Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1 Leandro Berchielli.pdf: 1118240 bytes, checksum: 532a805a42c49823b7d995d87aaa05b0 (MD5) Previous issue date: 2012-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research project aims to identify and place the birth of law 10,861, 14/04/2004, which established the national system of evaluation of higher education (SINAES), identifying the contradictions that motivated the creation of that system. Wants to examine its structure, based on a study of legislation and checking their qualitative practical results, from the perspective of Bourdieu social reproduction. It´s importance is justified by the absence of publications related to an analysis of SINAES, firmly based on the analysis of their design and practical results obtained for higher education. As methodological procedure, was adopted the documentary analysis from documents drawn up by the Ministry of Education (MEC), as well as results of systematic evaluation deployed by SINAES, especially in the cycle between 2006-2009, related to business course. In this sense, were used as primary sources for research, the official statistics of the MEC, institutional assessments results, opinions, public organs decisions, evaluation reports and on-site assessments. The central hypothesis is the demonstration that SINAES system little contributes to improving effective quality of teaching, serving only as an instrument of defence of the interests of the dominant classes. For analysis results, will be used the social reproduction concept of Bourdieu and Passeron, especially with application of concepts of Cultural Capital, Economic Capital and Symbolic Capital / Esta pesquisa visa contextualizar a promulgação da Lei 10.861, de 14/04/2004, que instituiu o Sistema Nacional de Avaliação da Educação Superior, levantando as razões que motivaram a criação do referido sistema. Pretende, ainda, analisar a sua estrutura, baseada em um estudo da legislação, e verificar seus resultados qualitativos práticos, sob a ótica da reprodução social bourdieusiana. Justifica-se a importância da presente pesquisa pela ausência de publicações relacionadas a uma análise do SINAES, calcada na análise dos resultados práticos obtidos para a educação e sociedade como um todo. Como procedimento metodológico, foi adotada a análise documental, a partir de documentos elaborados pelo Ministério da Educação, bem como resultados da sistemática de avaliação implantada pelo SINAES, especialmente no ciclo avaliativo de 2006-2009, para os cursos de Administração. Nesse sentido, foram utilizados, como fontes primárias para a pesquisa, as estatísticas oficiais do MEC, resultados de avaliações institucionais, pareceres, decisões dos órgãos de avaliação e relatórios de avaliações in loco. A hipótese central é a de que o sistema de avaliação contribui menos para a melhoria efetiva do ensino e serve mais como instrumento de defesa de interesses das classes dominantes e elitização do ensino privado de qualidade. Nessa linha de convicções, para análise dos resultados, será utilizado, como referencial teórico, a ideia de reprodução social de Bourdieu e Passeron, especialmente com aplicação dos conceitos de Capital Cultural, Capital Econômico e Capital Simbólico

Made available in DSpace on 2016-04-29T14:17:41Z (GMT). No. of bitstreams: 1 Dissertacao Renato de Paula.pdf: 751589 bytes, checksum: 2cf2e278a3e6d974707052e25c614e2f (MD5) Previous issue date: 2005-06-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present thesis approaches family and work understood as element that constitute and are constituted by social totality. It is supported bu Marxist tradition rescued by Gyorgy Lukacs (1885-1971), wich consists in the study of the social being / A presente dissertação trata de família e trabalho entendidos como elementos constituintes e constituidos da e na totalidade social. Ancora-se na tradição marxista resgatada por Gyorgy Lukacs (1885-1971) consistente no estudo do ser social

Due to increasing media focus, there has been growing concern that U.S. students and the school environment are increasingly violent, leading the public to believe that school discipline should become more strict and punitive (Giroux 2003; Schept, Wall, & Brisman 2014). However, scholars argue that there is little evidence that current practices of school discipline have made the school environment safer, but instead have criminalized the school and are disproportionately targeting students of color and disabled students (Beger 2002; Civil Rights Project 2000; Gregory, Skiba, & Noguera 2010; Hirschfield 2008; McNeal & Dunbar 2010; U.S. Government Office of Accountability 2018). The expansion of zero-tolerance policies and the surveillance culture in schools have played a large role in the creation of the school-to-prison pipeline, in which students are increasingly being suspended and expelled from school and coming in contact with the juvenile justice system. This research explores the relation that zero tolerance policies function as the neoliberal social control mechanism to control students who are seen to have “no market value and [are] identified as flawed consumers because of their associations with crime and poverty, redundancy and expendability” (Sellers & Arrigo 2018, p. 66). Zero-tolerance policies function as the latest manifestation of capitalist reconstitution of educational institutions, through curricula, student conduct codes, disciplinary procedures, and the hidden curriculum, constructed of the language of capitalism, disproportionately targeting students of color (Bowles & Gintis 2011). A series of OLS regression analyses were conducted to analyze how community partners and school resource officer involvement impact the rate of suspension, expulsion, and combined school disciplinary measures using the School Survey on Crime and Safety Survey 2005-06 data. It was found that community partners and school resource officers have a positive and negative relationship with disciplinary rates. This research further substantiates that racial and ethnic minority students receive disproportionate rates of discipline.

