Magister Educationis - Med / Since the 1980s several different forms of privatisation had been introduced into the South African educational system by the De Lange Commission. Since the 1990s a raft of neoliberal policies has been implemented under the banner of "educational transformation" by the post-apartheid state. This qualitative exploration will apply a critical policy analysis approach to analyse the impact of neoliberalism on post-apartheid education policy discourse in the public schooling system in South Africa from a historical, social and critical perspective. More specifically, I will apply the insights of critical education theory to interrogate the impact of the neoliberal orthodoxy and its concomitant values on the public schooling system with regard to the delivery of accessible, quality public schooling in post-apartheid South Africa.

Made available in DSpace on 2015-05-07T15:09:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2294570 bytes, checksum: d187f0c61c8430923b5e91b2aae448ed (MD5) Previous issue date: 2013-08-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research was carried out in a countryside public school, located in the town of Boa Vista, state of Paraíba. Its concern was to think about a Popular Rural Public School, by means of analyzing the impact of this proposal in the schooling process of the local context. From that, the possibility of dialoguing with education situated in rural areas of the referred town was considered. With this, the study aimed at understanding how the school José Pereira de Oliveira relates to the proposal of Rural Education. The theoretical framework which guided the research emerged from the context of popular education with emphasis on rural education, based on Freire (1996) Brandão (1984, 1983, 2002 and 2005), Vale (2001), Beisegel (2008), Paiva (1986); also, the specific field of Rural education is based on Caldart (2004, 2009), Fernandes & Jesus (2004), Kings (2011), and Arroyo (2007 and 2010). The discussions of this work also attempt to enhance and socialize popular knowledge derived from the collective memory and the everydayness of life with school knowledge, in an attempt to contribute to the achievement of a popular rural public education proposal. The methodology was based on a case study conducted by Flick (2004); on the universe of the description of semi-structured oral interviews as discussed in Chizzoti (2008); on Richardson (1996) and Gatti (2007); the official documents regarding rural education specific legislation (BRAZIL / MEC 2002, 2004 and 2010) were also analyzed. From the perspective of understanding the categories of analysis: Public Schooling, Rural area and teacher training, units of "record" and "analysis" through Franco (2008) and Bardin (1997) as a constituent of the fabric of the context of the local education were used as references. From these, remnants of a policy of rural education and traditional elements that travel in search of the conquest of a rural education proposal were found. / A presente pesquisa desenvolveu-se em uma escola pública no campo do município de Boa Vista/PB, e teve como preocupação pensar uma Escola Pública Popular do Campo, mediante a análise do impacto dessa proposta no processo de escolarização do contexto local. Com isso, viu-se a possibilidade de dialogar com a educação situada no espaço rural do referido município. O estudo buscou entender como a escola José Pereira de Oliveira se relaciona com a proposta de Educação do Campo. O referencial teórico que norteou a pesquisa emergiu do contexto da educação popular com ênfase na Educação do Campo, sendo este guiado pelo aporte de Freire (1996), Brandão (1984, 1983, 2002, 2005), Vale (2001), Beisegel (2008), Paiva (1986; 2003); para a especificidade da Educação do Campo baseia-se nas referências de Caldart (2004, 2009), Fernandes e Jesus (2004) Reis (2011) Arroyo (2007, 2010). As discussões deste trabalho procuraram ainda valorizar e socializar os saberes populares oriundos da memória coletiva e da cotidianidade de vida com os saberes escolares na tentativa de contribuir na concretização de uma proposta de educação popular pública do campo. No percurso metodológico foi utilizado o estudo de caso, Flick (2004) e Chizzoti (2008) com o universo da descrição das entrevistas orais semiestruturadas, Richardson (1996) e Gatti (2007), além dos documentos oficiais para análise reminiscente à legislação específica da Educação do Campo (BRASIL, 2002, 2004, 2010). Na perspectiva da compreensão das categorias de análise - Escolarização pública, Campo e formação docente-utilizaram-se as unidades de registro e de análise através de Franco (2008) e Bardin (1997) como constituinte da tessitura do contexto da educação local; a partir destas, foram encontrados resquícios de uma política de educação rural tradicional e elementos que transitam em busca da conquista de uma proposta de Educação do Campo.

