in high performance state schools Excellence is a key-concept of the new educational rhetoric. This paper aims at reflecting on social representations of excellence shared by principals and students attending the last two years of secondary education in two high performance state schools located in Santiago (Chile), the capital of one of the most permeable countries to the commodification of education. It also aims at reflecting on the costs of pursuing excellence, concerning emotional dimension and free time to leisure and sociability. Firstly, we will characterize the Chilean educational system and we will discuss the polysemic concept of excellence, from the most performative definitions to those focused on a holistic perspective of education. Due to the openness of the Chilean educational system to privatization, evaluation and accountability, we would predict that these schools’ educational agents would share a strong attachment to the academic dimension of excellence. However, based on data collected through intensive and extensive techniques (individual interviews with school management teams and students and focus groups and surveys with students), we find evidence that students share nuanced perceptions and that they markedly do not include performative and utilitarian dimensions in their social representations of excellence. Concerning the way how students experience the pursuit of excellence, their speeches have revealed anxiety and stress disorders, often very severe, and also a busy daily workload, due to heavy academic tasks that do not allow them the essential free time to establish the networks of sociability and leisure that are part of youth identity. A excelência é um dos conceitos-chave da nova retórica educativa. Este artigo procura refletir sobre as representações sociais de excelência partilhadas por diretores e alunos dos dois últimos anos do ensino médio de duas escolas públicas de alto rendimento localizadas em Santiago do Chile, capital de um dos países do mundo mais permeável às lógicas de mercantilização da educação. Propõe-se ainda a dar conta dos custos que a demanda da excelência envolve, em termos emocionais e de gestão dos tempos de lazer e de sociabilidade. Num primeiro momento, caracterizar-se-á o sistema educativo chileno e discutir-se-á o polissémico conceito de excelência, desde as concepções mais performativas às mais enfocadas nos projetos de formação integral. A abertura do sistema educativo do Chile à privatização, avaliação e accountabilitydeixaria prever uma forte adesão à vertente acadêmica da excelência por parte dos agentes educativos dessas escolas. No entanto, os dados recolhidos através de técnicas intensivas e extensivas (entrevistas individuais com equipes diretivas e estudantes e grupos de discussão e inquéritos por questionário com alunos) revelam percepções matizadas, com os estudantes a integrarem mais vincadamente, na sua representação social de excelência, dimensões não performativistas e utilitaristas. Quanto ao modo como os alunos vivenciam a demanda da excelência, prevalecem os testemunhos de estados de ansiedade e estresse, em alguns casos de elevada gravidade, e os relatos de uma sobrecarga diária com as tarefas acadêmicas, a qual não deixa o necessário espaço para o estabelecimento das redes de sociabilidade e lazer que são parte integrante da identidade juvenil. Universidade de São Paulo. Faculdade de Educação2015-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/10990810.1590/S1517-9702201508141701Educação e Pesquisa; v. 41 (2015): Número Especial; 1487-1502Educação e Pesquisa; Vol. 41 (2015): Special Number; 1487-1502Educação e Pesquisa; Vol. 41 (2015): Numero Especial; 1487-15021678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/109908/108407Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessQuaresma, Maria Luísa2016-01-18T15:37:41Zoai:revistas.usp.br:article/109908Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2016-01-18T15:37:41Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance Between engagement and renouncement: academic excellence in high performance state schools |
title |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance |
spellingShingle |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance Quaresma, Maria Luísa |
title_short |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance |
title_full |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance |
title_fullStr |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance |
title_full_unstemmed |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance |
title_sort |
Entre a entrega e a renúncia: excelência acadêmica em escolas públicas chilenas de alta performance |
author |
Quaresma, Maria Luísa |
author_facet |
Quaresma, Maria Luísa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Quaresma, Maria Luísa |
description |
Excellence is a key-concept of the new educational rhetoric. This paper aims at reflecting on social representations of excellence shared by principals and students attending the last two years of secondary education in two high performance state schools located in Santiago (Chile), the capital of one of the most permeable countries to the commodification of education. It also aims at reflecting on the costs of pursuing excellence, concerning emotional dimension and free time to leisure and sociability. Firstly, we will characterize the Chilean educational system and we will discuss the polysemic concept of excellence, from the most performative definitions to those focused on a holistic perspective of education. Due to the openness of the Chilean educational system to privatization, evaluation and accountability, we would predict that these schools’ educational agents would share a strong attachment to the academic dimension of excellence. However, based on data collected through intensive and extensive techniques (individual interviews with school management teams and students and focus groups and surveys with students), we find evidence that students share nuanced perceptions and that they markedly do not include performative and utilitarian dimensions in their social representations of excellence. Concerning the way how students experience the pursuit of excellence, their speeches have revealed anxiety and stress disorders, often very severe, and also a busy daily workload, due to heavy academic tasks that do not allow them the essential free time to establish the networks of sociability and leisure that are part of youth identity. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-01 |
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/109908 10.1590/S1517-9702201508141701 |
url |
https://www.revistas.usp.br/ep/article/view/109908 |
identifier_str_mv |
10.1590/S1517-9702201508141701 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/109908/108407 |
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. 41 (2015): Número Especial; 1487-1502 Educação e Pesquisa; Vol. 41 (2015): Special Number; 1487-1502 Educação e Pesquisa; Vol. 41 (2015): Numero Especial; 1487-1502 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 |
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USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
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||revedu@usp.br |
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