Thesis (M. Ed.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Educaiton in Theoretical, Cultural and International Studies in Education, Educational Policy Studies, University of Alberta." Title from pdf file main screen (viewed on August 31, 2009). Includes bibliographical references.

This dissertation breaks new ground in qualitative educational research by looking closely at the community and curricula of a well-resourced seven-year-old public high school in a New York City borough, which I call the Legal Studies Academy (LSA). This school created its own nonprofit organization in order to accrue private donations. Its most important “funder and founder” is an elite Manhattan law firm. The relationship between the firm and the school is emblematic of the direction that many urban public schools in the United States are moving: toward increased dependence on private funds to secure the resources deemed necessary for quality twenty-first century education (Anyon 1997; Lipman 2004; 2005). My project explores how the privatization of public institutions affects definitions of social justice and good education in the United States. I document the ways that students and teachers in the LSA community both reproduce and contest school norms. My methods in this two-year study included: teacher-research, participant observation of teachers and students, extensive interviews with teachers, students and parents, conduct of a summer book club / cultural circle, and analysis of data from a schoolwide student questionnaire. I also examine materials the school uses to solicit donations from its funders in relation to cultural constructions of urban students and their teachers in literature and the media. I explore what students’ and teachers’ daily practices of resistance or conformity to these cultural constructions might reveal about the place of democracy, humanization, character education, and critical pedagogy in U.S. public schools that depend on private or corporate philanthropists for resources. This ethnography nuances the often polarized debate around issues of achievement in education in the context of the demands of a global economy by documenting how the daily practices of students, families and teachers reflect on a social structure of education and achievement that, in the United States, ever more unequivocally aligns one’s identity and success with marketability. On a larger scale, it inspires critical questions about the place of democracy and citizenship as juxtaposed with inequities furthered by global racial capitalism. / text

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2017-10-09T18:27:49Z No. of bitstreams: 1 TeseMFBM.pdf: 1539757 bytes, checksum: b85624bef14c34b78f53f9ad25978a0e (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T17:03:04Z (GMT) No. of bitstreams: 1 TeseMFBM.pdf: 1539757 bytes, checksum: b85624bef14c34b78f53f9ad25978a0e (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T17:03:13Z (GMT) No. of bitstreams: 1 TeseMFBM.pdf: 1539757 bytes, checksum: b85624bef14c34b78f53f9ad25978a0e (MD5) / Made available in DSpace on 2018-01-25T17:06:40Z (GMT). No. of bitstreams: 1 TeseMFBM.pdf: 1539757 bytes, checksum: b85624bef14c34b78f53f9ad25978a0e (MD5) Previous issue date: 2017-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This study analyzes the participation of the World Bank in rural education projects in Brazil based on two hypotheses. Firstly, what means to a neoliberal political project justify poverty reduction and improve the living conditions of the individuals, and, secondly, in the Brazilian governments called "right" or "left", although they assume distinct political discourses, they have a lot of assumptions in common. In this way, fundamental concepts are understood and their results are fundamental for the debate that they propose to an understanding of the education elaborated for rural individuals. To do so, we use authors who discuss this theme, as well as the survey conducted with the World Bank, forming a base of research on financial projects for those who are interested in getting to know them. At the end of analytical forms we could perceive the neoliberal bias embedded in the speeches elaborated by the World Bank, as well as a trajectory of its action in the education of the Brazilian countryside. To the researchers of the area of fundamental importance for the comprehensiveness of the institution, its capillarity and influences, in this way, this study opened space for other researches in its continuity. / Esse estudo analisa a participação do Banco Mundial nos projetos para a educação do campo em nosso país, tendo como hipótese, primeiro, que embora se justifiquem na diminuição da pobreza e melhoria das condições de vida dos sujeitos, atendem grandemente às necessidades e à agenda de um projeto político neoliberal e, ademais, que particularmente no caso brasileiro, embora assumam discursos políticos distintos, governos ditos “à direita” ou “à esquerda” apresentaram posturas bastante semelhantes no que compete à entrada e à participação da referida instituição financeira. Desse modo, entender por quais razões e como se realizam esses acordos é fundamental ao debate daqueles que se propõem à compreensão da educação elaborada para os que estão no campo. Para tanto, nos utilizamos de importantes autores que debatem a temática, assim como também de levantamento realizado junto ao Banco Mundial, formando uma base de pesquisas acerca dos projetos financiados para aqueles que tenham interesse em conhecê-los. Ao término de nossas análises pudemos perceber o viés neoliberal embutido nos discursos elaborados pelo Banco Mundial, assim como também a trajetória de sua atuação na educação do campo brasileira. Aos pesquisadores da área é de fundamental importância compreender a abrangência desta instituição, sua capilaridade e influências e, assim, o presente estudo possibilita novas pesquisas em sua área de abrangência.

