Appuyée sur une enquête ethnographique d’orientation sociologique dans sept écoles primaires parisiennes socialement contrastées, cette thèse s’efforce d’expliquer la permanence du phénomène de reproduction sociale malgré les profondes transformations intervenues dans l’école primaire depuis les années 1960. L’école est en effet désormais « ouverte » à des activités diverses encadrées par des acteurs variés porteurs de logiques parfois divergentes. Pour soutenir l’analyse, la notion de « curriculum transparent » est introduite, qui désigne la façon dont cette école mosaïque attend des enfants qu’ils interprètent les prescriptions pour les transformer en activité. Il est alors possible de souligner la place centrale que deux opérations occupent. La première est la synthèse d’expériences hétérogènes qui permet aux enfants de tirer des enseignements de l’activité réalisée dans des contextes très différents. La seconde consiste en la traduction d’une logique en une autre et rend le dialogue entre ces différentes activités possible. Certains enfants parviennent ainsi à percevoir l’ancrage disciplinaire de projets thématiques ou les apprentissages que recèlent les activités ludiques, générant une solidarité qui donne sens à la division du travail scolaire. Mais d’autres cloisonnent les différentes logiques, tendent à privilégier en classe les tâches sur l’activité et ne semblent envisager aucun bénéfice scolaire des activités réalisées en dehors de la classe. Le portrait est alors esquissé d’une école qui, malgré la volonté officielle affichée, renonce à « affilier » une partie des enfants, entretenant le risque contemporain de délitement de la cohésion sociale. / This thesis is based on a sociological survey with an ethnological methodology carried out within a sample of seven Parisian primary schools socially diversified. It aims at explaining the persistence of a social reproduction scheme in spite of numerous changes that occurred in primary schools since the 50’s. School is indeed now « open » to heterogeneous activities taken in charge by various stakeholders sometimes led by different logics. The concept of “transparent curriculum” is brought up to sustain the analysis. It refers to the way this “mosaic school” expects children to convert the prescriptions into activities. At this point, two processes are at stake: first is the synthesis of heterogeneous experiences that allows children to take benefit of an activity performed within very different contexts. Other consists in translating one logic into another, thus enabling the comparison between these activities. On the one hand, some children manage to perceive the discipline’s roots of thematic projects or the hidden knowledge at work in recreational activities, thus generating a “solidarity” that makes sense in the school division of work. On the other hand, other children keep the different logics apart, tending to focus, in the classroom, on tasks rather than on activities and acting as if there were no scholar benefit to be taken from the activities outside the classroom. The thesis thus gives a picture of a school which, in spite of its official will, gives up with part of the children, keeping up the contemporary risk of a social cohesion breakdown.

Diss. Stockholm : Stockholms universitet, 2008.

The aim of the dissertation research is to identify the features of Lithuanian educational system affecting social inequality in the direction to stimulation or reduction. The role of education regarding social inequality is one of the most controversial objects of scientific discussions. Is education an effective foundation of society emancipation, equal wrights and social mobility, or on the contrary, it enhances the current structure of the society? It is an open question for scientific discussions. Researches show that education connect in itself two contradictional elements: on the one hand, it is one of the most widely acknowledged social “elevators” helping to rise by the steps of social status, on the other hand, education also has the function of mobility control. Many researches revealed that correlations between education and social status of a man in different countries are different. Thus the role of education with respect to social inequality is directly connected with social, economical and cultural specificity of the country. The dissertation research employs tools of qualitative research, and they allow describe the relationship between education and social inequality as well as identify concrete features of education system that diminish or/and increase social inequality in specific socio-cultural and economic conditions in Lithuania. The composition of the research sample includes the levels of national politics and self-government, institution (education... [to full text] / Disertacijos tikslas - identifikuoti Lietuvos švietimo sistemos bruožus, paveikiančius socialinę nelygybę jos skatinimo arba redukavimo kryptimi. Švietimo vaidmuo socialinės nelygybės atžvilgiu