L'objectif de cette thèse est d'étudier l'interdépendance des ressources scolaires et des ressources individuelles dans la production du capital humain. À travers trois cas d'études sur données françaises, différentes méthodes sont proposées pour analyser l'effet des politiques éducatives tout en tenant compte des comportements des individus. Le premier chapitre montre que les politiques d'éducation prioritaire sont susceptibles de conduire les familles, notamment les plus avantagées socialement, à contourner les établissements traités. Ces stratégies d'évitement sont de nature à contrebalancer les effets des moyens supplémentaires sur les résultats des élèves. Le deuxième chapitre cherche à savoir si les choix d'orientation des élèves sont contraints par J'offre scolaire locale. Nous montrons que l'ouverture d'un nouveau lycée augmente la proportion d'élèves qui poursuivent leurs études dans le second cycle, notamment en voie professionnelle. Enfin, le troisième chapitre montre que les étudiants tiennent compte de l'information contemporaine dont ils disposent sur leurs notes lorsqu'ils évaluent les qualités pédagogiques de leurs enseignants. / The main objective of this thesis is to study the interdependence of school resources and individual resources in human capital production. In three empirical analyses using French data, various methods arc proposed to evaluate the impact of educational policies, taking individual behaviors into account. The first chapter shows that compensatory education policies may result in individual sorting. The fact that socially more advantaged families tend to avoid treated schools cancels out additional resources positive effects on academic achievement. The second chapter examines whether pupils are constrained by local school supply. We find that opening a new high school increases the proportion of pupils who continue in upper secondary education, particularly in a vocational track. Studying how students evaluate teaching, the third chapter shows that they take contemporaneous information about their grades into account when they evaluate teachers' pedagogical qualities.

Les systèmes éducatifs dans leur ensemble sont repensés à l’aune de logiques comptables et de notions de rendement. En parallèle de ces réformes, l’éducation, du primaire au supérieur, est également poussée à satisfaire des attentes politiques, économiques et sociales de plus en plus grandes. Cette vague de transformations entraîne des questionnements quant aux origines et à l’évolution de l’éducation moderne. Si la consolidation des Etats-Nations et la monopolisation scolaire de l’instruction semblent être allées de pair en Europe, comment expliquer que l’on trouve la même forme scolaire dans des territoires situés en dehors de cet Occident ? Et comment rendre compte de l’univocité des trajectoires éducatives des territoires jusqu’aux changements actuels des institutions éducatives ?Notre réflexion s’est attachée à montrer que les formes univoques prises par l’éducation à travers le monde ne résultent pas d’un développementalisme éducatif linéaire ou de la domination du colonisateur européen. Premièrement, le passé et les jeux politiques, religieux et économiques des sociétés non-occidentales jouèrent un rôle dans la construction de leur école moderne. Ensuite, l’influence d’un paradigme politique dominant en termes d’institutions éducatives a délimité le cadre du changement. Il en a fixé des fondamentaux et exclu d’autres possibles. Mais la société réceptrice a, à son tour, refaçonné le paradigme pour construire un système éducatif pluriel, mouvant et unique.Nous avons étayé notre réflexion en étudiant un cas empirique précis, celui de la Thaïlande, et en mêlant une étude socio-historique et politique à un travail de terrain approfondi. Ceci nous a permis de rendre compte de la trajectoire éducative et des changements de paradigmes politiques qui ont conduit ce territoire à passer des enseignements traditionnels à une éducation de l’Etat-Nation et aujourd’hui à celle de la mondialisation. / Worldwide, educational systems have been reshaped on the basis of accountability and efficiency criteria. Together with these reforms, education, from basic to higher levels, has also been summoned up to meet ever-increasing political, economic and social demands. These shifts lead to several questionings regarding the origins and evolutions of modern education: If the consolidation of nation-states and the monopolisation of instruction by schools seem to have occurred concomitantly in Europe, how can we explain that we have found the same school pattern in territories located outside this West? And how can we account for the univocity of trajectories until the current changes in educational institutions?Our study focused on demonstrating that these similar patterns taken by education around the world have not resulted from an educational, linear development or from the domination of the European settler. First, the past and political, religious and economic games in non-Western societies played a role in shaping modern schools. Then the impact of a dominant policy paradigm has been tremendous in delineating the framework of change, even until today. Policy paradigm indeed establishes fundamentals and excludes other possibilities. However the receiving society eventually reshapes this paradigm to build a moving, unique, plural educational system.We have backed up our thinking by focusing on a specific empirical case, Thailand, and by combining a socio-historical and political analysis to an in-depth fieldwork. The aim was to understand the educational trajectory and the shifts in policy paradigms that have led this territory from traditional teachings to a Nation-State education, and nowadays an education of globalisation.