Inscrita no referencial teórico dos Estudos Culturais em Educação de vertente pósestruturalista, esta pesquisa tem como objetivo examinar a pedagogia colocada em operação por organizações da sociedade civil sem fins lucrativos no nicho da formação de professores e os possíveis efeitos de verdade que ela pretende disseminar. Seu corpus empírico é composto por materiais disponíveis na Internet sobre o funcionamento dessas instituições e por documentos relacionados às cinco estratégias identificadas como formas de implementação de tal pedagogia, quais sejam: a) edição de prêmios e exaltação de experiências de sucesso; b) realização e/ou publicização de pesquisas; c) publicação de revistas, livros e outros documentos; d) participação em discussões sobre educação; e e) oferta de programas de formação e cursos independentes. A fim de analisar essa gama de materiais, busquei inspiração teórico-metodológica na produção foucaultiana sobre discurso. Afora contribuir nesse sentido, Foucault foi tomado como referência na realização das discussões sobre neoliberalismo e educação junto a autores como Ball, Peck, Gadelha, López-Ruiz, Sibilia e outros. Para abordar as organizações da sociedade civil sem fins lucrativos, recorri à Ferrarezi, Cassepp, Oliveira e Haddad. Já no que se refere à(s) pedagogia(s), busquei aporte teórico nos trabalhos de Costa, Camozzato, Andrade, Veiga-Neto, entre outros. A tese defendida em seu decorrer é que as organizações investigadas colocam em prática uma pedagogia a qual denominei de híbrida por resultar da combinação de características das pedagogias escolares e daquelas nomeadas como pedagogias culturais. Essa pedagogia híbrida produz sua própria necessidade, bem como opera no intuito de efetivar as aprendizagens almejadas por meio de processos cíclicos que tem como ponto de partida (e de chegada) modelos pré-estabelecidos pelas instituições que a implementam: de formação docente, no primeiro caso; e de professor, no segundo caso. Ademais, também faz parte dessa tese argumentativa a proposição de que a pedagogia sob análise, ao disseminar aprendizagens fortemente relacionadas a preceitos da lógica neoliberal, seria uma das formas de fazer o neoliberalismo funcionar “dentro de nós”, de ele “nos constituir”, como diz Ball (2014). Uma forma especialmente estratégica, porque, ao ter como foco a formação de professores, os investimentos para que os ideais neoliberais sejam internalizados são potencializados, visto que os efeitos dessa pedagogia não atingem apenas os docentes, mas também os estudantes com os quais ele trabalha, assim como, por meio deles, quiçá a sociedade como um todo. E, ao proporcionar que tal racionalidade funcione desse modo, a referida pedagogia contribui no sentido de reduzir a necessidade de estratégias exógenas do neoliberalismo no intuito de mantê-lo como lógica vigente. / Belonging to the theoretical framework of Cultural Studies in Education, specifically its poststructuralist branch, this research aims to analyze the pedagogy performed by some civil society non-profit organizations in the niche of teacher education and the possible truth effects that it may disseminate. Its empirical corpus is composed by materials available online about the working system of these institutions and through documents related to five strategies identified as ways of implementation of this pedagogy, such as: a) award editions and exaltation of successful experiences; b) research conduction and publicizing; c) publication of journals, books, and other documents; d) discussions in education participation; and e) education programs and independent courses offers. In order to analyze these materials, I searched theoretical and methodological inspiration in Foucault’s production on discourse. Besides contributing on this sense, Foucault were part of the theoretical background in the discussions on neoliberalism and education along with others such as Ball, Peck, Gadelha, López-Ruiz, Sibilia. To approach civil society non-profit organizations, I resorted to Ferrarezi, Cassepp, Oliveira e Haddad. In terms of pedagogie(s), I found theoretical support on works by Costa, Camozzato, Andrade, Veiga-Neto, among others. The thesis defended throughout this research is that the organizations analized put into practice a pedagogy which I have named as hybrid since it results from a combination of characteristics from both school and cultural pedagogies. This hybrid pedagogy produces its own necessities, and it operates with the intent of making the aimed learning outcomes effective through cycle processes that have, as a starting (and arrival) point, models already established by institutions which have implemented them: models of teacher education, in the first case; and models of teachers themselves, in the second case. Moreover, it is also part of this argumentative thesis the proposition that the pedagogy under analysis, while disseminating pedagogies strong related to neoliberal logic precepts, would allow for making neoliberalism work ‘inside us’, ‘constituting us’, as Ball (2014) has claimed. This is an special strategic way, because having the focus on teacher education may potentialize the internalization of investments on neoliberal ideas, since the effects of this pedagogy not only impact teachers, but also their students, and through them, mostly likely the society as a whole. By making this rationale work in this way, the hybrid pedagogy contributes to the reduction of neoliberalism exogenous strategies to maintain the prevailing logic.

