Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Martins, Fernando Silva
 |
| Orientador(a): |
Rodrigues, Leda Maria de Oliveira
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/25955
|
Resumo: |
According to the Lei de Diretrizes e Bases da Educação Nacional [Law of Guidelines and Bases for National Education] (LDB) of 1996, higher education prepares professionals for different areas of knowledge. Many of these professionals will act as teachers in Basic Education in the country and also in the “administration, planning, inspection, supervision and educational guidance for basic education” (art. 64), and their training is carried out in the Pedagogy course. In this research, I consider for-profit Private Higher Education Institutions (IES), as well as the professional trained in these institutions and who works in the Pedagogy course at IES with the same characteristics. Having this professional as the subject of this investigation, the general objective of the research was to characterize the university professor graduated in a private forprofit institution and who works in the Pedagogy course, in a IES with a profitable profile, located in the city of São Paulo, and evaluated with grade 1 or 2 by Exame Nacional de Desempenho dos Estudantes [National Exam for Assessing Student Performance] (Enade) in 2017. We also studied how the educational and social trajectory of this professor directs the way he or she sees their profession with regard to professional autonomy and actions that favor quality training for future professionals in the course in which he works. I was concerned with resuming the way in which the commodification of private higher education emerged in Brazil and with analyzing the influence of neoliberalism in this process. The main hypothesis was put like this: the professor who works in the Pedagogy course in a private for-profit institution, and who was graduated in an IES with the same characteristics, reproduces a commodified practice – more profitable – of teaching as a reflex of their training process. The methodology employs instruments such as a semi-structured questionnaire and interview, in order to characterize the subjects and build an analysis that is both quantitative and qualitative. The collected data were analyzed, in what regards social and educational trajectories, based on the theoretical framework of Dubar and, in what concerns the concepts of cultural, economic and social capital, according to Bourdieu and his followers, such as Nogueira and Catani. As a result, we draw a profile of the subjects and their views regarding their own professional autonomy in a controlling environment where education is treated as a commodity. In this context, I point out situations in which this reality affects professors responsible for training teacher who will work in the Basic Education system in the country |