L’éducation musicale académique n’est officialisée au Sénégal qu’à partir de 1976, dans l’intention de démocratiser l’accès à la culture à l’école. Le but est de former un citoyen sénégalais enraciné dans sa propre culture et ouvert vers le reste du monde. Mais la concrétisation de cette noble ambition a presque échoué en raison d’une « ouverture » qui a pris le pas sur « l’enracinement ». Car la formation des professeurs d’éducation musicale est calquée sur les contenus de cours légués par les français et basés essentiellement sur la musique classique européenne inconnue des sénégalais. Ce qui crée une tension par rapport à la culture musicale populaire des élèves. Dans les écoles, rien n’est prévu pour l’enseignement de cette discipline, au niveau des moyens et matériels didactiques. Les professeurs d’éducation musicale sont confrontés aussi à un problème de rapport au savoir académique dans une société de tradition orale très islamisée avec un système de castes, d’où des préjugés culturels et religieux à propos de la musique. Dans ce travail, nous étudions l’éducation musicale sénégalaise sous ses aspects socioculturels, politiques, politiques, scolaires et économiques. / Academic music education is formalized in Senegal until 1976, with the intention of democratizing access to culture in the school. The goal is to train a Senegal citizen rooted in their own culture and open to the rest of the world. But the realization of this noble ambition almost failed due to an ‘’openness’’ that has overtaken the ‘’rooting’’. Because the pattern of musical education training for teachers is imitating the courses contents left by the French and based mainly on European classical music unknown by the Senegalese. What creates a voltage compared to the popular musical culture of students. In schools, nothing is provided for teaching this subject as for as the resources and educational tools are concerned. Music education teachers are also facing a problem report to the academic knowledge in a society of highly Islamized oral tradition with a caste system, where cultural and religious prejudices about the music. In this work, we study the Senegalese musical education in its socio-cultural, political, academic and economic aspects.

This Q methodology study focused on the perspectives of diverse community leaders concerning how their perceptions of leadership behaviors and practices were used to influence K-12 public education. The leaders’ perspectives were identified, described, analyzed, and compared with others who shared similar views through the use of Q methodology. Through purposeful and snowball sampling, a diverse group of community leader participants first responded to an open-ended questionnaire, inviting them to provide the leadership behaviors and practices they use to influence K-12 public education. This process of concourse development resulted in a total of 263 statements. These statements were then systematically reduced to 42 statements to be used in the Q sample, or research instrument. The Q sample represented the broad perspectives of the opinion domain and specifically addressed the content of the research question: How do community leaders perceive that their leadership behaviors and practices are used to influence K-12 public education? In the second stage of this Q methodology study, 45 community leader participants sorted these 42 statements to best reflect how they believed they most influenced public education. Following each sort, participants provided a rationale for their ± 4 statements which were used to further inform the data interpretation. These 45 Q sorts were then correlated to one another, and these intercorrelations were factor analyzed. Four factors were then rotated and extracted for this study. These four factors were analyzed abductively through examining the holistic placement of statements within their respective factor arrays, the descriptive comments provided following the Q sorts, and the demographic characteristics of the participants who comprised each factor. As a result of this analysis, the four factors were named: (a) Voice the Story and the Needs of My Underserved Community, (b) Provide Resources, Advocacy, and Grassroots Mobility, (c) Learn About Educational Issues to Lobby and to Serve, and (d) Build Supportive and Personal Relationships with Key School Stakeholders to Stay Informed.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-16T15:21:58Z No. of bitstreams: 1 Sidney Cabral Lourenco.pdf: 3471263 bytes, checksum: 3e2de93e28a9f0ae2e12e39b5b3d160b (MD5) / Made available in DSpace on 2016-05-16T15:21:58Z (GMT). No. of bitstreams: 1 Sidney Cabral Lourenco.pdf: 3471263 bytes, checksum: 3e2de93e28a9f0ae2e12e39b5b3d160b (MD5) Previous issue date: 2016-03-15 / This present study investigates the teachers participating in the process of implementation of teachers training policies and curricular policies of the SEE-SP, taken here as those who are in the process end – want to receive the training, want to act as implementing agents to exercise teaching in the classroom. The goal pursued was to map and interpret the perceptions, impressions and elaborations of teacher on the continuous training policies of the SEE-SP, on the State curriculum, on aspects of professional practice and on the participation in the Enhance Management and Education (MGME) as teacher students. The research focuses on a public school located in the city of São Paulo, having as subject two Science teachers who attend the MGME course in 2013 It uses the qualitative methodology and