Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Koga, Yáscara Michele Neves
 |
| Orientador(a): |
Marin, Alda Junqueira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10424
|
Resumo: |
The central theme of this study is meritocracy in teaching as an education policy in Santa Catarina state inthe early years of the government of Raimundo Colombo(2010-2014), during which the genesis of the implementation of the logic of meritocracy to teaching became explicit. The problem that guides this study is structured in the following manner: How do teachers legitimize meritocracy as a policy for the valorization of teaching? The study is based on a sociological perspective,using Pierre Bourdieu sconcepts of social capital, cultural capital, distinction, field, illusion and tyranny. To describe and analyze the conditions of the implementation of meritocracy in teaching in Santa Catarina education the study analyzes factors that refer to international, national and Santa Catarina educational policy related to teaching policy, considering the logic of meritocracy in teaching. Interviews were conducted in 2010 and 2011 and two teachers inthe Santa Catarina state school system responded to questionnaires. The two teachers were chosen based onthe following criteria: time of teaching and distinction. The two teachers work at the Belvedere State School (a fictitious name). The school was chosen due to its location in a municipality that has one of the highest tax revenues, but low social indexes, both in relation to Santa Catarina and to the nation as a whole. The research data indicate that international determinations influence national and state determinations in a tyrannical manner, revealing the determinations of the economic field on the educational field. The study found that there is also a movement of adaptation by the teachers to the game played or according to Bourdieu, in the Illusio, as something to be followed, not because it is required or imposed, but because it is seen by teachers as something positive, a development of the field of educationitself. The data make explicit that teachers at times use self-help discourse to overcome the reality experienced in their practice, using this subterfuge as the only escape for overcoming the demands imposed on them, where the teacher is her own means for overcoming difficulties.It was found that the practice of meritocracy in teaching isimposed as one more mark of distinction of the upper classes. The study also revealed that the practice of meritocracy in teaching serves as a catalyst for neoliberal imposition of the economic field on the educational field, yet reaffirmed as a development of the field of education |