yra vienas prieštaringiausių mokslinių diskusijų objektas. Ar švietimas iš tiesų yra efektyvus visuomenės emancipacijos, lygių galimybių bei socialinio mobilumo pamatas, ar atvirkščiai – linkęs išlaikyti esamą socialinę visuomenės struktūrą dar šiandien yra atviras mokslinėms diskusijoms klausimas. Tyrimai rodo, jog švietimas savyje apjungia du prieštaraujančius pradus – viena vertus, jis yra vienas plačiausiai pripažintų socialinių „liftų“, padedančių pakilti socialinio statuso laipteliais aukštyn kita vertus, švietimas atlieka ir mobilumo kontrolės funkciją. Dauguma tyrimų atskleidė, jog skirtingose šalyse koreliacijos tarp išsimokslinimo ir užimamo statuso yra skirtingos. Taigi, švietimo vaidmuo socialinės nelygybės atžvilgiu, tiesiogiai siejasi su šalies socialiniu, ekonominiu ir kultūriniu specifiškumu. Disertaciniame tyrime taikytos kokybinio tyrimo priemonės kaip tik ir leido aprašyti švietimo ir socialinės nelygybės sąryšius bei identifikuoti konkrečius švietimo sistemos bruožus, mažinančius ir/arba didinančius socialinę nelygybę specifinėmis Lietuvos sociokultūrinėmis ir ekonominėmis sąlygomis. Sudarant tyrimo imtį kryptingai buvo apjungtas nacionalinės politikos ir savivaldos lygmuo, institucinis (švietimos ir kitos socialinės institucijos) bei individualus lygmuo (mokytojai... [toliau žr. visą tekstą]

Contemporary theoretical and political approaches have sought to integrate both a material politics of redistribution and a cultural politics of recognition into a relational theoretical framework. Such frameworks consider the intersecting ways individuals and groups suffer from over-determining social inequalities that are rooted in the economic, cultural and political orders of society. In this thesis, I identify approaches that seek to explain the intersection between economic, cultural, and political variables as “integrated” theories of justice. At the forefront of integrated approaches that have cut across disciplinary and epistemological divides, I critically engage with Nancy Fraser’s integrated theory of justice (1995, 1998, 2000, 2003, 2005). I also examine similar, yet alternative approaches advanced by Jacinda Swanson (2005) and others that have attempted to reconcile the economy/culture/politics relationship. I argue that while integrated theories of social justice provide a correction to previous “reductionist” and “essentializing” theories of social justice, they do not go far enough to capture the over-determining interconnections between economics, politics, culture, and agency. As a result, they are unable to adequately address the complexity of social inequalities. To address this problem in the literature, I re-work integrated theories of social justice that attempt to reconcile the economy/culture/politics divide through an integration with a realist meta-theoretical approach. A realist approach offers several theoretical, methodological and political gains for recasting complex theories of social justice.

A pervasive critique argues that the educational and social background of senior managers, determined largely by recruitment policies and practices, was an important contributor to the relative economic decline of Britain. The current thesis argues that this critique, even in nuanced form, suffers from serious flaws. For example, long term results of recruitment are confused with information on recruitment processes. In fact, corporate performance can only be judged by understanding the challenges that faced companies, and the limits of the options available to them. The objective of the work, then, is to outline the steps sensible recruiters should have taken to secure their needs for bright young entrants, and to describe and measure what in fact happened. Key findings are that: the criteria used by companies to define high-flier entrants – intelligence, certain personal skills, and signs of character - have remained fundamentally unchanged even if emphasis has moved. Business pursued these attributes through proxies, the most important of which was that of educational qualifications. Business was rightly slow, until the 1950s, to recruit graduate entrants because most bright young people did not attend university. Although British peculiarity in terms of non-vocationalism has been exaggerated, a lesser focus on ‘relevant’ qualifications for non-technical positions was not an economic disadvantage. Proxies for personal qualities were less robust but, over time, were replaced by better direct measurement of individual qualities. The solution found in Britain to bring educated young people together with employers through regional and national recruitment institutions, including the graduate milkround, has proven highly successful. The selection of entrants has been approached at least as well as abroad, and notably unreliable tools were avoided. Business obtained an ever growing proportion of young talent, and did so by integrating educated young people from new social strata to an extent unmatched abroad.