Esta pesquisa tem por objetivo analisar os jogos de linguagem em formas de vida de crianças ditas portadoras de altas habilidades, evidenciando aqueles valorizados pelos processos escolares de seleção e enriquecimento educativo. Para isto, fez-se uso de ferramentas teóricas foucaultianas – discurso, relações de poder, e governamentalidade – e wittgensteinianas – jogos de linguagem e formas de vida – e, a partir destas, criou-se a noção de jogos de poder-linguagem, que veio a constituir as análises propostas na tese. A pesquisa foi desenvolvida a partir de um movimento analítico-descritivo com centralidade na linguagem, buscando compreender a forma como os discursos das altas habilidades circulam nas escolas da RME hoje e capturam esses sujeitos. Também se fez uso de técnicas de traços etnográficos pósmodernos, com o intuito de conhecer as formas de vidas das crianças ditas portadoras de altas habilidades. Buscando explorar a problemática que se apresenta, esta tese foi organizada em duas grandes seções, sendo que o arranjo das mesmas se propôs a abordar as altas habilidades em matemática de um âmbito macro, relacionado ao modo de pensar da sociedade, para um âmbito micro, relacionado às questões de sala de aula e ao espaço escolar. Os movimentos analíticos empreendidos na primeira seção da tese possibilitaram a identificação de uma mudança da ênfase das altas habilidades em matemática, de um âmbito científico-cognitivo, para um âmbito comportamental em relação ao social e econômico. Também foi possível verificar que o dito sujeito de altas habilidades não se constitui a partir de uma simples atualização de nomenclatura, mas se produz pela observação atenta e criteriosa dos agentes escolares, sendo tais observações também embasadas em critérios comparativos de desempenhos, onde ganham destaque aqueles valorizados pela escola. Também foi possível observar, a partir do trabalho de campo, como os jogos de poder-linguagem, mobilizados pela escola, valorizam e põem em evidência certos tipos de conduta, dando visibilidades àquelas que passarão a constituir o sujeito portador de altas habilidades em matemática na escola. Desta forma, na segunda seção da tese se sobressaiu a forma com que as práticas escolares contemporâneas promovem a existência de semelhanças de família – no sentido wittgensteiniano – entre os saberes constituintes de outras práticas com os saberes constituintes das práticas matemáticas. / This research aims to analyze the language games in the forms of life of children with high abilities, highlighting those valued by the school processes of selection and educational enrichment. For this, the theoretical tools of Foucault – discourse, power relations, and governmentality – and Wittgenstein – language games and forms of life – were used, and based on that, the concept of power-language games was created, thus constituting the analyzes proposed in the thesis. The research was developed based on a descriptive-analytical movement focusing on language, seeking to understand how the discourses of high abilities circulate in the schools of the Municipal Education System (RME) today and capture these subjects. Postmodern ethnographic traits techniques were also used, aiming to understand the forms of life of children with high abilities. Seeking to explore the current problem, this thesis was organized into two major sections, and the arrangement thereof aims to address the high abilities in mathematics from a macro framework, related to the society’s way of thinking, to a micro framework, related to issues involving the classroom and the school environment. The analytical movements employed in the first section of the thesis enabled the identification of a change in the emphasis of high abilities in mathematics, from a scientific-cognitive scope to a behavioral scope relative to social and economic. Also, it was possible to verify that the high abilities nowadays are not only in an update in the terminology, but is produced by attentive and careful observation of school agents, such observations are also grounded in comparative criteria of performances, which are highlighted those valued by the school. It was also possible to note, from the field work, how the power-language games, deployed by the school, value and highlight certain types of behaviors, giving visibility to those who will be the guy carrying high ability in mathematics school. Therefore, in the second section of the thesis, it was highlighted the way as the contemporary school practices promote the existence of similarities of family – in the sense wittgensteinian – between the constituent knowledge of other practices and the constituent knowledge of mathematics practices.

