Orientador: Jose Luis Sanfelice / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T05:15:57Z (GMT). No. of bitstreams: 1 Barbosa_RitadeCassiaRibeiro_D.pdf: 1038507 bytes, checksum: 8ed84f4d5995b25c7d7083077a026781 (MD5) Previous issue date: 2006 / Resumo: O presente trabalho realiza uma análise sobre as relações estabelecidas entre educação e desenvolvimento no âmbito oficial, compreendendo o período entre o mandato do Presidente Juscelino Kubitschek de Oliveira e o último governo militar. Utilizamos como fontes primárias, principalmente, os planos globais e setoriais de educação elaborados à época em questão. Após a criação da CEPAL, em 1948, presenciamos o rompimento com a tese das vantagens comparativas, que atribuía aos países periféricos o papel de exportadores de matéria-prima e importadores de produtos manufaturados. Desse modo, intensificou-se a busca de meios para promover a industrialização do mundo subdesenvolvido, considerando-se prioritária a intervenção do Estado na economia pela utilização do mecanismo do planejamento, a fim de administrar e dinamizar a alocação de recursos escassos. No cenário da Guerra Fria, que opunha o Ocidente cristão ao comunismo ateu, a ideologia do desenvolvimento foi largamente disseminada. A partir de 1955, os teóricos do ISEB reforçaram as bases de sustentação da doutrina desenvolvimentista no Brasil, pretendendo acelerar a expansão econômica do país. A industrialização brasileira foi efetuada, em grande parte, por intermédio da transferência de tecnologias poupadoras de mão-de-obra e de um aumento do endividamento externo. Valorizavam-se os investimentos em capital físico em detrimento às políticas sociais, uma vez que estas eram tidas como excessivamente dispendiosas. Divulgava-se a idéia de que, no futuro, os benefícios da prosperidade atingiriam a população de forma geral. Entretanto, as políticas econômicas adotadas implicaram em um processo crescente de concentração de renda. Para justificá-lo, incorporou-se, gradativamente, aos planos de governo o discurso do valor econômico da educação para o desenvolvimento, no que se refere à formação de recursos humanos devidamente capacitados para lidar com novas tecnologias; dessa forma, os indivíduos contribuiriam para atingir os ¿objetivos nacionais¿ estipulados nesses documentos e, ao mesmo tempo, adquiririam mobilidade social, ou seja, os mais talentosos poderiam ascender socialmente. Assim, o mito da ¿escola redentora¿ legitimou a exclusão social gerada no seio do sistema capitalista, ao ocultar a baixa capacidade da estrutura produtiva existente para absorver trabalhadores qualificados / Abstract: The actual work raises an analysis about the settled relationships between education and development concerning the official ambit and it embraces the period which goes from President Juscelino Kubitschek de Oliveira¿s mandate to the last Military Government. Global and sectorial plans of education elaborated at the focused time were chiefly used as primary resources for the accomplishment of this work. After CEPAL creation, in 1948, there was a rupture with the thesis of the comparative advantages, which used to attach to the peripherical countries both the roles of raw material exporters and manufactured products importers as well. It was intensified the search of means to promote the industrialization of the underdeveloped countries. The Government interference was considered a priority in order to administrate and dynamize the destination of the narrow cash resources. The developing ideology was widespread at the time of the cold war, when the christian West was opposed to the atheist communistic world. From 1955 on, the ISEB theoreticians strengthened the bases of the maintenance of the doctrine of development in Brazil, in order to accelerate the economical expansion of the country. The Brazilian industrialization was performed in its majority through the transference of manual work economical technogies and through a raise of the external debt. The investments on material installations were increased and, on the other hand, it was attributed a minor level to the social politics because they were too much expensive. It was widespread the idea that in the future, prosperity benefits would reach the population in a general way. However the adopted economical politics caused a growing process of concentration of profits To justify these profits, it was, gradually, linked up to the government plans the speech of the value of the education for the development of the country, concerning the capacitation of human resources, who could be able to deal with the new technologies. Through this path, the subjects would contribute to reach the ¿national aims¿, which were stipulated on those documents and, at the same time, they would acquire social mobility, or else, the most talented