the instruments of collection of data are semi-structured interviews, questionnaire with open questions and a analysis of official documents governing the Program. The research is based on the following authors: Bioto-Cavalcanti, Carvalho, Day, Gatti, Hargraves, Imbernón, Moreira, Nóvoa, Lahire. The collected datas allowed a reflection on the continued training and the implementation of Official Curriculum of the São Paulo State. At the same time, it presents a documental overview of course 1 Enhance Management and Education (MGME) – Training of Trainers and of course 2 Enhance Management and Education (MGME) – Training of Science Teachers, emphasizing the course 2. Finally, parts of the interviews, highlighting the perceptions of the course and the execution in the classroom. / El presente estudio investiga los profesores que participan de la acción de implementación de las políticas de formación y de las políticas curriculares de la Secretaria Estadual de Educación de São Paulo, puntuados como aquellos que están en la extremidad del proceso – sea recibiendo la formación, sea actuando como agentes de la implementación al ejecutar la práctica docente en el aula. El objetivo fue mapear e interpretar las percepciones, las sensaciones y las elaboraciones de los profesores acerca de las políticas de formación continuada de la Secretaria Estadual de Educación de São Paulo, centradas en el currículo del gobierno, y enlazadas con el ejercicio profesional y con relación a la participación de los profesores en el curso Mejor Gestión, Mejor Enseñanza. La investigación está centrada en una escuela pública, ubicada en la ciudad de São Paulo, teniendo como sujetos dos maestros de ciencias naturales que realizaron el curso MGME en 2013. La metodologia que se aplica es la cualitativa, y los instrumentos de colecta de datos son las entrevistas semiestructuradas, cuestinarios con preguntas abiertas, además de los análisis de los documentos oficiales que respaldan el programa. La investigación está fundamentada en los seguientes autores: Bioto- Cavalcanti, Carvalho, Day, Gatti, Hargraves, Imbernón, Moreira, Nóvoa, Lahire. Los datos apuntados permitieron una reflexión acerca de la formación continuada y la implementación del Currículo Oficial del estado de São Paulo. Presentase simultáneamente un panorama documental de los cursos 1- Mejor Gestión, Mejor Enseñanza – Formación de Formadores; 2- Mejor Gestión, Mejor Enseñanza – Formación de Profesores de Ciencias Naturales. Al fin, trechos de las encuestas, resaltando la percepción de los sujetos con relación al curso y su práctica de enseñanza y la práctica aula. / O presente estudo investiga os professores que participam do processo de implementação das políticas de formação de professores e das políticas curriculares da SEE-SP, tomados aqui como aqueles que estão na ponta do processo – quer recebendo a formação, quer agindo como agentes da implementação ao exercerem a docência em sala de aula. O objetivo perseguido foi mapear e interpretar as percepções, impressões e elaborações dos professores sobre as políticas de formação continuada da SEE-SP, sobre o currículo do Estado, sobre aspectos do exercício profissional e sobre a participação no Melhor Gestão, Melhor Ensino como cursistas. A pesquisa focaliza uma escola pública paulista localizada na cidade de São Paulo, tendo como sujeitos dois professores de Ciências que realizaram o curso MGME no ano de 2013. Utiliza-se a metodologia de cunho qualitativo, cujos instrumentos de coleta de dados são entrevistas semiestruturadas, questionário com questões abertas, além de uma análise dos documentos oficiais que regem o referido Programa. A pesquisa está fundamentada nos seguintes autores: Bioto-Cavalcanti, Carvalho, Day, Gatti, Hargraves, Imbernón, Moreira, Nóvoa, Lahire. Os dados levantados permitiram uma reflexão sobre formação continuada e a implementação do Currículo Oficial do Estado de São Paulo. Paralelamente, apresenta-se um panorama documental do Curso 1 Melhor Gestão, Melhor Ensino – Formação de Formadores e do Curso 2 Melhor Gestão, Melhor Ensino – Formação de Professores de Ciências, dando ênfase no Curso 2. Por fim, trechos das entrevistas, destacando a percepção dos mesmos em relação ao curso e sua prática em sala de aula.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-19T18:48:46Z No. of bitstreams: 1 Tatiane Affonso Gimenes.pdf: 1562062 bytes, checksum: 3edcd3f22df986850be69469e7fcbad3 (MD5) / Made available in DSpace on 2017-06-19T18:48:46Z (GMT). No. of bitstreams: 1 Tatiane Affonso Gimenes.pdf: 1562062 bytes, checksum: 3edcd3f22df986850be69469e7fcbad3 (MD5) Previous issue date: 2017-04-04 / The learning processes assumed in the recent years centrality in the debate about the educational policies related to elementary school, with the emergency of programs and projects aiming to deal this issue. Among these programs we mentioned the program Ler e Escrever from Secretary of Education of the State of São Paulo (SEE-SP), object of this dissertation, implemented on Education of State of São Paulo since 2008, as part of a large set of measures that aimed improve the education quality. Our goal was to know how a group of teachers comprehend the implementation process of this educational policies and how this comprehension is realized by them, as its impact in their work. To reach this goal, our start concern was map the recent production around the educational policies with focus on the literacy process and its implementation we used theses and dissertations that had the Program as a study object, besides