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Made available in DSpace on 2014-07-29T15:13:47Z (GMT). No. of bitstreams: 1 Tese Ana Maria g.pdf: 1500087 bytes, checksum: 9f2ddfba86d477286a132f12c53174a2 (MD5) Previous issue date: 2008-08-22 / This research has as its theme the student public funding in higher education in Brazil and in Portugal and it is inserted in the State and Educational Policies field in the Post-Graduation Education Program at Goiás Federal University (UFG). This research analyses the systems of public education financing in higher education for low income Brazilian and Portuguese students. It studies the public financing programs in both countries: the Portuguese scholarship, Bolsa Estudantil, and two Brazilian programs: Higher Education Student Loan Fund (FIES) and University for All Program (ProUni). It tries to identify, characterize and compare these programs to evaluate their contribution to the access to higher education democratization process in these countries. It performs a comparative analysis based on bibliographical and documental reviews and it is based on the research done by Nóvoa (1998), Pereyra (1990), Popkewitz (1997, 2000), Koifman (2004) and others. It prioritizes the studies about qualitative and quantitative practices made by Thiollent (1984), Lüdke e André (1986), Bogdan e Biklen (1994). The reflections on reform, equality, justice, regulation, public and private are based on studies made by Afonso (2003), Barroso (2003, 2006), Bobbio (2004, 2007), Sacristán e Gómez (1998), Popkewitz (1997, 2000), Montoro (1980), Carnoy (2002), Severino (2005) and other thinkers. The bibliographical review on higher education finance has the support of Cabrito (2002), Conceição et al. (1998) e Seixas s (2003) works and it also presents the reviews of the documents and laws about student loan public financing produced by international institutions and by Brazil s and Portugal s governments. The comparative analysis of the student loan programs in these countries allowed the identification of similarities and differences, considering the particularities of each country. The research shows the increasing public participation in the financing of private higher education institutions through scholarship programs justified by a democratization of access process. This alteration, in the last decades, occurred due to economical, social and political reforms, especially the neoliberal state policy reform. It concludes that the student loan public financing policies in Brazil and in Portugal have not achieved yet the goal of allowing low income students universal access to higher education. / Esta pesquisa tem como tema o financiamento público estudantil do ensino superior no Brasil e em Portugal. A investigação insere-se na linha de pesquisa Estado e Políticas Educacionais do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás. A pesquisa analisa as opções de financiamento público da educação superior para estudantes economicamente carentes no Brasil e em Portugal a partir da década de 1990. São examinados os programas de financiamento público estudantil português, Bolsa Estudantil, e os brasileiros, Fundo de Financiamento ao Estudante de Ensino Superior (FIES) e o Programa Universidade para Todos (ProUni). Busca-se identificar, caracterizar e comparar estes programas, de modo a avaliar a contribuição destes para a democratização do acesso ao ensino superior em ambos os países. Realiza-se uma análise comparativa com base na revisão bibliográfica e documental nos dois países. A análise comparada sustenta-se nas investigações realizadas por Nóvoa (1998), Pereyra (1990), Popkewitz (1997, 2000), Koifman (2004), dentre outros. Priorizam-se os estudos sobre a abordagem qualitativa e quantitativa com ênfase nas investigações realizadas por Thiollent (1984), Lüdke e André (1986), Bogdan e Biklen (1994). As reflexões sobre reforma, igualdade, justiça, regulação, público e privado tem por base os estudos de Afonso (2003), Barroso (2003, 2006), Bobbio (2004, 2007), Sacristán e Gómez (1998), Popkewitz (1997, 2000), Montoro (1980), Carnoy (2002), Severino (2005) e outros. A revisão bibliográfica conta com as produções sobre financiamento no ensino superior presentes nas obras de Cabrito (2002), Conceição et al. (1998) e Seixas (2003) e, ainda, o exame de documentos produzidos pelos organismos multinacionais e dispositivos oficiais e legais referentes ao ordenamento específico do financiamento público estudantil no Brasil e em Portugal. A análise comparativa dos programas de financiamento estudantil luso e brasileiro permitiu identificar similitudes e diferenças, considerando as especificidades de cada país. A pesquisa evidencia o incremento, por parte do Estado, do financiamento de instituições privadas mediante programas de bolsas estudantis, tendo como justificativa a democratização do acesso. Essas alterações no financiamento estudantil, nas últimas décadas, decorrem das transformações econômicas, sociais e políticas, destacando-se a reforma do Estado de inspiração neoliberal. Conclui-se que as políticas de financiamento público estudantil no Brasil e em Portugal ainda não alcançaram o objetivo de possibilitar acesso universal dos estudantes economicamente carentes ao ensino superior.

I sought to find out whether this was a tension between artistic and commercial in the career of visual artists, and if so, how this tension was managed. In attempting to uncover information which could address the research question I undertook in-depth career history interviews with artists which covered their time at art school through to their current practice. The career history method was deliberately chosen in order to address the research question at a tangent as both the literature, and my own personal experience of the field of contemporary visual art, had suggested that the topic of artistic and commercial was a sensitive one. By framing the interviews around the experiences the artists had through the time period of their training and career, I was able to approach the research questions indirectly from the perspective of the artists. Through analysis of the interview transcripts the framework of Bourdieu's capitals arose as one that would capably explain the activities which the artists were undertaken and I used this as a framing device for the empirical chapters in the thesis. In exploring ideas of cultural, social and economic capitals in relation to how artists describe the activities they undertake during their career it became apparent that the broad structures of cultural capital needed further refinement in their application to the careers of visual artists. In the thesis I chose to elaborate further on the concept of artistic capital which has, until now, been unexplored by scholars. I have developed an understanding of artistic capital as a subcategory of cultural capital with particular application to the field of contemporary visual art – with the potential for wider application beyond the thesis. The three capitals of artistic, social and economic proved a capable structure for understanding whether there was a tension between artistic and commercial and how artists managed this. Through this research I have found that artists come to believe, during their early career and training through art school, that there is a tension between artistic and commercial as this is perpetuated by institutions and art world participants through their exclusion or dismissal of commercial aspects of the visual art field. Through their careers they come to realise that this tension is less prevalent than they thought and that they are able to manage these two aspects of artistic and commercial more effectively. However, artists continue to be faced with instances where this tension is imposed upon them by other art world players who perpetuate the belief that there is an inherent, unresolvable tension between artistic and commercial. These individuals attempt to shield artists from this perceived tension later in their careers when artists are already adept at managing the competing priorities of artistic and commercial without the two creating tension.