Contemporary theoretical and political approaches have sought to integrate both a material politics of redistribution and a cultural politics of recognition into a relational theoretical framework. Such frameworks consider the intersecting ways individuals and groups suffer from over-determining social inequalities that are rooted in the economic, cultural and political orders of society. In this thesis, I identify approaches that seek to explain the intersection between economic, cultural, and political variables as “integrated” theories of justice. At the forefront of integrated approaches that have cut across disciplinary and epistemological divides, I critically engage with Nancy Fraser’s integrated theory of justice (1995, 1998, 2000, 2003, 2005). I also examine similar, yet alternative approaches advanced by Jacinda Swanson (2005) and others that have attempted to reconcile the economy/culture/politics relationship. I argue that while integrated theories of social justice provide a correction to previous “reductionist” and “essentializing” theories of social justice, they do not go far enough to capture the over-determining interconnections between economics, politics, culture, and agency. As a result, they are unable to adequately address the complexity of social inequalities. To address this problem in the literature, I re-work integrated theories of social justice that attempt to reconcile the economy/culture/politics divide through an integration with a realist meta-theoretical approach. A realist approach offers several theoretical, methodological and political gains for recasting complex theories of social justice.

Made available in DSpace on 2016-06-02T20:38:26Z (GMT). No. of bitstreams: 1 3934.pdf: 873984 bytes, checksum: eade9f111cceb401d639eaef10e6d1e7 (MD5) Previous issue date: 2011-08-29 / The frequency of young in conflict with the law sets up with a social problem, whose solution is usually thought only from a process of education at the familiar scope. In the modernity, therefore, this responsibility turned out to be shared with the State. This research had, as general goal, to know according to the investigated youngster´s perception, the reasons and effects that took them to commit some infraction acts and others not to commit them. The study compared a group of young people that reported they had conflicts with the law with the other ones that, in the same research, reported not to commit this conflict, rebuilding their trajectory of life in their environment of socialization. These young people made part of a previous research made in the municipality of Botucatu in 2002, over the Public Health Department of Unesp / Botucatu. The interviews at the current job were made according to the young people´s history of life and their familiar, who were indicated by them like the biggest affective link: mother or father. It was tried to realize what differed the two groups from the point of view of the effects and dispositions. This is important to verge that the narratives were illuminated by a detachment of eight years from the moment of the first research, that is, the past was updated and rebuilt according to the new experiences. From the fifteen young people who were interviewed, eleven were male and four were female; two were at the prison and one had been murdered (these people´s histories of life were rebuilt based on the testimony of the family: mother or stepmother). Most of them were working (ten) and only three hadn´t concluded high school. From eight youngsters who related the conflict in the first interview, four didn´t have it anymore and the other four still had the conflict; from these, one was at the prison at the epoch of the current research and one had been murdered. From the seven youngsters who didn´t relate the conflict, four kept in this situation, three started having the conflict and one was at the prison. The trajectory of life of the youngsters was marked by situations that, for ones, had the role of protection and for others was factor of vulnerability, for example: the family, school, religion and friends. What differed the youngster´s choices was the meaning given by them for the experiences that they had lived. / A frequência de jovens em conflito com a lei se configura como um problema social, cuja solução é pensada costumeiramente somente a partir de um processo de educação no âmbito familiar. Na contemporaneidade, essa responsabilidade, porém, passou a ser compartilhada com o Estado. A presente pesquisa teve como objetivo geral conhecer, de acordo com a percepção dos jovens investigados, as disposições e as propriedades que levaram alguns a cometer atos infracionais e outros a não os cometerem. O estudo comparou um grupo de jovens que relatou ter tido conflito com a lei com outros que, na mesma pesquisa, informou o não cometimento de tal conflito, reconstruindo suas trajetórias de vida e seu ambiente de socialização. Esses jovens fizeram