ones would be able to rise in the social scale. Thus the ¿redeemer school¿ myth legimated the social exclusion which grew within the nucleus of the capitalist system, the same system that hid the low capacity of the available structure that was supposed to absorb those qualified workers / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Orientador: Zacarias Pereira Borges / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T03:28:29Z (GMT). No. of bitstreams: 1 Salerno_SoraiaChaficElKfouri_D.pdf: 979190 bytes, checksum: 738bf68f00731001ee77ab888bb7c948 (MD5) Previous issue date: 2006 / Resumo: O planejamento, nesta pesquisa, é entendido como um dos elementos da administração que traz a relevo sua intenção política, sendo, portanto, uma ferramenta de ação política, que pode revelar ou ocultar lógicas na manifestação educacional. Apresenta-se o movimento histórico da Teoria Geral da Administração, identificando as influências para a administração educacional e os reflexos para o planejamento. O uso dessa ferramenta, bem como o seu não-uso, não prescinde da análise do caráter ideológico que comporta, com aparência de assepsia científica, pois a neutralidade não cabe no âmbito educacional. Reduzir os relevantes problemas de um sistema educacional a uma problemática técnicaquanto ao planificar deixa à mostra a desconsideração dos conflitos de interesses que permeiam tal sistema. O contraponto extremista a esta situação pode desoficializar o uso da técnica no campo prático para o alcance dos fins educacionais, diluindo o ordenamento do pensamento de maneira sistemática, para uma ação espontaneísta, que não admite, em nossos dias, nem em passados próximos, o caráter não sistemático, portanto, desprofissionalizado, em sistemas educacionais. Entende-se que o papel do planejamento na escola não se dissocia do papel do Estado planejador, o que gerou a necessidade de conhecer o movimento da macroestrutura, para entender as relações de determinação no interior da escola. A opção metodológica para este estudo pautou-se na pesquisa qualitativa, adequada para o campo de políticas educacionais, campo subjetivo das Ciências Humanas, em que não cabe análise do que o homem é na sua natureza, senão uma análise daquilo que indivíduos ou grupos representam para si, no uso de palavras e na manifestação de suas intenções, atribuindo, em discursos reais, significados específicos. Nessa configuração, o planejamento educacional em unidades escolares do Sistema Estadual de São Paulo ¿ recurso da experiência humana ¿ é analisado como reflexo de determinações políticas, econômicas e históricas que passam do papel do Estado ao papel da escola. Analisaram-se documentos veiculados pelo e no Sistema Estadual de Ensino, a fim de identificar a concepção administrativa presente e as orientações sobre o planejamento em unidades escolares. Desenvolveu-se a pesquisa de campo mediante amostragem intencional representativa, a partir de questionários aplicados a gestores educacionais. Sem a pretensão de esgotar as possibilidades de análise, buscou-se identificar os caminhos escolhidos pelo Sistema de Ensino a partir da década de 1990 e seus reflexos em unidades escolares, reconhecendo o uso de conceitos e concepções administrativas, buscando desvelar intencionalidades para uma ação consciente e consistente pelos profissionais da educação / Abstract: This study looks at planning as a management element that reveals the political intention of management and that therefore is a tool for political action that may expose or veil the logical thinking in educational manifestations. This study presents the historical path of General Management Theory to identify trends that have influenced educational management and the reflexes thereof on planning. One cannot but review the inherent ideological nature of the act of using or of not using the planning tool because despite its appearance of scientific noninvolvement, there is no room for neutrality in the sphere of education. Reducing relevant problems of the educational system to mere technical planning problems means to overlook the conflicts of interest that plague the system. The other extreme of this situation involves banning the official nature of planning in practice in order to reach educational goals in a process that dilutes systematic thinking in favor of a more spontaneous action that does not and has not admitted the nonsystematic, unprofessional action in educational systems. The role of planning at the school is not dissociated from the role of State planning, and this led to the need of becoming aware of macrostructural developments in order to understand the determination relations inside the school. The choice of a methodology for this study tended to qualitative analysis, which is adequate for the area of educational policies, for the subjective