La présente thèse vise à réfléchir sur les actions éducatives qui ont pour but de promouvoir de la « sociabilité démocratique » - l’une des directives de la scolarisation au Brésil - à partir de l’investigation sur les impasses relatives au lien fraternel et de l’affirmation selon laquelle l’école peut être comprise en tant que dispositif sociétal impliqué dans ce que nous appelons « socialisation du narcissisme ». Pour ce faire, deux lignes de travail sont développées. La première, consacrée aux vicissitudes des fratries, part du débat établi entre Einstein et Freud en 1932 sur les « puissantes forces psychologiques » qui agissent dans le sens d’entraver le rêve d’une vie commune moins marquée par la haïne et par la ségrégation. L’objectif ici est de reprendre ce débat et de reconstituer le mythe freudien de l’origine de la culture pour soutenir que l’approfondissement d’une éthique fraternelle exige que nous prenions en compte l’antagonisme insurmontable sur lequel la relation entre semblables est basée. La deuxième ligne de travail cherche à mettre en évidence le caractère nécessaire de la participation du semblable dans le processus de subjectivation de l’être humain. Si dans un premier moment Freud nous a aidé à constituer un cadre de références pour l’interprétation des ambivalences et de la fragilité du lien fraternel, l’objectif maintenant est de montrer comment le conflit du sujet avec son semblable peut être compris à travers l’analyse des processus identificatoires requis dans ce processus de subjectivation. Pour cela, nous faisons recours à l’essai Le stade du miroir, de Lacan, et à quelques écrits de l’écrivaine brésilienne Clarice Lispector. / The aim of this thesis is to reflect upon educational actions whose purpose is to promote “democratic sociability” – one of the directives of schooling in Brazil – from the investigation on the impasses related to fraternal bond and the assertion that school can be understood as a societal system associated with what we call the "socialization of narcissism". For this, two lines of work are being developped. The first one, dedicated to the investigation on the impasses of fraternal bond and the vicissitudes of phatries, starts from the debate between Einstein and Freud in 1932 on "psychological factors of weight" that act in the sense of hindering the dream of a life in common less marked by hatred and segregation. The aim here is to recover this debate and reconstitute the Freudian myth of the origin of culture to support that the further development of a fraternal ethic requires that we take into account the insurmountable antagonism on which the relation among fellow creatures is based. As to the second line of work, what is sought is to highlight the necessary character of the participation of the fellow creature in the process of subjectivation of the human being. If, at the beginning, the study of Freud's socio-anthropological works helped to provide a framework of references for the interpretation of ambivalences and the fragility of the fraternal bond, the objective is now to show how the conflict of the subject with the fellow creature can be understood through the analysis of the identifying processes required in this process of subjectivation. In order to achieve this, the essay Le stade du miroir by Lacan and some writings by Clarice Lispector are used. / Esta tese busca refletir sobre as ações educativas que têm como fim a promoção da“sociabilidade democrática” – uma das diretrizes da escolarização no Brasil. Parte-se, paraisso, de uma reflexão sobre os impasses relativos ao laço fraterno e da afirmação de que aescola pode ser compreendida como um dispositivo societário implicado com o quedenominamos, na companhia da psicanalista Maria Rita Kehl, de “socialização donarcisismo”. Três linhas de trabalho são, então, requeridas. A primeira, dedicada àinvestigação dos impasses do laço fraterno e às vicissitudes das fratrias, tem como ponto departida o debate estabelecido entre Einstein e Freud, em 1932, sobre os “fatores psicológicosde peso” que atuam no sentido de dificultar – ou até mesmo de inviabilizar – o sonho de umavida em comum menos marcada pelo ódio, pelos preconceitos e pela segregação. O objetivo,aqui, é recuperar esse debate e reconstituir o mito freudiano da origem da cultura para deleextrair uma diferença que aparece em filigranas no pensamento de Freud: se a horda primitivanos remete a uma massa de indivíduos indiferenciados entre si porque subjugados à violênciae ao autoritarismo do pai-primevo, a comunidade fraterna, por outro lado, remete-nos arelações sociais mediadas pela autoridade da Lei simbólica e, por isso, marcadas pelarivalidade e pela agressividade entre semelhantes. Como pensar, então, o aprofundamento deuma ética fraterna quando afirmamos que as relações numa fratria são atravessadas por umantagonismo constitutivo e, por isso, intransponível? A segunda linha de trabalho buscaresgatar das teorias de Claude Lefort e de Cornelius Castoriadis algumas noções que nosajudam a compreender o que implica, para a experiência política do Ocidente, a invenção dademocracia. Na terceira linha de trabalho, finalmente, destaco o caráter necessário daparticipação do semelhante no processo de subjetivação do rebento humano. Se num primeiromomento o estudo das obras “socioantropológicas” (ENRIQUEZ, 2005) de Freud ajudou-nosa constituir um quadro de referências para a interpretação das ambivalências e da fragilidadedo laço fraterno, o objetivo agora é mostrar como a conflitiva do sujeito com o semelhantepode ser compreendida por meio da análise dos processos identificatórios requeridos nesseprocesso de subjetivação. Para isso, realizo um mergulho simultâneo no ensaio O estádio doespelho como formador da função do eu, de Lacan, e na obra A paixão segundo G.H., daescritora Clarice Lispector.Palavras-