Grounded in the qualitative tradition, the aim of this study was to explore how principals perceive the processes governing, tensions inherent in and consequences, of the secularisation of public schools in South Africa, against the backdrop of the old apartheid system. Principals are key informants who bridge the gap between the political arena and the individuals who are affected at the implementation level and therefore provide a valuable lens through which the process of secularisation can be explored. Eight principals, who had been in this position of leadership for at least eight years, participated in semi-structured interviews, which were then subjected to a thematic content analysis. Principals perceived the process as characterised by a lack of consultation and transparency, with no clear guidelines provided to them and no follow-through from the education ministry. They also perceived tensions in the manner in which principals continued to embrace Christian principles in the management of their schools. Tolerance and respect of different religions were identified as positive outcomes of secularisation but these were perceived to have been offset by the negative consequences of a moral collapse, an ungovernable school and a loss of identity among the students. Through exploring the nature of key socialising agents, in the educational arena, it became evident that the participants often conceptualised themselves as martyrs and perceived parents as morally neglectful. The changing role of the school, as an agent of religious education, was also explored. Overall, all the principals strongly agreed that despite the good intentions of the government in fostering a democratic society, the impact of secularisation had resulted in some unintended effects, including a negative impact on the moral development of the students. In sum they perceived that the negative consequences of secularisation outweighed the promises of the government’s overall secularisation vision.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-25T17:09:54Z No. of bitstreams: 1 ritadecassiaoliveira.pdf: 2470691 bytes, checksum: b8fc29da0882f368806541f53e5ae982 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T13:32:08Z (GMT) No. of bitstreams: 1 ritadecassiaoliveira.pdf: 2470691 bytes, checksum: b8fc29da0882f368806541f53e5ae982 (MD5) / Made available in DSpace on 2016-03-03T13:32:08Z (GMT). No. of bitstreams: 1 ritadecassiaoliveira.pdf: 2470691 bytes, checksum: b8fc29da0882f368806541f53e5ae982 (MD5) Previous issue date: 2014-07-07 / Esta tese analisa os Programas PDE Escola e Mais Educação, no período compreendido entre 2007 e 2012, partindo da hipótese de que esses programas induzem mudanças na gestão das escolas públicas. Objetivou conhecer os indícios das mudanças ocorridas, após a implementação desses dois programas, em escolas da rede de ensino municipal de Juiz de Fora. A opção por analisar a trajetória que a política percorreu até chegar à escola ampliou a compreensão sobre ela e, também, o escopo empírico desta pesquisa. Assim, esta pesquisa abrangeu a gestão das escolas e da rede de ensino, o sistema de ensino municipal e setores do Ministério da Educação. Os procedimentos metodológicos incluíram entrevistas semiestruturadas, análise documental, mapeamento e sistematização dos dados quantitativos e observação nas escolas. O estudo teórico, que abrangeu o financiamento do ensino, o direito à educação e a gestão escolar, teve como horizonte a garantia da qualidade do ensino, objetivo central do PDE, política que deu origem aos dois programas estudados. A análise do processo de implementação dos dois programas mostrou, entre outros aspectos, que, sob o argumento de levar a assistência técnica e financeira ao município, a União centraliza as políticas para o ensino fundamental, processo, contraditoriamente, obscurecido no município pela capilarização das ações da União nas escolas. Essa ação ocorre em detrimento da competência do Estado de atuar para o fortalecimento dos sistemas de ensino locais. Na esteira desse processo, as mudanças nas escolas referem-se ao suprimento, pela União, de necessidades materiais já existentes, à apropriação desses recursos, em geral, pela via da sua adequação às culturas das escolas e à exigência de enfrentamento dos desafios situados, principalmente, no campo da formação continuada, da participação e da infraestrutura das escolas. Desses desafios emergem possibilidades pelo reconhecimento da condição de “poder” na instituição escolar que, embora percebida, ainda não se inscreve em uma perspectiva participativa capaz de induzir mudanças a partir da escola, sobretudo pela atuação dos profissionais da educação nos processos de planejamento nas escolas e nos órgãos do poder público. / This thesis analyses PDE Escola and Mais Educação programmes between 2007 and 2012, with basis on the hypothesis that these programmes induce changes within public school management. It