area of Humanities, which does not dwell in the analysis of what the nature of man is, but rather around the question of what individuals or groups represent when they use words and when they manifest their intentions and attribute specific meanings to their actual speech. In this context, educational planning at school units of the Educational System of the State of São Paulo ¿ a human experience resource ¿ is analyzed as a reflex of political, economic, and historical determinations that go from the role of the State onto the role of the school. Analysis was made of the documents that were distributed by, and in. The State System of Education in order to identify the management conception that is present and the planning guidelines for school units. A field survey was made by intentional representative sampling, based on questionnaires applied to school managers. As they did not wish to exhaust all possibilities of analysis, the authors concentrated on identifying the paths trodden by the System of Education starting in the 1990¿s and the reflexes thereof in school units, always acknowledging the use of managerial concepts and conceptions, attempting at unveiling intentions of a conscientious and consistent action on the part of education professionals / Doutorado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

Orientador: Zeila de Brito Fabri Demartini / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Acompanha CD Rom com anexos / Made available in DSpace on 2018-08-11T05:19:45Z (GMT). No. of bitstreams: 1 Lisboa_MariaAparecidaMorais_D.pdf: 87137702 bytes, checksum: a9b7633b8563988e61a01f4bb85bf0b4 (MD5) Previous issue date: 2008 / Resumo: O estudo ¿A política dos coronéis e a difusão do Ensino Primário em Angatuba/SP (1870-1930)¿ se desenvolveu no âmbito da pesquisa histórico-sociológica e tem como objetivo analisar a estruturação e a evolução da rede pública de ensino primário no município de Angatuba/SP que esteve diretamente relacionada à atuação de famílias detentoras do poder político local durante o final do Império e o período da Primeira República (1870-1930). Nesse contexto, relacionou-se o poder político, a sociedade e a educação no processo de instalação das primeiras escolas públicas na localidade. Através da utilização da metodologia de pesquisa qualitativa nas Ciências Sociais e na Educação, a história oral aliada ao estudo das fontes escritas e imagéticas, delineou-se o eixo orientador deste trabalho, ou seja, a forma de captar, de entender as articulações e influências diretas dos poderes político e econômico que se manifestaram no espaço educacional e, conseqüentemente, evidenciar os processos de educação formal vivenciados pelos grupos sociais. A necessidade da instrução para a formação cultural das ¿famílias políticas¿, as estratégias de reprodução como forma de reconversão de capital possibilitaram tornar a Escola Normal ¿Peixoto Gomide¿, de Itapetininga/SP, importante mantenedora do expressivo capital escolar que agregaria às parentelas uma profissão de status, mantendo-se também a dominação política com base no nível local e regional. Focalizaram-se os mecanismos de reciprocidades entre os detentores do mandonismo local e regional ¿ os coronéis, a barganha do voto, um bem cujo valor era conhecido por favores e benefícios; a força do Partido Republicano Paulista (P.R.P.) e a reafirmação dos ideais republicanos na municipalidade. A importância deste estudo visa preencher a carência de estudos locais e regionais que esclareçam a busca pela escolarização básica na zona rural e urbana do interior do Estado de São Paulo e as formas de atendimento das reivindicações do município pelo Governo Estadual, mediados pela atuação de componentes do grupo local e regional / Abstract: The study ¿The colonels politics and the diffusion of the Primary Teaching in Angatuba/SP (1870-1930) has developed in the ambit of the social and historical research and has the purpose to analyse the structure and evolution of the public chain of primary teaching in Angatuba, SP which was straightly related to the performance of families owners of the local politic power during the end of the Empire and the period of the First Republic (1870-1930)¿. It has related in this context the politic power, the society and the education in the process of installation of the first public school in the settlement. Through the usage of methodology of qualitative research in social science and in education, the oral history joined to the study of image and written source sketched out the orientate axle of this work, I mean, the way of learning the joint and direct influences of the economic and politic powers that expressed in the education and the result to evidence the process of formal education lived by social groups. The necessity of education to the cultural formation of ¿politic families¿, the strategy of reproduction as a means of transformation of the capital gave the possibility of becoming the School of Education ¿Peixoto Gomide¿, Itapetininga/SP, important support of the expressive school head that would add a profession of status, also keeping the politic domination with support in the local and regional level. It has focalized the local and regional mechanism of reciprocity between the owners of power ¿ the colonels, the bargain of the vote, the Paulista Republican Faction and the reaffirmation of the republicans ideals in the local. The importance of this study aims to fulfill the lack of local and regional studies that explain the searching of basic education in rural and urban zone inland ¿State of São Paulo¿ and the means of attendance of the vindication of the city to the state government mediated by the acting of members of the local and regional grou / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-01-31T09:48:38Z No. of bitstreams: 2 Tese - Mara Franco de Sá - 2016.pdf: 1389183 bytes, checksum: 89c5588ab9590a09e731abefdfa7cbf8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-31T10:08:02Z (GMT) No. of bitstreams: 2 Tese - Mara Franco de Sá - 2016.pdf: 1389183 bytes, checksum: 89c5588ab9590a09e731abefdfa7cbf8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-31T10:08:02Z (GMT). No. of bitstreams: 2 Tese - Mara Franco de Sá - 2016.pdf: 1389183 bytes, checksum: 89c5588ab9590a09e731abefdfa7cbf8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-10-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation is linked to the line of research entitled Education, Labor and Social Movements)”, of the Education Post-Graduate Program, from the Faculty of Education of the Federal University of Goiás. It analyzes the conceptions of Professional Education in dispute in the context the re-democratization of the country, trying to understand how they were built and consolidated by the collective subjects that supported them. The research is qualitative and methodologically made use of documental and bibliographical research. At documental research were prioritized as sources: the Proceedings of the Brazilian Education Conference; Minutes of the 9th, 12th, 13th, 16th and 23th meetings of the 8th Sub-Committee on Education of the National Constituent Assembly of 1987; the educational proposals of the Brazilian Society for the Science Progress (SBPC), the Catholic Education Association (AEC) and the Interstate Federation of Educational Institutions Workers (FITEE), used for the elaboration of the education chapter in the Federal Constitution of 1988, as well seven (07) meeting records of the Federal Chamber and the Law Projects 1258/88 and 101/93, about the directives and bases of education. The bibliographical research concerned the Capitalist State in the twentieth century from reading Harvey (1993) and Chenais (1996). We also adopted Anderson (1995) and Bóron (1995) to the reflections about the neoliberalism in advanced economy countries and in Latin America. About the concepts of work, in contemporaneous capitalism, and the precariat was based on Standing (2014). For the study of political party reorganization and the National Constituent Assembly, in 1987, we used the discussions of Schmitt (2015), Mainwaring (2001), Barbosa (2010) and Madeira (2006). The dissertation analyzes the conceptions of professional education in three distinct moments: (i) in the Brazilian Education Conferences (CBEs); (ii) during the National Constituent Assembly, from 1987; and (iii) in the legislative debate from which resulted the Law No. 9394/96. The reflections derived from the research reveal that the conceptions in dispute about the professional education point to the game of political forces in the context of re-democratization; at this conjuncture, the academic and scientific institutions stand out in their role of resistance in regard to the fight in defense of the public school for all, and in the movement against the maintenance of conservative proposals in education, with the support of the urban and rural popular movement and the trade union movement and political party as well. / presente tese vincula-se à linha de pesquisa “Educação, Trabalho e Movimentos Sociais”, do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Analisa as concepções de Educação Profissional em disputa no contexto da redemocratização do país, buscando compreender como elas foram construídas e consolidadas pelos sujeitos coletivos que as sustentavam. A pesquisa qualitativa, metodologicamente, recorreu a fontes documentais e bibliográficas. O estudo documental priorizou como fontes: os Anais das Conferências Brasileira de Educação; as Atas das 9ª,12ª, 13ª, 16ª e 23ª reuniões da 8ª Subcomissão de Educação da Assembleia Nacional Constituinte de 1987; as propostas