Uma escola administrada para todos: pol??tica p??blica de amplia????o da educa????o b??sica no Brasil nas ??ltimas quatro d??cadas

• Ano de defesa: 2019
• Autor(a) principal: Cardoso, Vania Marques
• Orientador(a): Roggero, Rosemary
• Banca de defesa: Roggero, Rosemary, Gomes, Manoel Tavares, Dias, Elaine Teresinha Dal Mas, Nogueira, Eliete Jussara, Giovinazzo J??nior, Carlos Ant??nio
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: sociedade administrada; escola administrada; doc??ncia administrada; pol??tica da amplia????o da educa????o b??sica no Brasil; teoria cr??tica
• Palavras-chave em Inglês: managed society; managed school; managed education; policy for the expansion of the basic education in Brazil; critical theory
• Palavras-chave em Espanhol: sociedad administrada; escuela administrada; docencia administrada; pol??tica de la ampliaci??n de la educaci??n b??sica en Brasil; teor??a cr??tica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2024

The object of this thesis, based on the Critical Theory, especially that of TW Adorno, is the policy of expanding the Basic Education in Brazil over the last four decades, discussing, fundamentally, how this policy drove, along this period, an increasingly managed school. Unveiling the social essence of this expansion was the central objective, which unfolded in relating its contradictions; capturing their consequences on school organization, knowledge and thinking at school and educational work, here approached in a broad sense, not limited to teaching itself; and to see how these consequences are projected in education. As a tentative answer, the project was based on the hypothesis that, in the context of an increasingly managed society, the expansion of the Basic Education system stimulated a school that is also managed and responds to the economic logic that determines public and private interests and perpetuates pseudo-education. The methodology employed appropriated the possible encounters between critical theory and hermeneutics, notably that of Gadamer, to interpret a differentiated set of bibliographic materials that does not focus on the interpretation of theses, dissertations and articles with similar themes, but on research with relevant views on specific policies within the Basic Education universe, dealing with limits and possibilities of curricula, school time, control policies and evaluation, among other topics, and on eight open interviews with educators with different roles in the system who experienced at least one of the decades under study in the Basic Education. In addition, some documentary research was used to establish relations between the directives of the international organisms and the central documents of educational policy in the different decades, which allowed to identify results that confirm the administered character of the Basic Education as a consequence of the policy of expansion for all under the guidance of an instrumental logic.