Esta pesquisa tem por objetivo analisar os jogos de linguagem em formas de vida de crianças ditas portadoras de altas habilidades, evidenciando aqueles valorizados pelos processos escolares de seleção e enriquecimento educativo. Para isto, fez-se uso de ferramentas teóricas foucaultianas – discurso, relações de poder, e governamentalidade – e wittgensteinianas – jogos de linguagem e formas de vida – e, a partir destas, criou-se a noção de jogos de poder-linguagem, que veio a constituir as análises propostas na tese. A pesquisa foi desenvolvida a partir de um movimento analítico-descritivo com centralidade na linguagem, buscando compreender a forma como os discursos das altas habilidades circulam nas escolas da RME hoje e capturam esses sujeitos. Também se fez uso de técnicas de traços etnográficos pósmodernos, com o intuito de conhecer as formas de vidas das crianças ditas portadoras de altas habilidades. Buscando explorar a problemática que se apresenta, esta tese foi organizada em duas grandes seções, sendo que o arranjo das mesmas se propôs a abordar as altas habilidades em matemática de um âmbito macro, relacionado ao modo de pensar da sociedade, para um âmbito micro, relacionado às questões de sala de aula e ao espaço escolar. Os movimentos analíticos empreendidos na primeira seção da tese possibilitaram a identificação de uma mudança da ênfase das altas habilidades em matemática, de um âmbito científico-cognitivo, para um âmbito comportamental em relação ao social e econômico. Também foi possível verificar que o dito sujeito de altas habilidades não se constitui a partir de uma simples atualização de nomenclatura, mas se produz pela observação atenta e criteriosa dos agentes escolares, sendo tais observações também embasadas em critérios comparativos de desempenhos, onde ganham destaque aqueles valorizados pela escola. Também foi possível observar, a partir do trabalho de campo, como os jogos de poder-linguagem, mobilizados pela escola, valorizam e põem em evidência certos tipos de conduta, dando visibilidades àquelas que passarão a constituir o sujeito portador de altas habilidades em matemática na escola. Desta forma, na segunda seção da tese se sobressaiu a forma com que as práticas escolares contemporâneas promovem a existência de semelhanças de família – no sentido wittgensteiniano – entre os saberes constituintes de outras práticas com os saberes constituintes das práticas matemáticas. / This research aims to analyze the language games in the forms of life of children with high abilities, highlighting those valued by the school processes of selection and educational enrichment. For this, the theoretical tools of Foucault – discourse, power relations, and governmentality – and Wittgenstein – language games and forms of life – were used, and based on that, the concept of power-language games was created, thus constituting the analyzes proposed in the thesis. The research was developed based on a descriptive-analytical movement focusing on language, seeking to understand how the discourses of high abilities circulate in the schools of the Municipal Education System (RME) today and capture these subjects. Postmodern ethnographic traits techniques were also used, aiming to understand the forms of life of children with high abilities. Seeking to explore the current problem, this thesis was organized into two major sections, and the arrangement thereof aims to address the high abilities in mathematics from a macro framework, related to the society’s way of thinking, to a micro framework, related to issues involving the classroom and the school environment. The analytical movements employed in the first section of the thesis enabled the identification of a change in the emphasis of high abilities in mathematics, from a scientific-cognitive scope to a behavioral scope relative to social and economic. Also, it was possible to verify that the high abilities nowadays are not only in an update in the terminology, but is produced by attentive and careful observation of school agents, such observations are also grounded in comparative criteria of performances, which are highlighted those valued by the school. It was also possible to note, from the field work, how the power-language games, deployed by the school, value and highlight certain types of behaviors, giving visibility to those who will be the guy carrying high ability in mathematics school. Therefore, in the second section of the thesis, it was highlighted the way as the contemporary school practices promote the existence of similarities of family – in the sense wittgensteinian – between the constituent knowledge of other practices and the constituent knowledge of mathematics practices.

Esta pesquisa tem por objetivo analisar os jogos de linguagem em formas de vida de crianças ditas portadoras de altas habilidades, evidenciando aqueles valorizados pelos processos escolares de seleção e enriquecimento educativo. Para isto, fez-se uso de ferramentas teóricas foucaultianas – discurso, relações de poder, e governamentalidade – e wittgensteinianas – jogos de linguagem e formas de vida – e, a partir destas, criou-se a noção de jogos de poder-linguagem, que veio a constituir as análises propostas na tese. A pesquisa foi desenvolvida a partir de um movimento analítico-descritivo com centralidade na linguagem, buscando compreender a forma como os discursos das altas habilidades circulam nas escolas da RME hoje e capturam esses sujeitos. Também se fez uso de técnicas de traços etnográficos pósmodernos, com o intuito de conhecer as formas de vidas das crianças ditas portadoras de altas habilidades. Buscando explorar a problemática que se apresenta, esta tese foi organizada em duas grandes seções, sendo que o arranjo das mesmas se propôs a abordar as altas habilidades