educativas da Sociedade Brasileira para o Progresso da Ciência (SBPC), da Associação de Educação Católica (AEC) e da Federação Interestadual de Trabalhadores de Estabelecimentos de Ensino (FITEE), utilizadas para elaboração do capítulo da educação na Constituição Federal de 1988, bem como os registros de sete (07) reuniões da Câmara Federal e os Projetos de Lei 1258/88 e o 101/93, relativos às diretrizes e bases da educação. A pesquisa bibliográfica abordou o Estado capitalista no século XX a partir de Harvey (1993) e Chenais (1996). Adotamos, ainda, Anderson (1995) e Bóron (1995) nas reflexões sobre o neoliberalismo nos países de economia avançada e na América Latina. Em relação aos conceitos de trabalho, no capitalismo contemporâneo, e de precariado, fundamentamo-nos em Standing (2014). Para o estudo da reorganização partidária e da Assembleia Nacional Constituinte de 1987, utilizamos as discussões de Schmitt (2015), Mainwaring (2001), Barbosa (2016) e Madeira (2006). A tese analisa as concepções de educação profissional em três momentos distintos: (i) nas Conferências Brasileiras de Educação (CBE’s); (ii) durante a realização da Assembleia Nacional Constituinte, de 1987; e (iii) no debate legislativo que resultou na Lei nº 9394/96. As reflexões emanadas da pesquisa revelam que as concepções em disputa sobre a educação profissional apontam para o jogo de forças políticas presentes no contexto da redemocratização; nessa conjuntura, destacam-se as entidades acadêmicas e científicas em seu papel de resistência no que diz respeito à luta em defesa da escola pública para todos, e no movimento contrário à manutenção das propostas conservadoras em educação, com o respaldo dos movimentos populares urbanos e rurais, bem como do movimento sindical e político partidário.

Orientador: Nora Rut Krawczyk / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T18:05:04Z (GMT). No. of bitstreams: 1 Martins_ErikaMoreira_M.pdf: 2021412 bytes, checksum: 44c171fe4a71be9fbf9a38174473823c (MD5) Previous issue date: 2013 / Resumo: A pesquisa procurou, através da análise do Movimento "Todos Pela Educação" - TPE, apresentar elementos para a compreensão do processo de construção de um projeto hegemônico para a nação brasileira, em que a educação pública ocupa um papel estratégico. Em tal processo, privilegiamos a análise do lugar do empresariado no âmbito da formulação de políticas e da mobilização social. Buscamos compreender em que medida a atuação do TPE expressa uma nova configuração da esfera pública. Para tanto, analisamos seu significado como uma nova força que, ao inserir-se na arena de disputas políticas que conformam o atual cenário brasileiro, conjuga as demandas e propostas para educação provenientes do governo, iniciativa privada e outros setores da sociedade. Além disso, no decorrer da pesquisa, percebeu-se que o TPE conta com um maciço poder de comunicação, com um respaldo técnico que sustenta suas afirmações e propostas e com um alto grau de articulação com o Estado, representado em seus três poderes. Finalmente, a forma como o TPE foi estruturado - a partir de um pacto entre iniciativa privada, terceiro setor e governos - contribui para a ocultação dos conflitos entre classes e frações de classe, tornando mais complexa a compreensão da realidade, sobretudo no que se refere aos tênues limites entre o público e o privado - de modo a tornar também menos nítida a distinção entre os direitos sociais e os direitos individuais. As propostas desse grupo contribuem para sustentar a possibilidade de aliar práticas de mercado à justiça social, integrando e promovendo pactos por supostos interesses em comum entre as classes sociais. / Abstract: Through analyzing the "All for Education" Movement (TPE), this research presents the elements necessary to understanding the process of building a hegemonic project for the Brazilian nation in which public education occupies a strategic role. The analysis focuses on the business class's role in policy formulation and social mobilization. We examine the extent to which the actions and policies of the TPE create a new configuration of the public sphere. To this end, we analyze the TPE's significance as a new social force that combines public, private and popular demands and proposals for education as a means to become a central player in political disputes currently shaping Brazil. In the course of the research, we observed the TPE relying on powerful communication backed by solid technical support to advance its positions and proposals with a high degree of articulation within all three branches of the state's power. Finally, the form in which the TPE was structured - a pact between entrepreneurs, the service sector and the government - contributes to the blurring of class conflict and class divisions, making the understanding of reality more complex, especially regarding the tenuous line between the public and the private, and making the distinction between social rights and individual rights less clear. This group's proposals contribute to maintaining the possibility of aligning market practices with social justice as a means to integrate and promote agreements for supposed common interests between different social classes. / Mestrado / Ciencias Sociais na Educação / Mestra em Educação

