Detalhes bibliográficos
| Ano de defesa: |
1994 |
| Autor(a) principal: |
Martins, Maria Alice F. |
| Orientador(a): |
Fávero, Osmar |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Link de acesso: |
http://hdl.handle.net/10438/9385
|
Resumo: |
This work focuses the process of incorporation of community schools by the Rio de Janeiro city government. After a brief historical description of the origins of these community experiences a more detailed study of the political and economic context is presented in order to recover the conjectural changes that allowed the constitution and the development of Rio de Janeiro City Social Development Secretariat, responsible for the community schools. This chapter is followed by two project descriptions that justified the incorporation process mentioned above, and by a presentation of the different political directives adopted by successive state and local administrations related to the growing rate of community schools and nursery schools. Although it is recognized that these community experiences somehow attended to a few popular needs. The analysis shows that the way the schools were incorporated engendered conservative and authoritarian practices. Obstructing a qualified educational project building directed at the children of the poorest population. |