parte de uma pesquisa anterior realizada em 2002 no município de Botucatu, pelo Departamento de Saúde Pública da UNESP/Botucatu. As entrevistas no trabalho atual foram realizadas no molde da história de vida com os jovens e com seus respectivos familiares, os quais foram indicados por eles como de maior vínculo afetivo, pai ou mãe. Buscou-se perceber o que diferenciou os dois grupos do ponto de vista de suas propriedades e disposições. É importante ressaltar que as narrativas foram iluminadas pelo distanciamento de oito anos do momento da primeira pesquisa, isto é, o passado foi atualizado e reconstruído segundo as novas experiências. Dos 15 jovens entrevistados, 11 eram do sexo masculino e 4, do feminino; dois estavam presos e um havia sido assassinado, sendo que a história de vida destes foi reconstruída com base no relato dos familiares, mãe ou madrasta. A maioria deles estava trabalhando - 10 - e apenas três não haviam concluído o ensino médio. Dos oito jovens que relataram o conflito na primeira pesquisa, quatro deixaram de tê-lo e quatro continuaram tendo. Desses, um estava preso na época da atual pesquisa e um havia sido assassinado. Dos sete jovens que não relataram o conflito, quatro permaneceram nessa situação e três passaram a tê-lo e um desses encontrava-se preso. As trajetórias de vida dos jovens foram marcadas por situações que, para uns, serviu de proteção e para outros foi fator de vulnerabilidade, como por exemplo: a família, a escola, a religião e os amigos. O que diferenciou as escolhas dos jovens foi o significado dado por eles para as experiências vividas.

O tema da presente dissertação é a relação entre a desigualdade social e a mobilidade urbana. Debate-se o papel do planejamento urbano como um processo voltado para a organização de ações direcionadas ao enfrentamento dos problemas socioespaciais, a partir da análise do território e da compreensão dos seus conflitos e possibilidades. O objeto da pesquisa é o planejamento da mobilidade urbana na Região Metropolitana de Porto Alegre (RMPA) entre 1973 – ano de publicação do primeiro plano de escala metropolitana e da instituição da RMPA – e 2015. A pesquisa pretende analisar em que medida o planejamento da mobilidade elaborado na RMPA considerou em suas análises a desigualdade social e sua relação com a mobilidade urbana, e propôs ações para promover a inclusão através da mobilidade. Adicionalmente pretende-se identificar eventuais alterações na abordagem dessa relação pelo planejamento ao longo deste período. Os procedimentos metodológicos fundamentam-se na análise dos planos a partir de técnicas oriundas da análise de conteúdo. Analisam-se dois planos, selecionados por serem exemplares de períodos representativos: o Plano Diretor de Transportes Urbanos da RMPA (PLAMET), de 1976, elaborado durante a ditatura militar; e o Plano Integrado de Transporte e Mobilidade Urbana (PITMUrb), de 2009, elaborado em contexto democrático, na fase pós-Estatuto da Cidade e durante o governo Lula. Os resultados obtidos demonstram que ambos os planos abordaram de forma insatisfatória a relação entre a desigualdade social e a mobilidade urbana. O tema recebeu mais atenção no PITMUrb, mas esse comprometimento ainda não esteve à altura dos desafios presentes no território. / The theme of this dissertation is the relationship between social inequality and urban mobility. It discusses the role of urban planning as a process oriented towards organizing actions targeted at coping with socio-spatial problems, based on the analysis of the territory and the understanding of its conflicts and possibilities. The object of the research is the planning of urban mobility in the Porto Alegre Metropolitan Area (PAMA). As a temporal cut, it is considered the period between 1973 - year of publication of the first metropolitan scale plan and the institution of PAMA - and 2015. The research intends to analyze to what extent the mobility planning elaborated in PAMA considered in its analysis the social inequality and its relation with urban mobility, and proposed actions to promote inclusion through mobility. Additionally it is intended to identify possible changes in the approach of this relation through planning during this period. The methodological procedures are based on the analysis of the plans from techniques derived from content analysis. Two plans are analyzed, selected for representing two well marked periods: the PAMA Urban Transportation Master Plan (PLAMET) from 1976, elaborated during the military dictatorship; and the Integrated Plan of Transport and Urban Mobility (PITMUrb), from 2009, elaborated in a democratic context, in the post City Statute phase the and during the Lula administration. The results show that both plans deal unsatisfactorily with the relationship between social inequality and urban mobility. The theme received more attention in the PITMUrb, but this commitment is not yet up to the challenges present in the territory.