Orientador: Pedro Ganzeli / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T06:56:13Z (GMT). No. of bitstreams: 1 Ortigara_Claudino_D.pdf: 2744154 bytes, checksum: 0419d3e6b63e5003eede66316063ef8c (MD5) Previous issue date: 2012 / Resumo: Realizamos neste trabalho uma análise da implementação de políticas para educação profissional alicerçadas em princípios e fundamentos de formação integral, com a possibilidade de superar a dualidade estrutural que historicamente permeia a relação existente entre a formação geral e a formação para o trabalho. Analisamos a conformação das políticas implementadas no período do governo Luiz Inácio Lula da Silva (2003 a 2010), tendo como fio condutor a perspectiva dos mecanismos de regulação, com destaque para o conjunto de influências que atuam no processo de formulação e implementação de políticas, culminado na produção de ordenamentos normativos que representam um dos aspectos da relação entre o Estado e a sociedade. Tivemos como objetivo analisar como as escolas da rede federal de educação profissional e tecnológica, a partir desses ordenamentos normativos, elaboraram e executaram seus projetos pedagógicos, tendo em vista a relação entre o ensino propedêutico e o ensino técnico de nível médio. O percurso metodológico da pesquisa consiste numa abordagem qualitativa na qual foram utilizados três procedimentos básicos na coleta de dados: revisão bibliográfica, análise documental e entrevistas do tipo semi estruturadas, realizadas em dois estudos de caso em instituições da Rede Federal. Os resultados mostraram o ensino integrado em processo de construção e apontaram para redução dessa dualidade, mas ainda limitado na sua capacidade de proporcionar as condições de exercício da plena cidadania. / Abstract: We accomplished in this work an analysis of implantation of education professional politics based in rudiment and fundamental of integral education, with the possibility to overcome the structural duality that historically permeate the relationship between general education and education for work. We parsed the form of politics deployed at the period of Luiz Inácio Lula da Silva's government (2003 to 2010), and had like linkage the perspective of the mechanism of regulation, with highlight for the influence's kit that act of the process of formulation and implementation of politics, culminated of production of normative orders that represent one of the relationship's aspect between State and society. Our goal was to analyze how federal system schools of professional and technological education, from this normative orders, elaborated and performed their pedagogic plan, with stress the relationship between the initial teaching and technical teaching of secondary school. The methodological course of the research consist in a qualitative approaching where was used three basics procedures at the data collection: bibliographic review, documental review and semistructured interviews, accomplished in two case studies in Federal System institutions. The results showed the integrated system in building process and showed for the reduction of this duality, but still limited in your capacity to provide the conditions for the exercise of full citizenship. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutor em Educação

Orientador: Sonia Giubilei / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T09:53:12Z (GMT). No. of bitstreams: 1 Silva_FranciscoClaudiodeSousa_M.pdf: 19404704 bytes, checksum: 94db41d9d112f4a4f923fe5bd6c3f8d2 (MD5) Previous issue date: 2005 / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

M.Ed. / The task of this research report has been to map out the historical experience of the People's Education movement in South Africa from its inception in 1986 to its eventual national closure in March 1995. The People's Education movement under the banner of the NECC had been an endemic part of the education struggles experienced in South Africa, and had played a major role in informing the post-apartheid educational bureaucracy. Its historical role is therefore a significant and essential part of our educational experience. As Wolpe (1991: 77), has said, "the historical significance of People's Education lies in the fact that its conceptions not only challenged all previous conceptions of educational transformations in South Africa, but in so doing, placed on the agenda questions