<p>The study&rsquo / s main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their &lsquo / conceptual space of learning&rsquo / to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices.</p>

This is a study on how a group of ten pupils choose their upper secondary schools (gymnasium). All pupils are ninth graders in a middle school in Husby which is a suburb of Stockholm. Like the big majority of Husby citizens, they all have immigrant backgrounds and their time in Sweden varies; some are born here while others are born abroad and migrated later with their parents. My aim was to understand their upper secondary school choices through own and their parents’ "cultural capital". I based my study on Bourdieu’s theory on social reproduction and I used his terminology and definitions of cultural capital, interest, field, habitus and strategies. I investigated if and in what way these children follow the tracks of their parents in terms of future educational and working plans but even in terms of common cultural and leisure activities and the way they affect their upper secondary school choice. The Swedish upper secondary school is divided in 18 different specializations, 12 technical and 6 theoretical, respectively. In the first, the pupils are prepared for a technical profession and in the second, they prepare for further academic studies. I was interested in finding out the pupils’ strategies in fulfilling their educational and professional dreams in connection with their choice of upper secondary specialization and their parents’ educational and cultural interests and backgrounds. I used a qualitative method, specifically interviews. I transcribed the interviews and I tried to relate what was said to Bourdieu’s theory. I was mostly inspired by the phenomenological approach where the interviewer avoids taking position and focuses on the message the person being interviewed tries to communicate. Most families in my study have a relatively law cultural capital and even though some have had academic studies and high status professions in their home countries they have had jobs that did not match their education level in Sweden. Most children aim high in the educational rank and especially those who come from high educated parents seem to have a better knowledge of the Swedish educational system and how to better move into it.

<p>The study&rsquo / s main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their &lsquo / conceptual space of learning&rsquo / to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices.</p>

This dissertation examines the discursive, political, and legal context of the European Union’s (EU) Working Time Directive, beginning with the history of its adoption and ending with its unsuccessful revision attempt in 2009. It also analyzes the Directive’s influence on the working-time regime in Poland, and considers whether or not it advances gender equality. A feminist, socio-legal perspective that is attentive to multiple levels of governance is used to analyze the Directive, the Polish Labour Code provisions, and their interaction. The dissertation illustrates how standard working-time norms both assumed and institutionalized an unequal allocation of paid and unpaid work between men and women, which either constrained women’s employment opportunities or, in Poland’s case, penalized women with a double burden of paid and unpaid work. It shows how a contextual analysis of the EU and Polish working-time instruments allows us to evaluate whether the norms they set embody and reproduce, or challenge and move beyond, these gendered assumptions. The focus is on changes in the political, economic, and social milieu, developments in policy discourses and institutional architecture, and the role of actors influencing the evolution of these instruments. Emphasis is given to Poland’s post-1989 transition and EU accession processes, the expansion of the EU competences, and the influence of broader transnational trends. The study reveals that the current regulatory approaches to standard work-time promoted in the EU and Poland are unlikely to facilitate equal re-distribution of work time between men and women because equality and work-family reconciliation have been either absent as potential regulatory rationales or subordinated to the dominant pursuit of labour market flexibility and efficiency. In the EU, this subordination stemmed from institutional, legal, and political constraints existing at the time of the Directive’s adoption and subsequent review. In Poland, domestic and external pressures also privileged economic discourses and the adoption of EU norms enabled progressive flexibilization of the Polish working-time regime, while preserving opportunities for long work-hours. Although recent policy emphasis on equality and the promotion of work-family reconciliation for all workers is promising, curbing long hours and better incorporation of care work are required for socially sustainable and equal working-time regimes. / Graduate

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 160-164).