the bibliography specialized produced by the education area. In sequence we did a deepening in the documentary analysis of the program Ler e Escrever, through of their official documents produced by the Secretary of Education of São Paulo. Finally, to verify how teachers understand this documents and how their work is impacted, we realized a set of interviewees with a group of teachers who teach in the cycle one in public schools located in the Municipality of São Paulo, more precisely in the North Zone, they were selected by the criterion of availability. The interview was divided by three initial topics and deal with the general education formation, the Public Educational Policies and the Program Ler e Escrever. The testimony of teachers shows the criticism to the fact of do not feel part on the elaboration of educational policies, in a general way. For this reason, they argue that although they perceive the matter and need for programs such as Ler e Escrever, focusing on elementary education one, they need to be reviewed and improved, considering the peculiarities of school contexts, and providing adequate formation for teachers. / Los procesos de aprendizaje han tenido en los últimos años centralidad en el debate sobre la política educativa para la enseñanza fundamental, con la aparición de proyectos y programas destinados a abordar esta cuestión. Entre estos programas podemos citar el programa Ler e Escrever de la Secretaría de Educación del Estado de São Paulo (SEE-SP), objeto de estudio de esta investigación, implementado en la Red Estado de São Paulo la Enseñanza a partir de 2008, como parte de un conjunto amplio medidas destinadas a mejorar la calidad de la educación. Nuestro objetivo era aprender como un grupo de profesores de esta red comprende el proceso de implementación de esta política educativa y cómo este entendimiento es percibida por ellos como impactante en su trabajo. Para lograr este objetivo, nuestra principal preocupación fue mapear la producción reciente acerca de las políticas educativas centradas en el proceso de alfabetización y su aplicación - utilizamos tesis y disertaciones que tenían el programa como un objeto de estudio, además de la literatura especializada producida por la educación. A continuación hizo una profundización en el análisis documental del programa de lectura y escritura, a través de sus documentos oficiales producidos por el departamento de educación del estado de São Paulo. Por último, para ver cómo los maestros a entender estos documentos y cómo se ve afectada su trabajo, llevamos a cabo una serie de entrevistas con un grupo de maestros que enseñan en el ciclo i en las escuelas estatales ubicados en São Paulo, más precisamente en el norte, que ellos fueron seleccionados por el criterio de disponibilidad. La entrevista se dividió en tres temas iniciales y trató su educación general, las políticas educativas y de ló programa Ler e Escrever. El testimonio de los profesores extranjeros para criticar el hecho de no sentirse participantes en la preparación de las políticas educativas en general. Por esta razón, argumentan que a pesar de darse cuenta de la importancia y necesidad de programas tales como Ler e Escrever, con un enfoque en la escuela primaria, éstos deben ser revisados y mejorados, teniendo en cuenta las particularidades de los contextos escolares y facilitar una formación adecuada a los maestros. / Os processos de aprendizagem assumiram nos anos recentes centralidade no debate sobre as políticas educacionais para o ensino fundamental, com a emergência de programas e projetos visando dar conta dessa questão. Entre esses programas citamos o Programa Ler e Escrever da Secretaria de Educação do Estado de São Paulo (SEE-SP), objeto de estudo dessa dissertação, implementado na Rede Estadual de Ensino de São Paulo a partir de 2008, como parte de um amplo conjunto de medidas que visavam melhorar a qualidade da educação. Nosso objetivo foi saber como um grupo de professoras dessa Rede compreende o processo de implementação desta Política Educacional e como essa compreensão é percebida, por elas, como impactante em seu trabalho. Para alcançar esse objetivo, nossa preocupação inicial foi mapear a recente produção acerca das políticas educacionais com foco no processo de alfabetização e sua implementação - utilizamos teses e dissertações que tiveram o Programa como objeto de estudo, além da bibliografia especializada produzida pela área de educação. Na sequência fizemos um aprofundamento na análise documental do Programa Ler e Escrever, através de seus documentos oficiais produzidos pela Secretaria de Educação do Estado de São Paulo. Por fim, para verificar como os professores compreendem esses documentos e como seu trabalho é impactado, realizamos um conjunto de entrevistas com um grupo de professoras que lecionam no ciclo I em Escolas Estaduais localizadas no Município de São Paulo, mais precisamente na Zona Norte, que foram selecionados pelo critério da disponibilidade. A entrevista foi dividida em três tópicos iniciais e tratou de sua formação geral, as políticas públicas educacionais e o Programa Ler e Escrever. O depoimento das professoras externa a crítica ao fato de não se sentirem participantes da elaboração das políticas educacionais, de uma forma geral. Por essa razão, argumentam que apesar de perceberem a importância e necessidade de Programas como o Ler e Escrever, com foco no Ensino Fundamental I, estes precisam ser revistos e melhorados, considerando as peculiaridades dos contextos escolares, e fornecendo formação adequada aos professores.

