Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Santos, Lívia Freitas dos
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| Orientador(a): |
Giovanni, Luciana Maria
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| 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 Educação: História, Política, Sociedade
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/24540
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Resumo: |
This research aimed at investigating the educational policy developed by the City Hall of the city of São Paulo from 2005 to 2016, accomplishing a comparative study between the programs ‘Reading and Writing’ (Ler e Escrever – from 2005 to 2012) and ‘More Education São Paulo’ (Mais Educação São Paulo – from 2013 to 2016), analyzing the contexts of influence, text production and practice. The specific objectives were understanding the contexts of influence and tendencies present in those programs; identifying and problematizing the principles and strategies used in the elaboration of legal texts and curricular materials; identifying the dominant discourses in the selected texts; and identifying processes of translation and interpretation in the context of practice. This qualitative research used the methods of documental analysis of the curricular documents produced by the programs and publications in the Official Diary, from 2005 to 2016, based on Marin’s (2001) and Giovanni’s (1998;1999) references to organize the data; semi structured interviews with three former members of the pedagogical department of the SME-SP (Municipal Department of Education) and two former members of the pedagogical department of the DREs (Regional Directory of Education), from both government administrations, based on Bourdieu’s (2012) references for the selection of the participants (interviewees), interview procedures, transcription and analysis. A focus group was organized with nine pedagogical coordinators, who were in the office from 2005 to 2016. The formulation of the group, the choice of participants and the analysis process were oriented by Gatti’s (2005) references. The main theoretical methodological reference was the policy cycle approach (BOWE; BALL; GOLD, 2017) and the theory in action (BALL, MAGUIRE, BRAUN, 2016). The results obtained confirmed the research hypotheses, such as: the programs are influenced by the ideology presented by the international funding agencies for education and by the ideology expressed by the political parties and other groups of interest; the strategies for the elaboration of texts are articulated in the relation with the context of influence and the practice and they can be more closed or open; the discourses and the texts present ambiguities. Other results showed that the professionals’ performance in the context of practice is facilitated by their life history, their knowledge, and the contexts situated in the educational unities lead to different processes of translation and interpretation, limited by the official discourse of the programs, having higher indication of resistance or participation, the more policies are closer or more distant from the values expressed by the participants and their school unities; the main differences between the programs could be identified in the context of the text production, with the teachers’ wider or more restrict participation in the elaboration of curricular documents; texts that are more prescriptive or open to interpretations; formative processes with emphasis on the pedagogical coordinator as a multiplier or expanded for the group of teachers; conception of quality targeting the acquisition of reading and writing competences and abilities or the concept of social quality, with the expansion of the curricular themes. Besides the discontinuity of the programs, we noticed the remaining of the external evaluations, the expansion of the control of the teachers’ work and a focus on the policies in the curriculum but not on the structural issues |
