Thesis (M.A.)--Carleton University, 2003. / Includes bibliographical references (p. 112-116). Also available in electronic format on the Internet.

Thesis (Ed. D.)--Teachers College, Columbia University, 1982. / Typescript; issued also on microfilm. Sponsor: Robert Holloway. Dissertation Committee: Stephen Kerr. Bibliography: leaves 184-194.

Thesis (M.E.S.)--Evergreen State College, 2007. / "August, 2007." Title from title screen (viewed 6/29/2010). Includes bibliographical references (p. 111-118).

Thesis (Ph. D.)--Indiana University, 1982. / Includes bibliographical references (p. 434-459).

Thesis (Ph. D.)--American University, 1991. / Includes bibliographical references (leaves 229-253).

Thesis (Ph. D.)--American University, 1988. / Includes bibliographical references (leaves 411-425).

Thesis (Ph. D.)--Duke University, 1993. / Includes bibliographical references (p. 377-410).

MARTINS, Maria Artemis Ribeiro. Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): a educação como legitimação e dominação social. 2016. 190f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-25T10:53:27Z No. of bitstreams: 1 2016_dis_marmartins.pdf: 883665 bytes, checksum: 9dcb22dafbc40959536c9dfbca2c302f (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-26T14:44:42Z (GMT) No. of bitstreams: 1 2016_dis_marmartins.pdf: 883665 bytes, checksum: 9dcb22dafbc40959536c9dfbca2c302f (MD5) / Made available in DSpace on 2016-04-26T14:44:42Z (GMT). No. of bitstreams: 1 2016_dis_marmartins.pdf: 883665 bytes, checksum: 9dcb22dafbc40959536c9dfbca2c302f (MD5) Previous issue date: 2016 / This dissertation presents a critical analysis of the National Pact for Literacy in the Right Age (Pacto Nacional pela Alfabetização na Idade Certa) - PNAIC, policy established in response to the requirements of the World Bank Group for Brazilian educational system, and has as main objective to find it as a legitimating mechanism of the social domination. This is a documental and bibliographic research supported by the marxist theoretical axis. We opted for the synthesis of multiple determinations that grants us the historical and dialectical materialism, as well as in Marx, both the expository path of this investigation as the mentioned above complex will be guided by our object. The logic of this approach is based on the concept of education as an investment in men, i.e. in the formation of human capital and intellectual capital, based on the ideology of equal opportunities, that promotes in people the belief that everyone, regardless of their social background, are able to enter equitably in the individual pursuit of the development of their skills and abilities and thus to ascend socially. This rise - albeit partial, limited and based on expanding access to consumer goods through indebtedness programs - endorses the naturalization of inequality, the class change fiction, the compliance with the objective conditions of existence and the detachment of the class struggle, therefore, for the legitimation and social domination. Considering the role and the paths taken by international agencies on the educational field in Brazil, regarding the education policies in the international scope that emerged during the post-war decades, continuing on at the turn of the twenty-first century and appeared in the Brazilian scene in early 2000`s, alongside the theory of equal opportunities by François Dubet - an ideology that legitimizes and naturalizes the inequalities, the Brazilian education is here conceived in the context of capitalist sociability and class struggle, influenced by the nuances of the international economy and politics. Despite the unveiled limits and the need of class organs intermediating, we conclude that education (with the educational systems and schools) has an essential role in the socialization of the knowledge historically constructed and represents a moment of great importance for the development of a proletariat consciousness with the merge between the theoretical and practical spheres of the human existence. Therefore, it can assist in working class struggle for emancipation. / A presente dissertação apresenta uma análise crítica do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), política estabelecida em resposta às prescrições do Grupo Banco Mundial para o sistema educacional brasileiro, e tem por objetivo central localizá-lo como mecanismo de legitimação e de dominação social. Trata-se de uma pesquisa documental e bibliográfica apoiada no eixo teórico marxista. Optamos pela síntese de múltiplas determinações que nos permite o materialismo histórico-dialético e, assim como em Marx, tanto o trajeto expositivo dessa investigação quanto o complexo supracitado serão guiados pelo nosso objeto. A lógica dessa abordagem se dá por meio da concepção da educação como investimento nos homens, ou seja, para a formação de capital humano e de capital intelectual que, amparada na ideologia da igualdade das oportunidades, fomenta nos indivíduos a crença de que todos, independentemente de sua origem social, são capazes de se inserir, equitativamente, na busca individual do desenvolvimento de suas competências e habilidades e, assim, ascenderem socialmente. Essa ascensão – ainda que parcial, limitada e baseada na ampliação do acesso aos bens de consumo por meio dos programas de endividamento – corrobora com a naturalização das desigualdades, com a ficção de mudança de classe, para a conformação com as condições objetivas de existência e para o distanciamento da luta de classes, portanto, para a legitimação e a dominação social. Observando o papel e os caminhos percorridos pelas agências internacionais sobre o campo educacional do Brasil; o percurso das políticas educacionais emergidas do âmbito internacional do pós-guerra, na virada entre os Séculos XX e XXI, bem como seu despontamento na trama brasileira no Século XXI e a teoria da igualdade de oportunidades, de François Dubet – como ideologia que contribui para a legitimação e para a naturalização das desigualdades, a educação brasileira é aqui pensada no contexto da sociabilidade capitalista e da luta de classes, sob as nuances da economia e da política internacional. Não obstante os limites desvelados e a necessidade de ser mediada por organismos de classe, concluímos que a educação (com seus sistemas educacionais e escolas) possui um papel imprescindível na socialização dos conhecimentos historicamente construídos e representa um momento de extrema importância para o desenvolvimento da consciência do proletariado com a fusão entre as esferas teóricas e práticas da existência humana, portanto, pode auxiliar na luta da classe trabalhadora por sua emancipação.

Since their inception in African countries, structural adjustment has tended to cause more harm than help. This thesis aims to answer the question, in what ways have structural adjustment policies impacted Africa in general and Sierra Leone in particular? This question is highly relevant when it is considered that Africa is one of the poorest regions in the world and has experiences much conflict and suffering. In addition, much is known about the impact of structural adjustment in many African countries. However, little has been written on the impact of structural adjustment in Sierra Leone, especially in terms of the impact of structural adjustment on conflict. The hypothesis of this thesis is that the impact of structural adjustment policies has tended to increase poverty. Poverty has led to frustration and conflict in Africa in general and Sierra Leone in particular. In order to substantiate this hypothesis I have elected to focus on the years between 1960 and the late 1980s. The finding contained within this thesis show that structural adjustment policies may have led to a reduction of social services that include health, education and unemployment.

A number of NGOs follow the international development debate and are active in trying to influence important actors in the field. The impact of NGOs on large international actors such as the World Bank has for example been an important topic of discussion. The continuance of research on the development of NGOs in the World Bank is important for future work in the sector, both for NGOs and for the civil society. As important representatives of the civil society, NGOs have been the force to rely on and confine to. When examining NGOs impact on the World Bank, there are two levels to the research. Most previous research on NGOs as influencers in the World Bank has dealt with the overall impact of NGOs on the World Bank on policy level. This research sets out to investigate the second level of impact that NGOs have on the World Bank on project level to a major extent it relates to NGOs in the partner states. The study uses qualitative methods and an abductive approach in a desk study as the chosen method for collecting and assessing data. It takes its basis in Gramsci’s theory on civil society when examining existing work and uses as the theoretical framework. From the findings of the study it can be deduced that that NGOs impact on the World Bank projects can be essential for the success of the Bank. Starting from a small platform where NGOs were only invited on occasion to play ‘roles’ as a favor to the Bank, the NGOs are today recognized for their efficiency in Bank-financed projects where a good cooperation with locals is seen as important for the success of the project.