[pt] O principal objetivo desta tese é compreender a implementação do Prêmio Escola Nota Dez (PENDEz) em quatro pares de escolas parceiras do Estado do Ceará, a partir da percepção e atuação dos agentes implementadores. O PENDEz constitui o principal instrumento de indução estadual do Pacto pela Alfabetização na Idade Certa (Paic) e premia financeiramente, todo ano, desde 2007, as 150 escolas com melhor desempenho nas avaliações estaduais do segundo ano (Spaece-Alfa) e do quinto e nono anos (Spaece) do ensino fundamental. Ao mesmo tempo, oferece auxílio financeiro às 150 escolas com menor desempenho, no valor de 50 por cento do total dos recursos financeiros destinados às escolas premiadas. Esta pesquisa focalizou a implementação do PENDEz nos anos iniciais do ensino fundamental, fez uso dos dados do Spaece-Alfa na seleção dos quatro pares de escolas e envolveu análise documental, observação e entrevistas. Foram analisadas as normas, condicionalidades e incentivos presentes nos documentos relativos à formulação do PENDEz e, por meio de entrevistas, foram investigadas as percepções dos agentes implementadores (gerentes do Paic, diretores escolares e coordenadores pedagógicos) em uma dupla direção: a das pressões e condicionalidades que o Prêmio exerce sobre suas ações e sobre as relações estabelecidas nas parcerias, e a do papel dos agentes e o uso de sua discricionariedade na adequação, interpretação e ajuste local da própria política. Também foram considerados os contextos de implementação, por meio de visitas às oito escolas parceiras e às respectivas secretarias municipais de educação. Os roteiros de entrevistas e as análise foram construídas em interlocução com estudos sobre burocracia de nível de rua e de médio escalão (LIPSKY, LOTTA, OLIVEIRA), equidade escolar (DUBET), instrumentos da ação pública (LASCOUMÉS e LE GALÉS) e accountability (AFONSO; BARROSO). O que se constatou, nos quatro pares de escolas investigados, foi que as escolas apoiadas conseguiram melhorar seus resultados, independentemente de terem recebido auxílio financeiro do governo estadual ou apoio técnico-pedagógico das escolas premiadas, como preconizam as normas do PENDez. Constatou-se, também, a importância da dimensão simbólica do Prêmio, que atua de forma a colocar as escolas premiadas e seus agentes em condição de destaque social, enquanto as escolas apoiadas e seus agentes são estigmatizados, mesmo tendo desempenhado um bom trabalho. O uso da discricionariedade foi identificado na variação dos critérios utilizados por cada escola para julgar quem, entre os diferentes agentes escolares, deveria ser considerado apto a receber a bonificação prevista no Prêmio. Sem infringir as normas, as escolas encontraram brechas para bonificarem os agentes considerados mais merecedores, por terem contribuído para a aprendizagem da turma responsável pela premiação da escola. Verificou-se, também, que, em que pese o PENDez ter como objetivos potencializar as ações do Paic, combater as desigualdades educacionais e melhorar os resultados das escolas, seu componente meritocrático, que confere prestígio social às escolas premiadas, causa impactos negativos nos agentes escolares e, principalmente, nos estudantes das escolas apoiadas, conforme relato dos agentes implementadores. / [en] The goal of this doctoral dissertation is to investigate the implementation of the Prêmio Escola Nota Dez (PENDez) - Maximum Score School Award - in four pairs of schools in Ceará state – Brazil. For this purpose this study seeks to understand how the implementation of policy occurs, based on the perception and performance of the implementing agents. PENDEz is the main instrument for state induction of the Pacto de Alfabetização na Idade Certa (Paic) - Pact for Literacy in the Right Age. Since 2007, the PENDEz has been awarding the 150 best performing schools in the Sistema Permanente de Avaliação da Educação Básica do Ceará (Basic Education Permanent Assessment System of Ceará state) – Spaece-Alfa. This program also provides financial support to the lower performing schools. This resource is equal to half of the award of the schools that reached the best results. This research focused on the implementation of PENDEz in the initial years of elementary