Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Cezar, Sillas de Souza
 |
| Orientador(a): |
Cortella, Mario Sergio |
| 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: Currículo
|
| 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/9535
|
Resumo: |
Graduate Programs in Education at PUC-SP (Pontifical Catholic University SP) and USP (University of São Paulo) study the relationships between Education, Economics and Politics. The present work took into evidence that in such centers, Economic Science and Political Science, understood here as Political Sciences, were formally sidelined theories as appropriate to the understanding of this problem, especially in its implications for the Curriculum. There is here an attempt to investigate the possible causes of this as well as try to measure the dimensions of some of its consequences. The methodological procedures that point the problem were quantitative. Those which tried to understand the causes and consequences have been qualitative. The researched answers, as well as the notes taken from the interviewed teachers, converged in pointing historical factors, institutional and ideological motivators for the formal sidelining. The interviewed teachers stressed that the problem would be centered in Economics, though they would not refute it to be also in Political Science. Supported by theories proposed by Kuhn and Bourdieu and based on the surveys, it is plausible to admit a standard paradigm in the field of Education. Manifestations of this trend can be noticed in the declared intellectual influences of teachers and the bibliographic choices they recommend in their courses. In theory, such a standard would stimulate monothematic approaches. The maintenance of this paradigm, understood by Bobbio as a kind of epistemological ideology, seems to come from the demand that the teachers in this area cherish for symbolic goods that represent their principles. For this reason, they tend to value academic productions which they find an ideological identification, and devalue others which do not profess their views, such as Economics and Political Science in their non-Marxist versions. This postponement also applies in the teaching careers chosen, once it has not been observed in significant numbers, formally educated professionals in Economics or in Political Science. According to Bordieu, the academic productions aim mainly to the public that will consume them, rather than the possible scientific responses that they might possibly offer. Thus, there seems be no theoretical or institutional stimuli to freshen the tendency to remain sidelining the described sciences. It is assumed that this problem gives rise to a theoretical scope of Education, which is lower than its potential |