This educational biography is a study of Alexander Campbell's (1788-1866) educational activities and educational thinking. These activities included the following: his creation of Buffalo Seminary; advocacy for common schools at the Virginia State Constitutional Convention of 1829-1830; participation in the Western Literary Institute and College of Professional Teachers of Cincinnati, Ohio (an organization for educators); speeches on education and common schools; founding Bethany College in present-day Bethany, West Virginia; and his discussion of educational issues in his journal, the Millennial Harbinger. The study explores how Campbell's unique early-life affected his future educational life. His early-life included intensive study under his highly educated father, home-training in Christian piety, and studying for a time at the University of Glasgow. The study focuses especially upon Campbell's involvement in the College of Teachers, his founding of Bethany College, and his major educational ideas. Some of Campbell's major educational emphases include: the need for public education; human knowledge as a national resource; moral education; lifelong learning; female education; student interest; a broad and holistic conception of education; a focus on early childhood education; utilitarian education; and the power of education. This study concludes that the overarching theme of education as power pervades Campbell's educational thinking.

In this dissertation, I examine three major aspects of Germany's education system from an empirical public finance perspective. First, I analyse the effects of strong demographic shifts by considering how the East German Länder responded to the rather dramatic decline in the number of students in primary schools (1993-2002). The demographic shock is a consequence of collapsing birth rates after German Reunification. Previous results from the literature, which rely on data from rather stable demographic periods, suggest that public resources are incompletely adjusted to shrinking cohort size such that large reductions in the student population translate into important increases in spending per student and not in significant reductions of public resources allocated to education. Evidence from a panel of 5 East German Länder over the 1993-2006 period suggests, however, that resource adjustments have been considerable, especially in the years when student cohorts were actually decreasing. Adjustments have been less tight in the period when student numbers stagnated such that the 50% decrease in cohort size has translated into a 25% increase in the teacher/student-ratio. Second, I test whether partisan theory can help to explain the practise of ability-tracking in West Germany. The analysis starts from the empirical observation that in the German education system – where tracking is practised very early compared to other OECD countries – the correlation of parent’s education or income with their children’s track choices is very strong. Thus, students whose parents have a high-education background have significantly higher probabilities of attending a high-ability track. Partisan theory states that political parties when in office pursue the interests of their members and electoral constituencies. Political parties representing highly educated households should therefore support the practise of ability-tracking and advocate higher education spending on the tracks for good students. Evidence from a panel of 10 West German Länder over the 1979-2006 period suggests that German political parties support tracking if they represent high-education households and oppose tracking if they represent lower educated households. The results also suggest that political parties tend to allocate public resources towards the track in which party members’ or party electorate’s offspring is overrepresented. Third, research-oriented higher education in Germany is almost exclusively provided by the public sector, which highlights the importance of measuring university cost efficiency, because market exit and entry – which ensure efficient resource use in the private sector – virtually do not exist (see e.g., Hanushek, 2002). Based on a panel of 70 German public universities over the 1998-2003 period I provide evidence about the factors that benefit efficient resource use in the German higher education landscape. I analyse whether relatively liberal university regulation improves the cost efficiency of public universities as suggested in the literature (see Aghion et al., 2008). The results show that liberal university regulation indeed contributes to more efficient use of resources. Moreover, I find that a prosperous private economic environment seems to reduce university costs.