em matemática de um âmbito macro, relacionado ao modo de pensar da sociedade, para um âmbito micro, relacionado às questões de sala de aula e ao espaço escolar. Os movimentos analíticos empreendidos na primeira seção da tese possibilitaram a identificação de uma mudança da ênfase das altas habilidades em matemática, de um âmbito científico-cognitivo, para um âmbito comportamental em relação ao social e econômico. Também foi possível verificar que o dito sujeito de altas habilidades não se constitui a partir de uma simples atualização de nomenclatura, mas se produz pela observação atenta e criteriosa dos agentes escolares, sendo tais observações também embasadas em critérios comparativos de desempenhos, onde ganham destaque aqueles valorizados pela escola. Também foi possível observar, a partir do trabalho de campo, como os jogos de poder-linguagem, mobilizados pela escola, valorizam e põem em evidência certos tipos de conduta, dando visibilidades àquelas que passarão a constituir o sujeito portador de altas habilidades em matemática na escola. Desta forma, na segunda seção da tese se sobressaiu a forma com que as práticas escolares contemporâneas promovem a existência de semelhanças de família – no sentido wittgensteiniano – entre os saberes constituintes de outras práticas com os saberes constituintes das práticas matemáticas. / This research aims to analyze the language games in the forms of life of children with high abilities, highlighting those valued by the school processes of selection and educational enrichment. For this, the theoretical tools of Foucault – discourse, power relations, and governmentality – and Wittgenstein – language games and forms of life – were used, and based on that, the concept of power-language games was created, thus constituting the analyzes proposed in the thesis. The research was developed based on a descriptive-analytical movement focusing on language, seeking to understand how the discourses of high abilities circulate in the schools of the Municipal Education System (RME) today and capture these subjects. Postmodern ethnographic traits techniques were also used, aiming to understand the forms of life of children with high abilities. Seeking to explore the current problem, this thesis was organized into two major sections, and the arrangement thereof aims to address the high abilities in mathematics from a macro framework, related to the society’s way of thinking, to a micro framework, related to issues involving the classroom and the school environment. The analytical movements employed in the first section of the thesis enabled the identification of a change in the emphasis of high abilities in mathematics, from a scientific-cognitive scope to a behavioral scope relative to social and economic. Also, it was possible to verify that the high abilities nowadays are not only in an update in the terminology, but is produced by attentive and careful observation of school agents, such observations are also grounded in comparative criteria of performances, which are highlighted those valued by the school. It was also possible to note, from the field work, how the power-language games, deployed by the school, value and highlight certain types of behaviors, giving visibility to those who will be the guy carrying high ability in mathematics school. Therefore, in the second section of the thesis, it was highlighted the way as the contemporary school practices promote the existence of similarities of family – in the sense wittgensteinian – between the constituent knowledge of other practices and the constituent knowledge of mathematics practices.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-30T15:13:13Z No. of bitstreams: 1 LUCINEIDE MARIA DE LIMA PESSONI.pdf: 1863504 bytes, checksum: 808893365b3e1ab9c3c14fbfb96e8dcb (MD5) / Made available in DSpace on 2017-11-30T15:13:13Z (GMT). No. of bitstreams: 1 LUCINEIDE MARIA DE LIMA PESSONI.pdf: 1863504 bytes, checksum: 808893365b3e1ab9c3c14fbfb96e8dcb (MD5) Previous issue date: 2017-08-30 / The present study is about the public policies dedicated to the education in the contexts of neoliberalism analyzing the repercution of the internationalization of education’s policies in definition of the education purposes and, by consequence, in the formulation of criteria in teaching quality. The general object of this study was to analyse educations guidelines proposed by international organizations since 90’s decade, and how this guidelines influenced our Brazilian educational policies, as well as the criteria of teaching quality. This research brought as an example Goiás State Education Reform since 2011, when was released Education’s Pact document, formulated under the guidance of international organization. It was investigated the period between 2014 to 2016 in order to study and learn about the influences of these guidelines in the Reform official’s documents elaboration and its ramifications at schools and classes. The specific objectives were: a) Identify the effects of the internationalization of policies on national educational reforms, especially in the State of Goiás and to explicit the influence of these policies on the internal functioning of schools and on the effectiveness in the process of teaching and learning in schools and classrooms; b) To learn the perceptions of the teachers, coordinators and directors about the impact of implementation of this educational Reform in relation to the educational purposes and the quality of teaching-learning in the classroom; c) To characterize the educational purposes and the organizational, curricular and pedagogical aspects of schools in the Secretariat of Education and Culture’s (SEDUCE) proposal and its consequences to the teaching quality. It were adopted as procedure of the investigation