aimed to know the clues for changes which took place within the municipal school network of Juiz de Fora after the implementation of such programmes. The choice for analyzing the pathway that the policy has followed until the school has broadened our view on itself as well as the empirical scope of this research. This study has comprised school and school network management, the municipal educational system and some of the Ministry of Education sectors. The methodology include semi-structured interviews, documental analysis, qualitative data collecting and school observation. The theoretical background, which comprehended the financial support to schooling, right to education and school management, focused on guaranteeing schooling quality, which is the main objective of the Education Development Plan (PDE), which gave rise to the programmes analysed. By investigating the implementation process for these programmes, it was found that the State centralizes primary school policies under the excuse of providing technical and financial support to the city. Such process, however, is weakened by the capillarisation of the State actions into other government levels schools. These actions, in turn, are detrimental to the competence by the State in strengthening the school systems. In this process, school changes are due to supply, by the State, of existing material demands, appropriation of these resources through its adequacy to the school culture and confront of challenges posed in the fields of continued formation, participation and infrastructure. From these challenges emerge possibilities for recognition of power condition on school institution, which, although perceived, is not yet inserted in a participatory perspective capable to lead changes in the school context, especially in the work of planning within school and government spheres.

En proie à la guerre civile depuis son indépendance en 1948, l’Union de Myanmar (Union de Birmanie avant 1989) a connu de grandes difficultés dans le processus de construction d’un État-nation moderne. Envisagé sur des bases fédérales à l’indépendance, le pouvoir politique s’est caractérisé par une très forte centralisation, en particulier à la suite des coups d’État militaires de 1962 et 1988. Se faisant, la conception de l’identité nationale portée par le pouvoir central, largement liée aux éléments constitutifs de l’identité du groupe majoritaire (au delà d’une rhétorique et d’une imagerie classique d’« unité dans la diversité ») a continuellement fait l’objet de contestations, plus ou moins radicales. Accordant une place importante au contexte historique du sujet, ce travail examine le rôle de l’école dans le processus de construction nationale au Myanmar, en s’appuyant sur une grille de lecture simple : quantité,qualité, identité. L’accessibilité de l’école à travers le territoire national, les enjeux liés aux méthodes d’enseignement et à la langue d’instruction, les caractéristiques du « roman national » produit sous les gouvernements successifs ainsi que les compléments et alternatives à l’école publique proposés par la société civile et les groupes armés sont examinés en détails. L’ouvrage se conclut sur les perspectives de réformes de l’éducation dans le Myanmar post-SLORC/SPDC (la junte qui a dirigé le pays de 1988 à 2011), tentant de comprendre comment les enjeux identifiés au cours de ce travail se posent dans le nouveau contexte politique birman. / Born as a federal state in 1948, the Union of Myanmar (Union of Burma up to 1989) experienced great difficulties in the process of building a modern Nation-state. While political authority has been very centralizedin practice, especially after the army took over in 1962 and 1988, the official discourse on the nation and itshistory has been increasingly based on the components of the Burman majority identity (beyond the classical “unity in diversity” rhetoric), contributing to legitimize ethno-nationalist alternative conceptions of the Nationand armed struggle. This work focuses on the roles played by schooling in the perspective of nation-building. After examining the relation between schooling and nation-building over the different phases of Myanmar’s history, we move on todescribe schooling under the SLORC/SPDC (1988-2011), using a simple analytical lens : Quantity, Quality, Identity. Issues regarding the accessibility of schooling across the territory, teaching methods, language policiesand the conception of the nation conveyed by the national curriculum are examined in details. The last section of this work focuses on the complements and alternatives to education in public schools, set up by the civil society and the numerous armed-group that still exist in contemporary Myanmar. We conclude on education reform perspectives in post-SPDC Myanmar, trying to understand how the stakes and challenges identified in this work should be apprehended in the post-2011 political context.