Submitted by Jociane Correia (jocianemscorreia@hotmail.com) on 2018-03-31T04:44:43Z No. of bitstreams: 1 versão para depositar (2).pdf: 1210455 bytes, checksum: 02e251dd61176e438b3ad40947169b84 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-04-03T17:00:58Z (GMT) No. of bitstreams: 1 versão para depositar (2).pdf: 1210455 bytes, checksum: 02e251dd61176e438b3ad40947169b84 (MD5) / Made available in DSpace on 2018-04-03T17:00:58Z (GMT). No. of bitstreams: 1 versão para depositar (2).pdf: 1210455 bytes, checksum: 02e251dd61176e438b3ad40947169b84 (MD5) / O Brasil é um país extremamente desigual e esse fenômeno tem impactos diversos, em especial sobre as condições de pobreza e precariedade de vida das pessoas. A questão da pobreza tem reflexo na educação, onde há várias expressões da exclusão apresentadas nos relatos de dificuldades de acesso e permanência na escola em decorrência das sequelas da questão social que invadem o cotidiano escolar. Foi no sentido de intervir nessa realidade que surgiu a Política de Assistência Estudantil, política esta que tem como objetivo a integração acadêmica, científica e social dos alunos, incentivando-os ao exercício da cidadania, promovendo seu êxito acadêmico e dando-lhes condições de acesso, permanência e conclusão dos seus cursos. Este estudo teve como tema a Política de Assistência Estudantil do Instituto Federal de Educação, Ciência e Tecnologia da Bahia – IFBA/Campus Jacobina, estando centrado na percepção de estudantes dos cursos de ensino médio integrado acerca do Programa de Assistência e Apoio ao Estudante – PAAE. Foi realizada uma pesquisa com abordagem qualitativa, de caráter descritivo e enfoque indutivo, de inspiração fenomenológica. Para tanto, foram feitas entrevistas individuais, com o objetivo de conhecer a realidade do estudante bolsista antes e depois de seu ingresso na instituição. Também foi desenvolvido um encontro com a técnica de grupo focal com esse mesmo objetivo. Os dados confirmaram a importância do apoio que o Programa oferece para a permanência dos estudantes, abrindo novas oportunidades para esses jovens de classes populares, cujas condições de escolaridade inicial nem sempre foram favoráveis aos seus sucessos escolares e que sem esse apoio dificilmente seria possível continuarem como estudantes da Instituição. / ABSTRACT Brazil is an extremely unequal country and this phenomenon has diverse impacts, especially on the conditions of poverty and precariousness over people's lives. The issue of poverty is reflected in education in which there are several expressions of exclusion presented in the reports of difficulties of access and permanence in school due to the sequels of the social question that invade the school routine. It was in order to intervene in this reality that the Student Assistance Policy emerged. This policy aims at the academic, scientific and social integration of students, encouraging them to exercise their citizenship, as well as promoting their academic success and giving them the conditions of access, permanence and conclusion of their courses. This study analyzed the Student Assistance Policy of the Federal Institute of Education, Science and Technology of Bahia - IFBA, at Jacobina Campus, focusing on the perception of students of integrated secondary education on the Program of Assistance and Student Support - PAAE. A qualitative research was carried out, with a descriptive character and an inductive approach as well as a phenomenological inspiration. Individual interviews were conducted with the purpose of knowing the reality of the student that receives the scholarship, before and after his/her joining of the institution. The focal group technique was also used for this same purpose. The data confirmed the importance of the support that the Program offers for the permanence of the students, opening up new opportunities for young people from lower classes, whose initial schooling conditions were not always favorable to their school successes and who, without this support, would hardly be able to continue as students of the Institution.