This dissertation project is a critical anthropological analysis of the impact of colorism on the educational attainment and academic trajectory of African-American school students in Washington, DC by examining teacher expectations. Through a historical and contemporary lens of public education in DC, I examine the ways in which a black-white racial binary has been used by those in decision-making positions -- namely teachers, counselors, school administrators, Parents and Teachers Association members and other adult decision-makers -- as an indicator of a student's academic ability and their future educational attainment. What prompts this question is the abundance of academic programs in DC that, through a variety of extensive selection criteria, chose high-achieving students for placement in the city's college-preparatory, academic programs, who have a larger tendency to fit a particular phenotype (unless they are exceptionalized through other socioeconomic indicators). Two questions that my research addresses are: how phenotype is weighed against their actual versus perceived academic ability; and how do we explain the relative over-investment (i.e., redundancy of enrichment programs and resources) at one school over a lack of resources and programs at many other schools. I selected Washington, DC as the site for my doctoral research for two primary reasons: (1) its historic association for being one of the most (skin) color-conscious cities in the United States (Russell et al. 1992; Golden 2006; Kerr 2006); and (2) its historic and unique position as a testing ground for reform efforts in the public school system. I volunteered at a DC-area public school for the 2011-2012 academic year and became active in the various parental/community associations (i.e. the Parent/Teacher Association (PTA) and the Local School Advisory Team (LSAT) as a means of gaining first-hand knowledge of -- and experience with -- the various ways in which adults (i.e. teachers, counselors, parents and other school-based staff) place value and justify the assignment of resources to particular students and upon what basis (such as phenotype or socioeconomic background). In gaining access to and awareness of the dynamics of parental engagement at my field site, I began to analyze the role of race in the ways that such involvement is contained or policed by school officials. This dissertation project also takes into account students' awareness of such intersectional processes and whether the students categorize themselves and/or their peers according to a hierarchical scale of valorization. / text

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With the internationalization of English there is a growing demand for high quality English language education around the globe, particularly in non-English speaking countries. Consequently, there is an increasing demand worldwide for competent English teachers and more effective approaches to teaching and teacher professional development. In Egypt, in a context of educational reform where communicative language teaching approaches have been adopted as a way to improve teaching, this study explores how teachers perceive and respond to this call for change in instructional practices. It examines the professional development experiences of a group of English as a foreign language (EFL) and English-medium subject (EMS) teachers working in the private and public basic educational sectors in Cairo, Egypt. The research questions focus on teachers’ perceptions of change and improvement occurring in their teaching practices, their beliefs on the sources of change available to them, and the perspectives of school principals and professional development providers on teachers’ change prospects. In this study, a multi-method approach was applied, with a teacher survey administered to 174 teachers; in-depth, semi-structured interviews with 36 teachers, 15 principals, and 8 professional development (PD) providers; field observation; and examination of relevant documents and artifacts. The analysis of data is informed by sociocultural theory perspectives (Vygotsky, 1978). The findings indicate that (1) teachers perceive great change in their practices, though their conceptions and implementation of communicative approaches are context-bound, (2) teaching is influenced by various professional learning opportunities, and (3) change or lack thereof results from teachers’ adaptability to their local contextual demands through a process of resistance, resilience, or maintaining the status quo. The findings highlight the centrality of teachers in change processes.They suggest that change results from a process of interaction between teachers and other individuals within their community, and that the nature of change as experienced by the participants is shaped by a multitude of contextual factors. The implications of the study include the need to replace the technical conception of professional development with a more ecological orientation, to establish professional learning communities among teachers and within schools, and to establish a coherent framework for change initiatives.

With the internationalization of English there is a growing demand for high quality English language education around the globe, particularly in non-English speaking countries. Consequently, there is an increasing demand worldwide for competent English teachers and more effective approaches to teaching and teacher professional development. In Egypt, in a context of educational reform where communicative language teaching approaches have been adopted as a way to improve teaching, this study explores how teachers perceive and respond to this call for change in instructional practices. It examines the professional development experiences of a group of English as a foreign language (EFL) and English-medium subject (EMS) teachers working in the private and public basic educational sectors in Cairo, Egypt. The research questions focus on teachers’ perceptions of change and improvement occurring in their teaching practices, their beliefs on the sources of change available to them, and the perspectives of school principals and professional development providers on teachers’ change prospects. In this study, a multi-method approach was applied, with a teacher survey administered to 174 teachers; in-depth, semi-structured interviews with 36 teachers, 15 principals, and 8 professional development (PD) providers; field observation; and examination of relevant documents and artifacts. The analysis of data is informed by sociocultural theory perspectives (Vygotsky, 1978). The findings indicate that (1) teachers perceive great change in their practices, though their conceptions and implementation of communicative approaches are context-bound, (2) teaching is influenced by various professional learning opportunities, and (3) change or lack thereof results from teachers’ adaptability to their local contextual demands through a process of resistance, resilience, or maintaining the status quo. The findings highlight the centrality of teachers in change processes.They suggest that change results from a process of interaction between teachers and other individuals within their community, and that the nature of change as experienced by the participants is shaped by a multitude of contextual factors. The implications of the study include the need to replace the technical conception of professional development with a more ecological orientation, to establish professional learning communities among teachers and within schools, and to establish a coherent framework for change initiatives.