school. There were used of Spaece-Alfa data for the selection of four pairs of schools. The analysis was based on documentary exploration, observation and interviews with the implementing agents (teachers, education administrators and managers of the PAIC). The research intends to describe the pressures and conditionalities of the PENDez on the schools and the relations established in the partnerships schools. This study also aims to show the role of the agents and the use of their discricionariety in the adequacy, interpretation and local adjustment of the policy itself. The interview scripts and analyzes were constructed in interlocution with studies of street and middle level bureaucracy (LIPSKY, LOTTA, OLIVEIRA), school equity (DUBET), public action instruments (LASCOUMÉS and LE GALÉS) and accountability AFONSO; BARROSO). The results show that the supported schools were able to improve their results, regardless of whether they received financial assistance from the state government or technical-pedagogical support from the awardwinning schools, as advocated by PENDEZ standards. It was also noted the importance of the symbolic dimension of the Prize, which acts in a way that places awarding schools and their agents in a socially prominent condition, while supported schools and their agents are stigmatized, even though they have done a good job. The use of discricionariety was identified in the variation of the criteria used by each school to judge who among the different school agents should be considered fit to receive the bonus provided in the Award. Without breaching the rules, schools found loopholes to boost the agents considered most deserving because they contributed to the learning of the class responsible for school awards. It was also verified that, in spite of the fact that PENDez aims to strengthen Paic actions, combat educational inequalities and improve school performance, its meritocratic component, which gives social prestige to the award-winning schools, has a negative impact on the agents school students and, especially, the students of the supported schools, as reported by the implementing agents.

Les politiques éducatives se multiplient à l’échelle des pays industrialisés mais celles-ci semblent rencontrer de graves problèmes d’atteinte de résultats concrets et satisfaisants. La mise en œuvre d’une politique, notamment les stratégies gouvernementales « hybrides » sélectionnées, c’est-à-dire des stratégies d’implantation de politiques qui misent à la fois sur des stratégies « top-down » et aussi « bottom-up », semble être un élément-clé à considérer pour leur efficience (Gather-Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). Or, les connaissances concernant ces stratégies de mise en œuvre sont partielles, encore peu développées et les raisons qui expliquent ces choix politiques se font rares; ce qui rend la production de politiques effectives et durables difficile (Fullan, 2000; Leithwood et Earl, 2000; Van Zanten, 2004). Le Québec a entrepris, en 1997, une réforme à grande échelle de son système d’éducation; réforme qui mise explicitement sur des stratégies gouvernementales « hybrides » pour sa réalisation. Cette étude s’attarde à cette réforme, plus spécifiquement à sa réforme du curriculum au primaire, afin de : 1) retracer les grands moments-clés de la mise en œuvre de la politique associés aux différentes dimensions du concept d’« hybridité »; 2) identifier et décrire les stratégies gouvernementales « hybrides » qui leur sont associées; 3) formuler des hypothèses explicatives provisoires et les valider; 4) élaborer un modèle explicatif et 5) expliciter l’incidence du modèle proposé sur les théories existantes. Cette étude de cas est effectuée par l’entremise de deux formes de cueillette de données complémentaires : une analyse documentaire et des entrevues semi-dirigées. Une analyse documentaire est réalisée à partir des documents formels de l’autorité publique (N=14) et d’une revue de presse, de 1995 à 2003 (N=648). Les entrevues (N=23) visent, pour leur part, à recueillir les propos des : 1) concepteurs et décideurs; 2) opérationnalisateurs; 3) concepteurs-opérationnalisateurs et 4) experts. La combinaison des données recueillies permet d’établir la comparaison entre le processus et la structure (Meny et Thoenig, 1989), le prescriptif et l’effectif, afin de comprendre la vraie dynamique qui a animé le processus de mise en œuvre de la politique étudiée. Ainsi, l’examen du processus de mise en œuvre de la réforme du curriculum québécois du primaire permet de retracer le modèle d’implantation de la politique curriculaire québécoise. Ce modèle d’implantation novateur fait état du fait que des stratégies hybrides non improvisées et exigeantes furent pensées et proposées par les autorités québécoises. Ce modèle d’implantation élaboré permettait de penser que la politique curriculaire québécoise allait, possiblement, permettre d’obtenir des résultats tangibles et durables dans les milieux scolaires. L’analyse de la structure de mise en œuvre révèle, pour sa part, que les stratégies d’implantation qui se sont déployées sur le terrain rejoignaient presqu’intégralement les stratégies « hybrides » initialement prévues. Le processus d’implantation a cependant connu une évolution différente de celle attendue. La mise en œuvre concrète qui s’est vécue sur le terrain fut difficile et hasardeuse, malgré l’approche « hybride » adoptée. Les éléments qui expliquent les difficultés d’implantation vécues sont présentés et analysés dans cette étude. / Industrialized countries are implementing more and more educational policies, but these policies face serious problems in their attempts at obtaining concrete and satisfying results. The implementation of a policy, especially the “hybrid” government strategies selected, e.g. policy implementation strategies that rely on both “top-down” and “bottom-up” strategies, seems to be a key element to consider ensuring their efficiency (Gather Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). However, knowledge of these implementation strategies is incomplete and underdeveloped, and the reasons behind these political choices are rare. All this makes the development of actual and sustainable policies difficult (Fullan, 2000; Leithwood & Earl, 2000; Van Zanten, 2004). In 1997, Quebec implemented a large-scale reform of its educational system, which focused explicitly on “hybrid” government strategies for its success. The present study focuses on this reform, more specifically on the changes to the elementary school curriculum, in order to: 1) recount the key moments of the implementation of the policy associated with the different dimensions of the concept of “hybridity”; 2) identify and describe the government strategies; 3) formulate provisional explanatory hypotheses and validate them; 4) develop an explanatory model; 5) explain the impact of the proposed model on existing theories. This case study used two complementary data collection methods: a review of the literature and semi-structured interviews. The review of literature was based on formal documents from the government (N=14) and a media review, from 1995 to 2003 (N=648). The interviews (N=23) aimed to collect the comments of 1) idea men and policy-makers; 2) policy implementers; 3) idea men and policy implementers; 4) experts. The combination of the data collected establishes a comparison between the process and the structure (Meny & Thoenig, 1989), the prescriptive and the actual, in order to understand the real dynamic behind the implementation process studied. Thus, through the study of the implementation process of the Quebec elementary school curriculum reform, we can recount the implementation model of Quebec’s curricular policy. This innovative implementation model shows that non-improvised and demanding hybrid strategies were thought out and proposed by the Quebec government. This elaborate implementation model led to the belief that the Quebec curricular policy could possibly obtain tangible and sustainable results in schools. Analysis of the implementation structure reveals that the implementation strategies in the field stuck closely to the “hybrid” strategies originally planned. However, the implementation process did not evolve in the expected way. The actual implementation in the field was difficult and risky, despite the “hybrid” approach adopted. The elements explaining the implementation problems are presented and analyzed in this study.