the documental research using documents of the World Bank, UNESCO, Goiás State Secretary of Education and empirical research in the public schools of Goiás state. its imbrications with the national state policies, especially in Goiás State. The investigation took as principle the educational reality complex, dynamic and contradictory that emerges from the antagonistic forces of the educational process. The documental search consisted in the collection and analyses of the documents that were mentioned. The data collection was carried out through observations of the system and interviews. The interviews was realized inside schools in the 9th grade in classrooms of Mathematics, Portuguese Language and Science, in two public schools in a city next to the capital of the state. The interviews were made with teachers of theses disciplines, pedagogical coordinators and directors of both schools. It is concluded that the educational reform of Goiás is in tune with the neoliberal reforms that have been developing in Brazil since the 1990s, in which education is seen as a new sector in the service market. The plans, programs and projects for the educational system have the purpose of guaranteeing the conditions of promotion of productivity, competition, efficiency demanded by the market, purposed that are present in the teaching-learning relationship, in public / private partnerships; In monitoring, evaluation and control policies through the monitoring systems of Seduce, in the recognition and reward programs, accountability for schools agents results, in weakening the autonomy of teachers, in the adoption of a reference curriculum with minimum contents defined in competences and abilities, in training to respond to external tests. In that way is possible to understand that the teaching quality is reduced to the compliance of quantitative criteria in the service of the economic model, up to the intellectual, cultural and scientific impoverishment of the students. / O presente trabalho aborda as políticas públicas brasileiras para a educação no contexto do neoliberalismo, buscando analisar a repercussão da internacionalização das políticas educacionais na definição de finalidades educativas escolares e, por consequência, na formulação de critérios de qualidade de ensino. O objetivo geral foi analisar as orientações para a educação propostas pelos organismos internacionais a partir da década de 1990, e como essas orientações influenciaram as políticas educacionais brasileiras, bem como os critérios de qualidade de ensino. A pesquisa trouxe como caso exemplar a Reforma Educativa no Estado de Goiás a partir de 2011, quando foi lançado o documento Pacto pela Educação, formulado sob orientações de organismos internacionais. Foi investigado o período compreendido entre os anos de 2014 a 2016, visando-se apreender as influências dessas orientações na elaboração dos documentos oficiais da Reforma e seus desdobramentos nas escolas e salas de aula. Os objetivos específicos foram: a) Identificar os impactos da internacionalização das políticas nas reformas educativas nacionais, especialmente no Estado de Goiás e explicitar a influência dessas políticas no funcionamento interno das escolas e na efetivação do processo de ensinoaprendizagem nas salas de aula; b) Apreender as percepções dos professores, coordenadores e diretores sobre o impacto da implantação da Reforma na definição de finalidades educativas e na qualidade do ensino-aprendizagem na sala de aula; c) Caracterizar as finalidades educativas e os aspectos organizacionais, curriculares e pedagógicos das escolas na proposta da Secretaria de Educação Cultura e Esporte (Seduce) e as consequências para a qualidade de ensino. Foram adotados como procedimentos da investigação a pesquisa documental, com a utilização de documentos do Banco Mundial e Unesco, do Ministério da Educação, da Secretaria de Educação do Estado de Goiás e das escolas, e a pesquisa empírica em escolas da rede estadual de ensino. A investigação tomou como princípio a realidade educacional complexa, dinâmica, contraditória, que emerge das forças antagônicas constitutivas do processo educacional. A pesquisa documental consistiu na coleta e análise documentos mencionados. A coleta de dados em campo ocorreu por meio de observações sistemáticas e entrevistas. As observações foram feitas em salas de aulas do 9º ano, nas aulas de Matemática, Língua Portuguesa e Ciências, em duas escolas públicas estaduais de município próximo à capital do Estado. As entrevistas semi-estruturadas foram feitas com os professores das referidas disciplinas, coordenadores pedagógicos e diretores das duas escolas. Conclui-se que a Reforma Educativa em Goiás se apresenta em sintonia com as reformas neoliberais que vêm se desenvolvendo no Brasil desde a década de 1990, em que a educação é vista como um novo setor no mercado de serviços. Os planos, programas e projetos para o sistema educativo têm a finalidade de assegurar o fomento à produtividade, competição, eficiência e controle dos resultados, exigidos pelo mercado, finalidades essas também presentes na relação ensinoaprendizagem, nas parcerias público/privadas, nas políticas de acompanhamento, avaliação e controle por meio de sistemas de monitoramento da Seduce, nos programas de reconhecimento e remuneração por mérito, na responsabilização dos agentes escolares pelos resultados, no enfraquecimento da autonomia dos professores, na adoção de um currículo referência de conteúdos mínimos definidos em competências e habilidades, no treinamento para responder as provas externas. Desse modo, verifica-se que a qualidade de ensino se reduz ao cumprimento de critérios quantitativos a serviço do modelo econômico, levando ao empobrecimento da formação intelectual, cultural e cientifica dos alunos.