which must constitute the necessary point of departure for the formulation of new policies and strategies under new conditions". The first chapter of this dissertation has demonstrated that the concept of People's Education had been adopted by the oppressed peoples of South Africa in various forms from a very early stage and has therefore not been a new notion. The official launching of the People's Education movement encouraged extreme state repression but despite this, the movement managed to initiate the introduction up of alternative textbooks and the redirection the opposition movement towards a more reconstructive channel. The second chapter of this theses has attempted to trace the experience of the NECC between the years 1986-1990. It was found that the concept of People's Education captured the interests of academics who attempted to make sense of the movement by dissecting and analysing the various terms employed by People's Education. This theoretical analysis did not paralyse the movement in any way. Instead, it revitalised it and enhanced its value. As Carrim (1993) has stated, "Intellectual theorising has been an endemic part of the struggle nationally, as well as within the NECC, and at no time did it paralyse it, rather, it was enhanced and informed by these debates". Theory and practice always compliment each other. The intellectual scrutiny that the People's Education movement experienced was a natural stage in its growth. Without the necessary theoretical debates, many ideas in the People's Education movement would remain unworkable on a practical level. The final chapter of this paper has historisised the People's Education movement during the political transformative years of 1990-1995. It showed that during this time the official banner of People's Education, the NECC, played an instrumental role in the negotiating process and at the same time succeeded in extinguishing numerous crisis situations. Its decision to expand on a national level by incorporating affiliated educational organisations tended to complicate the smooth running of the organisation, and the eventual withdrawal of international

Philosophiae Doctor - PhD / Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has beento understand the policy vision that the post apartheid state has enacted as the basisfor educational reconstruction.The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis.The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction. The National Qualifications Framework (NQF) and Outcomes-based education (OBE) embody a definite '/ision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable. / South Africa

Teachers and others who are not representative participants in the authorized governance structure often find they must make decisions concerning the legitimacy of attempts to influence public education. These "evaluators-at-the-fringe' of the formal policy-formation structure find themselves being 'gate-keepers' for what will be considered legitimate attempts to influence public education. Having defensible criteria for determining the legitimacy of attempts to influence public education policy is important. Without such criteria, resources will be wasted on the implementation of inappropriate attempts to influence public education. Or, just as important, influences which could be beneficial for the students, or for the society as a whole, may never be seriously considered. In this paper it is argued that criteria for evaluating attempts to influence public education can be derived from the obligation to participate in the promotion of the public good, the right of individuals to self-preservation, the obligations associated with justice as fairness, and the duty to acknowledge the insights of the `marketplace of ideas.' It is argued that there is an underlying tension between the rights of citizens to influence public policy and the rights of children being raised. It is established that the right of citizens to participate in the debate concerning the nature of public education policy follows necessarily from the conditions for a satisfactory democratic social arrangement. The legitimacy of individual attempts to influence public education policy is evaluated using a two part process. The first step in the process is to categorize the attempt to influence according to the kind of interests that appear to be motivating the attempt. The second step is to evaluate critical aspects of the attempt in terms of the criteria. Only attempts which are judged legitimate in terms of these criteria are eligible for any consideration as a possible influence on public education policy. The paper concludes with an application of the framework to several examples of attempts to influence public education policy. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate