Made available in DSpace on 2016-08-03T16:15:31Z (GMT). No. of bitstreams: 1 CLAUDIA ALENCAR LOPES CRUZ.pdf: 999060 bytes, checksum: 69d10487f53e314510d50c360f65d53b (MD5) Previous issue date: 2011-11-24 / The research presents an analysis of power relations within the Early Childhood Education of Ribeirão Pires, focused on the work of teachers and non-Educators Teaching Child Development from two schools located in two distinct regions: one in the central region and the other in a village away from the center. The main focus is the conflict between these two groups of professionals, a secondary and complementary are the malfunctions that contribute to the existence of conflict between groups. The hypothesis that guides the research is that, not educators-teachers, while veteran group, relies on the old, asserting itself through its tacit and empirical knowledge, and PDI, in turn, rely on titration/diploma. The survey was conducted through interviews and observation at schools, aimed to understand the differences between the established groups of educators and teachers, but above all, understand the way that both express the power relations in space and time in school.The research required as a base, three analytical frameworks: Norbert Elias (2000), which deals with power relations; the Study of the Sociology of Deviance Becker (2008) and Erving Goffman's Stigma (1891). From the three authors of the study was observed within the power relations between groups of educators and teachers, some trends and collective provisions, such as assertion of superiority by tradition, affirmation of superiority of securities, inclinations stigmatization, feelings of victimization and low institutional bureaucracy, we can see properly, with respect to the secondary focus of the research, studied in schools The presence of a low level of institutional bureaucracy, which helps to stimulate faculty conflicts between groups analyzed. The research could contribute to the debate around issues related to the mode Childhood Education and their agents, such as it takes shape in Brazil. / A pesquisa apresenta uma análise das relações de poder, no espaço da Educação Infantil do Município de Ribeirão Pires, focada no trabalho das Educadoras não-docentes e das Professoras de Desenvolvimento Infantil de duas escolas, localizadas em duas regiões distintas: uma na região central, e a outra em um vilarejo afastado do centro. O foco principal é o conflito entre esses dois grupos de profissionais, um foco secundário e complementar são as deficiências de funcionamento, que contribuem para a existência de conflito entre os grupos. A hipótese que norteia a pesquisa é a de que, as educadoras não-docentes, enquanto grupo veterano, valem-se da antiguidade, afirmando-se por meio de seus saberes tácitos ou empíricos, e as PDI, por sua vez, valem-se da titulação/diploma. A pesquisa foi realizada por meio de entrevistas e da observação na unidade escolar, visou apreender as diferenças estabelecidas entre os grupos de educadoras e professoras, mas, sobretudo, entender a forma com que ambas expressam as relações de poder no espaço e no tempo escolar. A pesquisa requereu como base, três referenciais analíticos: Norbert Elias (2000), que aborda as relações de poder; o Estudo de Sociologia do Desvio de Becker (2008) e o Estigma de Erving Goffman (1891). Partindo do estudo dos três autores foi possível observar, dentro das relações de poder entre os grupos de educadoras e professoras, algumas tendências e disposições coletivas, como: afirmação de superioridade pela tradição, afirmação de superioridade por títulos, inclinações a estigmatização, sentimentos de vitimização e a baixa burocratização institucional, corretamente podemos constatar, no que diz respeito ao foco secundário da pesquisa, a apresença nas escolas estudadas, de um baixo nível de burocratização institucional, o que contribui para estimular conflitos entre grupos docentes analisados. A pesquisa poderá contribuir para o debate em torno de assuntos relacionados com a modalidade Educação Infantil e seus agentes, tal qual ela se configura no Brasil.

Syftet med studien är att undersöka hur några röster på Flashback forum problematiserar mångkulturalitet i segregerade skolor i förhållande till skolval. Tidigare forskning visar att föräldrar med svensk bakgrund undviker mångkulturella och stigmatiserade bostadsområden, när det kommer till val av skola för deras barn. Detta till följd av den negativa uppfattning föräldrarna har om invandrarbarn. Studien genomfördes utifrån en kvalitativ forskningsstrategi med hjälp av målstyrt urval. Forskningsdeltagarna bestod av Flashbackmedlemmar som uttryckte sig kritiskt mot mångkulturella skolor och invandrarbarn. Studiens empiriska material hämtades från olika trådar på det digitala diskussionsforumet Flashback forum. För att tolka studiens resultat användes teorier om stigma och figurationen etablerade-outsiders. Resultatet presenteras genom kvalitativ innehållsanalys som tillvägagångssätt, där Flashback inläggen har analyserats utifrån ett manifest och latent förhållningssätt. Slutsatser som antagits är att Flashbackmedlemmar uttrycker en oro över att ha deras barn i en etnisk blandad skola med för många invandrarbarn. Detta med anledningen att de anser att invandrarbarn utgör ett hot mot de svenska barnens psykiska samt fysiska hälsa och skolgång, där främst barn från ett icke-europeiskt ursprung pekas ut som de farliga eller kriminella. / The purpose of the study was to investigate how some voices on Flashback forum problematise multiculturalism in segregated schools in relation to school selection. Previous research indicates that parents from Swedish background avoid multicultural and stigmatized residential areas, when it comes to school selection for their children. This being a result of the negative perception parents have of immigrant children. The study was conducted based on a qualitative research strategy with the help of a goal-oriented selection. The research participants consisted of Flashback members who were selected for being critical of multicultural schools and immigrant children. This study’s empirical material was taken from various thread on the digital discussion forum, Flashback forum.This study’s results were interpreted through the theories of stigma and the figuration of established-outsiders. The results are presented through qualitive content analysis, where the Flashback members posts have been analysed through a manifest and latent approach. The conclusions drawn were that the Flashback members have expressed concern about having their children in an ethnically mixed school with too many immigrant children. This is because they believe that immigrant children pose a threat to Swedish children's mental and physical health as well as their education. Where children of non-European origin are primarily singled out as dangerous or criminal.