Teachers’ voices have been largely excluded from the academic and political debates regarding the aims and merits of financial literacy education. Through case study research, this project examined the beliefs, practices, and lives of 10 teachers in Québec and Ontario who teach financial literacy at the intermediate and senior levels. Specifically, the teachers in this study report taking a critical approach to financial literacy education–a subject that tends to be framed in simplistic and individualistic terms as mere personal financial decision-making. In an analysis of in-depth interviews and deliberative inquiry focus groups with self-identifying critical teachers and investigation into various documentary sources, I detail the ways in which some of these teachers adhere to mainstream understandings of financial literacy education while others work to reframe it towards more critical and economically just ends. This research results in the development of a framework for critical economic literacy education, documenting the intellectually demanding set of skills, knowledge, and pedagogical strategies a critical economic literacy requires of students and teachers. Findings also bring forth distinctions in teachers’ ideas about criticality, revealing that teachers navigate between common, critical, and transformative sense orientations in sophisticated ways to achieve their pedagogical aims. Last, I investigate how criticality emerges in teachers, narrating the ways in which their personal biographies, professional and political activities, and intellectual pursuits inform their critical teaching in relation to financial literacy. This case study is further contextualized by the current political moment in which escalating economic inequality and the widening racial wealth gap, the current financial crisis, impending climate disasters, and antidemocratic politics worldwide convey a sense of urgency and a timely relevance for a more critical and transformative financial literacy education.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: This study offers an analysis of the realization of the neoliberal discourses in the leadership practices of rural school headmasters. It is a Bourdieuian study of leadership in the rural context in relation to the influence of neoliberalism. The focus of this study is the manner in which neoliberalism manifests itself in the leadership practices of headmasters functioning within a specific geographical context, namely a rural village. The conceptual question therefore focuses on the endeavour made by the headmasters with the manifestation of the neoliberal discourses in the leadership practises of the headmasters in question. The point of reference of this study is that neoliberalism positions schools to function in a distinct way as the logic of the market, privatisation, deregulation and the individual's freedom of choice of school are manifested in the school as field. A further outcome of neoliberalism is that a particular leadership practice namely managerialism, use of data, efficiency, performativity and a focus on outcomes and achievements in the school is established in the field and proffered as norm. The discursive function of neoliberalism in the school as field has a direct impact on the leadership practices of headmasters as it effects a distinct logic of practice which endeavours to influence the headmaster’s leadership habitus in a certain way. Furthermore it tends to influence the headmasters reason to act directly in the form of policy changes and indirectly when proposed as the norm or standard of practice. In this study Bourdieu’s conceptual lenses of habitus, field, capital, strategy and practice are employed as comprehensive theoretical background and analytical lenses. The aim of this study is to understand what the neoliberal discourses entail, to interpret how they manifest themselves in the leadership practices of rural headmasters and to establish the consequences for the headmasters. The data was gathered by means of semi-structured one-on-one interviews during which each headmaster was granted the opportunity to contextualise in his own words, his experience of the effect that neoliberalism discourse has on his leadership practice in his particular rural school. The data of the twelve transcribed interviews (with the use of Atlas.ti computer programme) was coded by selecting segments of the primary documents to which codes were accordingly linked. By applying Bourdieu’s conceptual framework of habitus, field, capital and practice as “super codes”, the data was dealt with thematically and organised accordingly.This study offers an analysis of the realization of the neoliberal discourses in the leadership practices of rural school headmasters. It is a Bourdieuian study of leadership in the rural context in relation to the influence of neoliberalism. The focus of this study is the manner in which neoliberalism manifests itself in the leadership practices of headmasters functioning within a specific geographical context, namely a rural village. The conceptual question therefore focuses on the endeavour made by the headmasters with the manifestation of the neoliberal discourses in the leadership practises of the headmasters in question. The point of reference of this study is that neoliberalism positions schools to function in a distinct way as the logic of the market, privatisation, deregulation and the individual's freedom of choice of school are manifested in the school as field. A further outcome of neoliberalism is that a particular leadership practice namely managerialism, use of data, efficiency, performativity and a focus on outcomes and achievements in the school is established in the field and proffered as norm. The discursive function of neoliberalism in the school as field has a direct impact on the leadership