Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Machado, Leandro de Souza Alves
 |
| Orientador(a): |
Segurado, Rosemary |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Ciências Sociais
|
| Departamento: |
Faculdade de Ciências Sociais
|
| País: |
Brasil
|
| 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/23000
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Resumo: |
This research seeks to describe, reflect, discuss and examine two different objectives and situated in different planes. Despite being different and being in different planes, the objectives we analyze are complementary and are closely associated. In the research, we created two categories in relation to the objectives: the "macro objective" and the "complementary objective". The first will deal with educational initiatives in the two longest governments in the country, under the so-called "New Republic", after the promulgation of the 1988 Charter: the two consecutive mandates of Fernando Henrique Cardoso (FHC) of the Brazilian Social Democracy Party (PSDB) from 1995 to 2002 and two terms of Luís Inácio Lula da Silva (Lula) of the Workers' Party (PT) from 2003 to 2010. To meet and satisfy the investigation regarding the "macro objective", in addition to the mobilization of pertinent bibliographic material, we used as reference the concept of "social field" of Pierre Bourdieu. The second objective will address how basic education teachers of the public network of the State of São Paulo were inserted into the educational field; how they work out their classes and in general how everyday life in school is; and finally, if and as a teacher accompanies the educational policies that are built on the plan we call the "macro objective". With regard to the "complementary objective", we resorted to the specific bibliographic material and developed our research with the help of the concept of "habitus", also by Pierre Bourdieu, a category that for us was a kind of "analytical key" for the debate and analysis of the "complementary objective". In the course and construction of the research, we found in the "macro objective", among other points, that i-) educational initiatives had the political-ideological characteristics that formed the two Governments; ii-) that despite the increase in access to the different stages that form Basic Education it occurred unevenly in the different stages; (iii) that some benefits to teachers have been achieved and iv-) that our educational system reproduces the different inequalities in our society. On the other hand, with respect to the "complementary objective", we found, among other points that: i-) teachers, appear of some few differences, had in the context of socialization, the same social conditionings, a fact that possibilities that gathered without and incorporates without the "capitals" necessary to act in the educational field; ii-) that their adherence and participation to the "educational game" are restricted to the knowledge of the essential legal aspects in order to be able to "compete" in the aforementioned "game"; iii-) that the precarious and demanding working conditions of teachers contribute so that they cannot know, more detailed, other educational "programs" and "projects" |