Made available in DSpace on 2016-08-03T16:34:30Z (GMT). No. of bitstreams: 1 CSANTOSLIMA.pdf: 1291721 bytes, checksum: 1a98aee469539cbbaa6954de31beea09 (MD5) Previous issue date: 2014-02-05 / This study addresses the problem of violence at school. The choice of theme was due to the fact of violence in Brazilian public schools have been subject journal in the media in recent years, with devastating consequences that affect the formation of citizenship, especially when children and adolescents are involved. We used the method of qualitative research by wait to understand and describe the experiences of restorative circles whose objectives are: 1) Evaluate the security perception of students and public school State of Amazonas and know the types of violence with which they are faced; 2) identify and describe the socioeconomic profile of the families of participants of restorative circles; and 3) describe the experiences with restorative circles. 300 individuals participated in the research of a public school of the State of Amazonas, distributed in 248 students, 49 servers, being 148 male (49This study addresses the problem of violence at school. / Este estudo aborda o problema da violência na escola. A escolha do tema deveu-se ao fato de a violência nas escolas públicas brasileiras ter sido assunto diário na mídia nos últimos anos, com consequências devastadoras que afetam a formação da cidadania, principalmente quando crianças e adolescentes são envolvidos. Utilizou-se o método de pesquisa qualitativa por esperar compreender e descrever as experiências dos círculos restaurativos cujos objetivos são: 1) Avaliar a percepção de segurança de alunos e servidores de uma escola pública do estado do Amazonas e conhecer os tipos de violência com as quais se confrontam; 2) identificar e descrever o perfil socioeconômico das famílias dos participantes dos círculos restaurativos; e 3) descrever as experiências com os círculos restaurativos. Participaram da pesquisa 300 indivíduos de uma escola pública do Estado do Amazonas, distribuídos em 248 alunos, 49 servidores, sendo 148 do sexo masculino (49 por cento e 152 (51 por cento do sexo feminino, com idade média de (18,82) anos. Destes 210 (70 por cento ) solteiros, 33 (11 por cento ) casados, e mais 57 (19 por cento ) com outras situações conjugais. A escolaridade variava entre ensino fundamental incompleto (4 por cento ), ensino médio incompleto (83,9 por cento ) e mestrado completo (4 por cento ). Para coleta dos dados, utilizou-se um questionário com 11 itens, a escala sobre violência na escola com 8 itens e as técnicas dos círculos restaurativos. Trata-se, portanto, de uma pesquisa participante por ter utilizado, para coleta dados, as técnicas de observação participante e entrevista semiestruturada. Quanto aos resultados, observou-se uma correlação moderada e significativa entre as variáveis, percepção de segurança na sala de aula com a da escola (r=0,612; p<0,01). Conclui-se que existe evidência de violência nos diversos contextos estudados, sendo que a ocorrência de violência informada é maior nos arredores da escola: 127 (46,4 por cento ). Dos participantes, 160 (58 por cento ) sentem-se seguros. Entretanto, um percentual considerável, 94 (34,3 por cento ) responderam que não se sentem muito seguros. Quanto ao perfil socioeconômico, detectaram-se inúmeros problemas de natureza socioeconômicos e psicossociais, dentre os quais, os conflitos familiares, pobreza, ausência dos serviços públicos básicos ou dificuldades no acesso, o desemprego, analfabetismo, negligência contra crianças e adolescentes entre outros. Em relação às experiências com os círculos restaurativos, foram mediados quatro conflitos e instaurados os pré-círculos e os círculos: dois em decorrência do bullying praticado por meio de mensagens de celular, uma desavença entre dois alunos e um desentendimento entre professor e aluno. Todos os casos tiveram resultados satisfatórios.