practices of headmasters as it effects a distinct logic of practice which endeavours to influence the headmaster’s leadership habitus in a certain way. Furthermore it tends to influence the headmasters reason to act directly in the form of policy changes and indirectly when proposed as the norm or standard of practice. In this study Bourdieu’s conceptual lenses of habitus, field, capital, strategy and practice are employed as comprehensive theoretical background and analytical lenses. The aim of this study is to understand what the neoliberal discourses entail, to interpret how they manifest themselves in the leadership practices of rural headmasters and to establish the consequences for the headmasters. The data was gathered by means of semi-structured one-on-one interviews during which each headmaster was granted the opportunity to contextualise in his own words, his experience of the effect that neoliberalism discourse has on his leadership practice in his particular rural school. The data of the twelve transcribed interviews (with the use of Atlas.ti computer programme) was coded by selecting segments of the primary documents to which codes were accordingly linked. By applying Bourdieu’s conceptual framework of habitus, field, capital and practice as “super codes”, the data was dealt with thematically and organised accordingly. An analysis of the data revealed that the manifestation of neoliberalism results in the headmaster increasingly having to play a dual role namely that of manager plus that of professional educationist. The leadership skills or practises associated with those two roles are not always compatible. The latter places principals in a very difficult position where, on the one hand they are expected to act as Representative of the Department of Education (in which neoliberal ideas increasingly function), while on the other hand, as professional educationist, the logic behind these practices and its educational accountability may be questioned. Headmasters, however, despite the fact that neoliberalism seeks to enforce a uniform system upon them, respond in a unique, diverse manner to the manifestation of the neoliberal discourses in their leadership practices. / AFRIKAANSE OPSOMMING: Hierdie studie bied ‘n analise van die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde. Dit is ‘n Bourdieuaanse studie oor leierskap in die plattelandse konteks in verhouding tot die invloed van neoliberalisme. Die fokus van hierdie navorsing is die wyse waarop neoliberalisme verwerklik word in die leierskappraktyke van skoolhoofde wat werksaam is in ‘n spesifieke geografiese konteks, naamlik ‘n plattelandse dorp en die konseptuele vraag fokus daarom op watter bemoeienis hierdie skoolhoofde met die neoliberale diskoerse maak, deurdat dit verwerklik word in die leierskappraktyke van die betrokke skoolhoofde. Die uitgangspunt van hierdie studie is dat neoliberalisme skole posisioneer om op bepaalde wyses te funksioneer, soos wat die logika van die mark, privatisering, deregulering en die individu se vryheid van keuse in die skool as veld verwerklik word. Neoliberalisme het verder tot gevolg dat bepaalde tipe leierskappraktyke naamlik managerialisme, bestuur deur die gebruik van data, effektiwiteit, performatiwiteit en ‘n fokus op uitkomste en prestasie in die skool as veld gevestig word en as die norm voorgehou word. Die diskursiewe werking van neoliberalisme in die skool as veld het ‘n regstreekse inwerking op die leierskappraktyke van skoolhoofde deurdat dit tot gevolg het dat ‘n bepaalde logika van praktyke voorgehou word, wat poog om die skoolhoofde se leierskaphabitus op ‘n bepaalde wyse te kondisioneer. Dit poog verder om skoolhoofde se handeling en rede van doen regstreeks in die vorm van beleidsveranderinge en indirek, voorgehou as die norm van praktyke, te beïnvloed. In hierdie studie word Bourdieu se konseptuele lense van habitus, veld, kapitaal, strategie en praktyke as ‘n oorkoepelende teoretiese agtergrond en analitiese lense aangewend. Die doel van hierdie studie is om te verstaan wat die neoliberale diskoerse behels, te interpreteer hoe dit verwerklik word in die leierskappraktyke van plattelandse skoolhoofde en watter betekenis die skoolhoofde daaraan gee. Die data is versamel deur gebruik te maak van semigestruktureerde een-tot-een onderhoude, waartydens die skoolhoofde die geleentheid gebied is om in hulle eie woorde hulle skole te kontekstualiseer en hoe hulle beleef dat die neoliberale diskoerse in hul leierskappraktyke in die betrokke skole op die platteland verwerklik word. Die data van die twaalf getranskribeerde onderhoude is (met behulp van die rekenaarprogram Atlas.ti) gekodeer, deur tekssegmente in die primêre dokumente te selekteer en kodes daaraan te koppel. Deur Bourdieu se konseptuele raamwerk van habitus, veld, kapitaal en praktyke as ‘super kodes’ aan te wend, is die data op tematiese wyse benader en georganiseer. ‘n Analise van die data het aan die lig gebring dat die verwerkliking van neoliberalisme tot gevolg het dat skoolhoofde toenemend ‘n dubbele rol moet vertolk, naamlik die van bestuurder/bemarker en die van professionele opvoedkundige. Die leierskappraktyke verbonde aan hierdie twee verskillende rolle is nie altyd versoenbaar met mekaar nie. Laasgenoemde plaas skoolhoofde in ‘n baie moeilike posisie, waar daar aan die een kant van hulle verwag word om as verteenwoordiger van die onderwysdepartement die beleid van die Staat (waarin neoliberale idees toenemend fungeer) nougeset te implementeer, terwyl hulle aan die ander kant as professionele opvoedkundiges die logika daaragter en opvoedkundigverantwoordbaarheid daarvan kan bevraagteken. Skoolhoofde maak egter, ten spyte daarvan dat neoliberalisme poog om ‘n eenvormige sisteem op hulle af te dwing, op ‘n unieke, diverse wyse mee met die verwerkliking van die neoliberale diskoerse in hul leierskappraktyke.