The research in this dissertation develops a multiperspective theoretical framework, which I describe as queer criticality, to guide the examination of discursive practices, educational policies, and public discourses that undergird heteronormativity and disproportionately impact the personal safety and professional wellbeing of sexual minority and gender variant (SMGV) teachers and students in Canadian K-12 schools. Queer criticality, as a theoretical construct, seeks to bring together and investigate aspects of critical theory, critical pedagogy, poststructuralism, and queer theory. My aim is not to attempt to reconcile these competing theories to produce a grand narrative or proscriptive way of theorizing; rather, I investigate the productive tensions that a notion of queer criticality can prompt for self-reflexive researchers when these theoretical perspectives are placed in dynamic relationship with one another. Accordingly, this collection of interwoven essays examine critically how research has positioned SMGV youth as both victims and, more recently, resilient survivors who experience a daily onslaught of homophobic, transphobic, and heterosexist violence in their schools, classrooms, and communities; it also explores interpretative frameworks and mobilization strategies used to politicize or privatize SMGV identities and concerns through educational policy and practice; and it utilizes empirical research to interrogate the lived effects of these heteronormative discourses and discursive practices on sexual minority teachers working for inclusive educational and social change; and transsexual teachers searching for a valued space and place for recognition of their personal and professional identities in their public schools. Ultimately, through these connected essays, this poststructural assemblage seeks to open up spaces for difference to be exposed and interrogated within K-12 public schools. It also works to help provide discursive materiality to sexual minority and gender variant identities by demonstrating how heteronormalizing discourses impact and shape the lived experiences of all teachers and students in Canadian schools. Ultimately, this research asks whose lives are deemed intelligible and, thus, liveable in our public schools. / Theoretical, Cultural, and International Studies in Education

Made available in DSpace on 2016-06-02T19:35:32Z (GMT). No. of bitstreams: 1 1901.pdf: 5953642 bytes, checksum: 33e1392cd786559abe36fa722fd17e48 (MD5) Previous issue date: 2008-04-25 / Based on the qualitative research methodology in education, we discuss the institutional assessment on the policies of technological education reform, after LDB 9.394/96, focusing on the Institutional Evaluation System of Technological State Schools (SAI ETES) of Centro Paula Souza in the State of São Paulo (1997-2007). We aimed to analyze the conceptions and proposals of institutional assessment expressed by the legal and institutional discourse of Centro Paula Souza, as well as present the perceptions of educational agents (Directors, Coordinators, Teachers, Administrative technician) about the impact and impasses of such assessment policy in the Technological Schools in the context of democratic administration. It was evidenced that the institutional evaluation is presented in the legal speech as the quality support in the combination of the categories: evaluation, quality, autonomy and as an instrument of control-regulation of the public funding. In the Reform of the Public Apparatus the assessment is presented as a centralizing (and/or recentralizing) instrument of decentralization and exempting the state from responsibilities policies. In the perception of the educational subjects it is necessary to restructure the SAIETE, which emphasizes the results evaluation not considering the process evaluation. Assessment is considered an instrument to regulate public financing, expressed by the linkage among institutional assessment, individual performance assessment and salary bonus system. This assessment system does not consider the impacts of the technological education reform policies, as well as the diversity of pedagogical-organizational structures of agriculture and industrial technical schools, consolidated in different professional areas with different needs and political-pedagogical projects. / Em bases metodológicas de pesquisa qualitativa em educação abordamos a avaliação institucional nas políticas de reforma do ensino técnico, pós LDB 9394/96, focando o Sistema de Avaliação Institucional das Escolas Técnicas Estaduais (SAI-ETEs) do Centro Paula Souza no Estado de São Paulo (1997-2007). Buscamos analisar