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper deals with research about the contributions of High School Rural Family House located in the city of Frederico Westphalen-RS, for the production and social reproduction of the municipality and region, the main actors of this research the young graduates of this institution, which is the main objective of this work. Is justified by the need to diagnose through its graduates unless the latter educator whose adopted teaching methodology is the Pedagogy of Alternation, meets or not your aim to provide an education with full and social, whose principles are grounded in the pursuit of recovery and maintenance activities that guarantee sustainable production and social reproduction replaced over time efficient tools for more economically. The choice of approach with the main actors the young graduates, as well as provided a challenge, a great stimulus to investigate the design, practice and outcomes of work-linked training, as it is believed that the Education Field and the Pedagogy of Alternation are important alternatives for the preservation and maintenance of rural peasant activities in Brazil, in this case particularly the study area. To better understand the reality involving the studied subjects, we chose to use is a qualitative research, understanding that the construction of this science is a social phenomenon. This study sought to answer very specific questions and worries about the level of reality that can not only be quantified, we sought to explore a universe of knowledge, meanings and experiences. / O presente trabalho trata da investigação a cerca das contribuições da Escola de Ensino Médio Casa Familiar Rural localizada no município de Frederico Westphalen-RS, para a produção e reprodução social do município e região, tendo como atores principais desta pesquisa os jovens egressos desta instituição, sendo este o principal objetivo deste trabalho. Justifica-se devido a necessidade de diagnosticar através de seus egressos se esta instituição educadora cuja metodologia de ensino adotada é a Pedagogia da Alternância, atende ou não o seu objetivo de proporcionar uma educação com formação integral e social, cujos princípios estão embasados na busca do resgate e manutenção de atividades sustentáveis que garantam a produção e reprodução social substituídas ao longo do tempo por instrumentos mais rentáveis economicamente. A opção pela abordagem tendo como atores principais os jovens egressos, proporcionou além de um desafio, um grande estímulo para investigar a concepção, a prática e os resultados da formação em alternância, pois acredita-se que a Educação do Campo e a Pedagogia da Alternância são importantes alternativas para a preservação e manutenção da atividade rural campesina no Brasil, neste caso em especial a região estudada. Para melhor compreender a realidade que envolve os sujeitos estudados, optou-se por utilizar-se de uma investigação qualitativa, por entender que a construção desta ciência é um fenômeno social. Este trabalho buscou responde a questões muito particulares e se preocupa com o nível de realidade que não pode ser apenas quantificado, buscou-se explorar um universo de conhecimentos, significações, e experiências.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-25T16:33:37Z No. of bitstreams: 1 JUVENILTO SOARES NASCIMENTO.pdf: 1497375 bytes, checksum: 4a4137345fa4ed77ae76dc3e1c1275a4 (MD5) / Made available in DSpace on 2017-10-25T16:33:37Z (GMT). No. of bitstreams: 1 JUVENILTO SOARES NASCIMENTO.pdf: 1497375 bytes, checksum: 4a4137345fa4ed77ae76dc3e1c1275a4 (MD5) Previous issue date: 2017-08-14 / This research investigates the intentions of the National High School Examination (ENEM) in contrast to both the forms of apprehension of cultural capital and the provisions of the game of classifications and declassifications by the school social agents, expressed by the discourses and strategies employed. For this, Bourdieu's method of praxiological knowledge was chosen, whose theory served as theoretical reference and support of data analysis. It was opportune, it was decided that the object of study should be observed in public schools of the same Federal Unit, which is why three middle schools of the Distrito Federal were selected, belonging to Administrative Regions whose socioeconomic conditions are different: High School (CEM) Piloto Plano, CEM Ceilândia and CEM Recanto das Emas. Aiming at a more effective field research, it was decided to diversify the instruments and strategies of data collection: direct observation, with the help of the field diary; application of questionnaires with open and closed questions; and interviews with semi-structured script. The investigation had a total of 281 respondents from the questionnaires - directors, teachers and students - among which 28 of these agents were interviewed. From the theoretical reference, the discussion dealt with the fundamental logic of the exams, which is to select and exclude; and unveiled some of the mechanisms that lead students from privileged classes to achieve a better performance in the Exam. This is because, besides incorporating in an "osmotic" way a favorable habitus in the school field, they can employ better strategies against the privileged capitals that they possess. The data collected were analyzed from the following categories: a) Acquisition of cultural capital; (b) reproduction and processing strategies; c) Legitimation and its forms; and d) Resistance. It was identified that three particular forms of legitimation of the Examination stand out: by the discourse, by the policies with social acceptance that were attached to it and by the "support" to the students. As for the policies linked to the ENEM, these have allowed some social advances, while at the same time reinforcing the legitimacy of the inequalities that still continue to operate by it. In turn, the results point out that contradictorily the school unit most affected by the rules of the Exam is the one that most legitimizes it. One of the factors that confirms this is the race issue. This unit, that of CEM Recanto das Emas, has 78% of blacks among its students, in contrast to 61% of CEM Plano Piloto and 76% of CEM Ceilândia. However, only 47% of its students approve racial quotas, compared to 65% of CEM Plano Piloto students' approval and 71% of CEM Ceilândia. Another factor that confirms more legitimacy for the most penalized school is the teacher evaluation of the ENEM selection form: 75% of the teachers participating in CEM Recanto das Emas consider it fair, while 50% of the CEM Plano Piloto teachers and 62, 5% of CEM Ceilândia teachers consider this. On the other hand, it should be pointed out that, although the school system is one of the State's reproductive instruments, the existence of discourses and resistance practices in the schools investigated suggests that it is possible to fight for a school system whose political-pedagogical orientation is beyond reproduction. / Esta pesquisa investiga as intencionalidades do Exame Nacional do Ensino Médio (ENEM) em contraste tanto com as formas de apreensão do capital cultural quanto com as disposições do jogo das classificações e desclassificações, pelos agentes sociais escolares, expressas pelos discursos e estratégias empregados. Para tal, elegeu-se o método do conhecimento praxiológico de Bourdieu, cuja teoria serviu como referencial teórico e suporte de análise dos dados. Por oportuno, optou-se que o objeto de estudo fosse observado em escolas públicas de uma mesma Unidade da Federação, razão pela qual foram selecionadas três escolas de ensino médio do Distrito Federal, pertencentes a Regiões Administrativas cujas condições socioeconômicas são distintas: o Centro de Ensino Médio (CEM) Plano Piloto, o CEM Ceilândia e o CEM Recanto das Emas. Visando a uma pesquisa de campo mais efetiva, decidiu-se pela diversificação dos instrumentos e estratégias de coleta de dados: observação direta, com o auxílio do diário de campo; aplicação de questionários com questões abertas e fechadas; e realização de entrevistas com roteiro semiestruturado. A investigação contou com o total de 281 respondentes dos questionários – diretores, professores e estudantes –, dentre os quais 28 desses agentes foram entrevistados. A partir do referencial teórico, a discussão tratou da lógica fundamental dos exames, que é selecionar e excluir; e desvelou alguns dos mecanismos que levam os estudantes oriundos de classes privilegiadas a alcançarem um melhor rendimento no Exame. Isso porque, além de incorporarem de maneira “osmótica” um habitus favorável no campo escolar, podem empregar melhores estratégias face aos capitais privilegiados que possuem. Efetuou-se a análise dos dados coletados a partir das seguintes categorias: a) Aquisição do capital cultural; b) Estratégias de reprodução e de transformação; c) Legitimação e suas formas; e d) Resistência. Identificou-se que se destacam três formas particulares de legitimação do Exame: pelo discurso, pelas políticas com aceitação social que se lhe atrelaram e pelo “suporte” aos estudantes. Quanto às políticas atreladas ao ENEM, essas permitiram alguns avanços sociais, ao mesmo tempo em que reforçaram a legitimação das desigualdades que ainda continuam operadas por ele. Por sua vez, os resultados apontam que contraditoriamente a unidade escolar mais prejudicada pelas regras do Exame é a que mais o legitima. Um dos fatores que confirma isso é a questão racial. Essa unidade, a do CEM Recanto das Emas, apresenta entre os seus estudantes o índice de 78% de negros, em contraste com 61% do CEM Plano Piloto e 76% do CEM Ceilândia. No entanto, apenas 47% de seus estudantes aprovam as cotas raciais, frente aos 65% de aprovação dos estudantes do CEM Plano Piloto e 71% do CEM Ceilândia. Outro fator que confirma maior legitimação pela escola mais penalizada é a avaliação docente da forma de seleção do ENEM: 75% dos professores participantes do CEM Recanto das Emas a consideram justa, ao passo em que 50% dos professores do CEM Plano Piloto e 62,5% dos professores do CEM Ceilândia assim a consideram. Por outro lado, destaca-se que, embora o sistema escolar seja um dos instrumentos de reprodução do Estado, a existência de discursos e práticas de resistência nas escolas investigadas aponta ser possível sim lutar por um sistema escolar cuja orientação político-pedagógica seja para além da reprodução.