Made available in DSpace on 2016-04-27T16:33:35Z (GMT). No. of bitstreams: 1 Reni Gomes da Silva.pdf: 18080608 bytes, checksum: 19c78429d561d0d86cb798bacc7c5a13 (MD5) Previous issue date: 2008-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this research is to analyze the educational themes which were discussed at APEOESP (Union of Teachers from Official Schools of the State of Sao Paulo) Congresses during the last decade. We intend to investigate if the Union has taken care of the formulation of educational policies through the analysis of the Resolutions that resulted from the 16th to the 21st APEOESP State Congresses, which happened between 1997 (after the promulgation of the Law of Directions and Basis of the National Education) and 2006. The Congresses are APEOESP s maximum instances of deliberation and they have the objective of evaluating the entity s situation and deliberating upon goals and action ways for the following period, assigning directions to be adopted by the educational and cultural fields and, if necessary, promoting statutory alterations. This process is controlled by those who incorporate in their habitus (according to Bourdieu) the necessary dispositions for the union work that, being able to recognize the interests and objects on debate, define what is legal for the entity s acts. After examining the material produced by the congresses, we systemized seventy themes into three big categories related to different dimensions of educational policies: organization of the pedagogical work at school; financing, management and organization of the educational system; professional formation, career and labor conditions. The analysis of this material allowed us to conclude that the best formulations and propositions were those that involved fight for better conditions of work and salary and those where the educational policies are treated as a way to answer or to propose alternatives to actions which were implemented by the state and federal governments. On the analysis of the discourse produced among debates and propositions of Education Policies by APEOESP, we used as theoretical reference Pierre Bourdieu s theories about social world and Israel Scheffler s observations about educational language / O objetivo desta pesquisa é analisar os temas educacionais discutidos nos Congressos da APEOESP Sindicato dos Professores do Ensino Oficial do Estado de São Paulo na última década. Trata-se de investigar se o Sindicato tem tido a preocupação de formular políticas educacionais mediante a análise das Resoluções resultantes dos 16º ao 21º Congresso Estadual da APEOESP, realizados entre os anos de 1997 após a promulgação da Lei de Diretrizes e Bases da Educação Nacional e 2006. Os Congressos são as instâncias máximas de deliberação da APEOESP e têm o objetivo de avaliar a situação da entidade, deliberar sobre as metas e as linhas de ação para o período seguinte, fixando as diretrizes a serem adotadas no campo educacional e cultural e promovendo, se for o caso, alterações estatutárias. Esse processo é controlado por aqueles que incorporaram, em seu habitus (na concepção de Pierre Bourdieu), as disposições necessárias para a atividade sindical que, sendo capazes de reconhecer os interesses e objetos em disputa, definem também o que é legítimo para a atuação da entidade. Após o exame do material produzido por seis congressos, foram sistematizados setenta temas em três grandes categorias relativas a diferentes dimensões das políticas educacionais, a saber: organização do trabalho pedagógico na escola; financiamento, gestão e organização do sistema educacional e formação profissional, carreira e condições de trabalho. A análise desse material permitiu concluir que as formulações e proposições melhor elaboradas são aquelas que envolvem a luta por melhores condições de trabalho e de salário e que as políticas educacionais são tratadas como forma de dar respostas ou propor alternativas às medidas implementadas pelos governos estadual e federal do período. Na análise do discurso produzido no âmbito das discussões e da proposição das Políticas Educacionais feitas pela APEOESP, foram utilizados como referenciais teóricos principais a teoria de Pierre Bourdieu sobre o mundo social e as observações de Israel Scheffler sobre a linguagem educacional

Armut ist kein statisches, isoliertes oder nur materielles Phänomen, sondern reproduziert sich strukturell und mit verstärkter Ausprägung in den nächsten Generationen. Ihre Ursache ist nicht rein wirtschaftlich, sondern die Konsequenz eines langen historischen Prozesses der Negierung und Ausbeutung, auch rassiell und geschlechtsspezifisch bedingt. Daher muss man das Problem der Indianer in Bolivien als Ergebnis der historischen und sozialen Verachtung und Annullierung von Seiten der Elite und Oligarchie verstehen, die ihre politische und ökonomische Teilnahme begrenzt haben. Leider hat dabei sogar die Bildung als Instrument gedient, um das dominante System zu rechtfertigen und die indianische Bevölkerung abzuwerten. Als Konsequenz dieser rassiellen Diskriminierung und Marginalisierung in Verbindung mit der wachsenden Armut ist ein sehr komplexes Phänomen entstanden, das man strukturelle Gewalt nennt. Unter der Betrachtung solcher Bedingungen im bolivianischen Kontext wird mit dieser Arbeit der Versuch unternommen, neue Bildungspolitiken vorzuschlagen, die als Fundament für eine bessere und gleichmäßige Verteilung der Möglichkeiten zur menschlichen Entwicklung und für die Konstruktion einer demokratischen Gesellschaft (Nation Building Prozess) dienen könnten. Dafür wird die Philosophie des Ordens der Salesianer als Referenz für neue Ansätze gewählt, bei denen die Bildung ein gemeinsames Konzept des Landes formuliert, das Vorurteile, Stereotypen und innere Grenzen, die sich von Generation zu Generation übertragen, ausräumt. Die Bedeutung der Bildung soll mit anderen Worten in deren Nutzung als Werkzeug für die Errichtung einer Friedenskultur liegen, die auf Toleranz, Solidarität und den Menschenrechten basiert, wobei die zwischeninstitutionelle Annäherung, Kooperation und der gegenseitige Austausch von Informationen und Erfahrungen in der Bildungsgemeinschaft (z.B. zwischen Don Bosco, Unicef oder Unesco) eine wichtige Rolle spielen.