Contributing to the work of philosophers of education who have been examining issues of economy and emancipation, this dissertation employs a set of critical lenses drawn from Foucault’s investigation of governmentality to trace correspondences between economic liberalism and public schooling in Upper Canada/Canada West, the historical antecedent of present day Ontario. The analysis adheres to Foucault’s advice that philosophical critique involves a question asked of the present but answered in history. Thus through a Foucauldian genealogy it is argued that a series of transformations in the deployment of governmental power occurred in Upper Canada/Canada West that entailed the entry of an economic rationality into deliberations over the creation of a school system. To support this argument evidence is presented that demonstrates how race, biopolitics, and the burgeoning science of political economy combined in the first half of the nineteenth century to form the conditions of possibility for governmental control of schooling. In particular, it is illustrated how these conditions favoured a pedagogy based in Locke’s epistemology, and were legitimized by the providential status accorded political economy. This pedagogy, which was promoted as mild and so conducive to student engagement, and the authority of political economy are revealed as integral to the methods of instruction and curriculum of the province’s common schools, and indicative of the legacy of economic liberalism that persists, albeit transformed, in Ontario education to this day. The result of this critical analysis is a redescription or, in Foucault’s terminology, a “countermemory” of Ontario educational history that challenges the presumed naturalism of the ideals characteristic of economic liberalism, such as autonomy, accountability, entrepreneurialism, and consumer choice. The dissertation contends that these ideals are active in local educational regimes long legitimized by economy, and dangerously aimed at fostering political consent by manipulating subjects into locations of restricted agency. Providing insight into the historical role played by liberal governmentality and economy in the local context contributes to the study of Foucault and the philosophy of education, and also suggests a change in approach to questions regarding the corporatization or marketization of education.

Contributing to the work of philosophers of education who have been examining issues of economy and emancipation, this dissertation employs a set of critical lenses drawn from Foucault’s investigation of governmentality to trace correspondences between economic liberalism and public schooling in Upper Canada/Canada West, the historical antecedent of present day Ontario. The analysis adheres to Foucault’s advice that philosophical critique involves a question asked of the present but answered in history. Thus through a Foucauldian genealogy it is argued that a series of transformations in the deployment of governmental power occurred in Upper Canada/Canada West that entailed the entry of an economic rationality into deliberations over the creation of a school system. To support this argument evidence is presented that demonstrates how race, biopolitics, and the burgeoning science of political economy combined in the first half of the nineteenth century to form the conditions of possibility for governmental control of schooling. In particular, it is illustrated how these conditions favoured a pedagogy based in Locke’s epistemology, and were legitimized by the providential status accorded political economy. This pedagogy, which was promoted as mild and so conducive to student engagement, and the authority of political economy are revealed as integral to the methods of instruction and curriculum of the province’s common schools, and indicative of the legacy of economic liberalism that persists, albeit transformed, in Ontario education to this day. The result of this critical analysis is a redescription or, in Foucault’s terminology, a “countermemory” of Ontario educational history that challenges the presumed naturalism of the ideals characteristic of economic liberalism, such as autonomy, accountability, entrepreneurialism, and consumer choice. The dissertation contends that these ideals are active in local educational regimes long legitimized by economy, and dangerously aimed at fostering political consent by manipulating subjects into locations of restricted agency. Providing insight into the historical role played by liberal governmentality and economy in the local context contributes to the study of Foucault and the philosophy of education, and also suggests a change in approach to questions regarding the corporatization or marketization of education.