as concepções e proposições de avaliação institucional expressas no discurso legal e institucional, bem como apresentar a percepção dos sujeitos escolares ( Diretores, Coordenadores, Docentes, Técnico- Administrativos ) sobre os impactos e impasses dessa política avaliativa para as Escolas Técnicas no contexto de democratização da gestão. Evidenciou-se que a avaliação institucional apresenta-se no discurso legal como sustentáculo da qualidade na conjunção das categorias avaliação-qualidade-autonomia e como instrumento de regulação do financiamento público. Na Reforma do Aparelho Administrativo Estatal a avaliação apresenta-se como instrumento centralizador e ou re-centralizador da política de desconcentração e de desresponsabilização do Estado.Na percepção dos sujeitos escolares torna-se necessária a reestruturação do SAI-ETE que enfatiza a avaliação de resultados desconsiderando a avaliação de processo.A Avaliação é tomada como instrumento de regulação do financiamento público,expressa pela vinculação da Avaliação Institucional à Avaliação de Desempenho Individual e ao Sistema de Bonificação Salarial.Esse sistema avaliativo desconsidera os impactos das políticas de reforma do ensino técnico, bem como a diversidade da estrutura pedagógico-organizacional das escolas técnicas agrícolas e industriais consolidadas em diferentes áreas profissionais com diferentes demandas e projetos políticopedagógicos.

[pt] A presente dissertação objetiva investigar as dificuldades de letramento apresentadas por alunos de primeiro ano do Ensino Médio de um colégio estadual localizado em um bairro de baixa renda da Zona Norte do Rio de Janeiro. A autora desta dissertação é professora de língua inglesa nesse contexto e se interessou pelo tema ao perceber que os desafios enfrentados por seus alunos ecoavam notícias publicadas em jornais, portais eletrônicos, rádio e televisão acerca do fraco desempenho dos estudantes brasileiros em exames nacionais e internacionais como o SAEB, o ENEM e o Pisa. Buscando entender e contribuir para essa grave situação social, a presente pesquisa, de cunho qualitativo-interpretativista, se insere nos estudos da Linguística Aplicada e foi realizada com diversas turmas de primeiro ano do Ensino Médio, ao longo das aulas de inglês, na qual a pesquisadora em questão também era a professora. A base teórica foi construída a partir dos conceitos de letramento, tanto em LM como em LE, apresentadas por Street (1984), Soares (1998) e Rojo (2009) bem como da Prática Exploratória (Allwright; Hanks, 2009). Assim, a professora-pesquisadora sistematizou suas observações cotidianas a respeito do trabalho de letramento que realiza há nove anos, sob a perspectiva de gêneros textuais como formas de vida e ações sociais (Miller, 1984; Bazerman, 2006), com alunos ingressantes no Ensino Médio. Os entendimentos reflexivos alcançados confirmam a necessidade de intensificar o ensino-aprendizagem de LM e LE através de gêneros textuais e sugerem a importância de fomentar mais estudos sobre práticas de letramento escolar. / [en] This work aims to investigate the literacy difficulties presented by high school students of a state school located in a low income neighborhood of the Northern Zone of Rio de Janeiro, Brazil. The author of this dissertation is an English language teacher in this context and became interested in the subject when she realized that the challenges faced by her students echoed news published in newspapers, electronic, radio and television portals about the weak performance of Brazilian students in such national and international examinations as SAEB, ENEM and Pisa. Seeking to understand and contribute to such a serious social situation, this qualitative-interpretative research is considered an Applied Linguistics study and was carried out with several 1st year high school English classes, in which the researcher was also the teacher. The theoretical framework was anchored not only in the concepts of literacy, both in the mother tongue and in the foreign language, as presented by Street (1984), Soares (1998) and Rojo (2009) but also in the ideas of Exploratory Practice (Allwright; Hanks, 2009). Thus, the teacher-researcher systematized her daily observations regarding the literacy work that she had been doing since 2010, from the perspective of textual genres as forms of life and social actions (Miller, 1984; Bazerman, 2006), with entering high school students. The reflective understandings achieved confirm the need for intensifying mother tongue and foreign language teaching and learning through a genre pedagogy and also suggest the importance of encouraging further studies on school literacy practices.