School segregation in Sweden is increasing and research shows that this may be due to the governance reform that has dominated since the 1990s, New Public Management. In recent years, the government has made statements that Sweden should instead move towards a new form of governance. A governance reform that has emerged from the criticism of New Public Management is New-Weberian State. In the essay, I examine which of these two governance reforms that dominates SOU 2007: 79 and SOU 2020: 28. This is done with a qualitative text analysis and the creation of ideal types that are applied in an analysis scheme. The results show that governance has not changed much over time and that it is New Public Management that dominates the most, even though Neo-Weberian State is also represented.

Made available in DSpace on 2016-06-02T19:35:55Z (GMT). No. of bitstreams: 1 5811.pdf: 1336683 bytes, checksum: bf0fc9f43afb30253063d1c20082bc99 (MD5) Previous issue date: 2014-02-27 / Financiadora de Estudos e Projetos / The central objective of this study is to clarify the technocratic formulations used by capitalism through the use of technical and scientific knowledge of the material world to intervene in the institutional structures of society with a view to organisation of socioeconomic system, especially in times of crises. Study the technocratic in the different historical contexts propositions involving the structures of society, the State and education in capitalist reality demanded theoretical references of sociology, economics, education, economic sociology, political economy, history and economics of education. We restrict our analysis to the compendium of universe theories that we believe are the more substantial for the realization of research, in order to identify the principles and/or foundations which characterized the technocratic proposals to the directors of the company and its implications for education. We divided the study in four different moments: in the first stage, we resorted to the writings of Saint Simon and Thorstein Veblen to characterize the technocracy in their socio-political aspects; in the second stage, we focus our analysis on the studies of Max Weber and the propositions of Frederick Taylor and Henri Fayol for expressing politicaladministrative character of the technocracy; in the third stage we analyze the theses of John Keynes and theories of Theodore Schultz to express political and economic purpose of interventionist technocracy; in the fourth stage, we examine criticisms and proposals of August Von Hayek and Milton Friedman to characterize the technocracy in his liberal political and economic disposition. We conclude that the fundamentals technocratic constitute the set of devices and strategies rationally constructed by highly skilled intellectuals in their fields of expertise to mediate, monitor, control and direct the society and their relationship dynamics, considering aspects and economic, political and social conditions in accordance with the needs determined by the historical realities that characterize the capitalist universe. / O objetivo central deste estudo é o de explicitar as formulações tecnocráticas utilizadas pelo capitalismo, mediante o emprego do conhecimento técnico e científico do mundo material, para intervir nas estruturas institucionais da sociedade, tendo em vista a (re)organização do sistema socioeconômico, sobretudo em período de crises acentuadas. Estudar as proposições tecnocráticas nos distintos contextos históricos que envolveram as estruturas da sociedade, o Estado e a Educação na realidade capitalista exigiu referenciais teóricos da sociologia, da economia, da educação, da sociologia econômica, da economia política, da história e da economia da educação. Limitamos o nosso universo de análise ao compêndio das teorias que entendemos serem as mais substanciais para a realização da pesquisa, na perspectiva de identificar os princípios e/ou fundamentos que caracterizaram as propostas tecnocráticas para a administração da sociedade e suas implicações para a educação. Dividimos o estudo em quatro momentos distintos: no primeiro estágio, recorremos aos escritos de Saint Simon e de Thorstein Veblen para caracterizar a tecnocracia em seus aspectos político-sociais; no segundo estágio, concentramos as nossas análises nos estudos de Max Weber e nas proposições de Frederick Taylor e de Henri Fayol, para expressar o caráter políticoadministrativo da tecnocracia; no terceiro estágio analisamos as teses de John Keynes e as teorias de Theodore Schultz, para exprimir a finalidade político-econômica intervencionista da tecnocracia; e no quarto estágio, examinamos as críticas e proposições de August Von Hayek e de Milton Friedman, para caracterizar a tecnocracia em sua disposição políticoeconômica liberal. Concluímos que os fundamentos tecnocráticos constituem o conjunto de dispositivos e estratégias racionalmente construídos por intelectuais, altamente especializados em seus campos de atuação, para mediar, fiscalizar, controlar e dirigir a sociedade e suas dinâmicas relações, considerando os seus aspectos e condições econômicas, políticas e sociais, em função das necessidades determinadas pelas realidades históricas que caracterizam o universo capitalista.

MANÇO, Iracivan Araújo. A prática cotidiana do coordenador de curso superior privado e o tipo ideal weberiano. 2014. 132f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-08-08T11:59:39Z No. of bitstreams: 1 2014_dis_iamanço.pdf: 1124555 bytes, checksum: 13e7fc3cf333fecba3e9e110130a9a37 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-08-08T12:00:25Z (GMT) No. of bitstreams: 1 2014_dis_iamanço.pdf: 1124555 bytes, checksum: 13e7fc3cf333fecba3e9e110130a9a37 (MD5) / Made available in DSpace on 2016-08-08T12:00:25Z (GMT). No. of bitstreams: 1 2014_dis_iamanço.pdf: 1124555 bytes, checksum: 13e7fc3cf333fecba3e9e110130a9a37 (MD5) Previous issue date: 2014 / The current study is the guiding thread of discussion and profile functions coordinator of graduate programs in higher education institutions whose private main objective is to understand the correlation between the formation and the performance of Engineers such as taking a parameter for analysis of some private HEIs Fortaleza. The research proposal has emerged from our experience of over ten years, working in coordination of undergraduate courses in Private Higher Education Institution. During this practice we realized that the changes in recent decades, including in the education sector have created a need to seek professionals with new training profiles able to meet the social and educational demands. However, what is perceived in relation to the course coordinator is that there is a marked deficiency with respect to the offering of an academic professional training giving this area a theoretical support which guarantees efficiency and functionality in their activities. Building upon this reality launched the following question: just practice is sufficient for good performance of the course coordinator in the performance of his duties or training is required a priori? To substantiate our considerations we take as a central theoretical foundation the thought of Max Weber concerning the relationship between the ideal and the real kind, together with positions and Tragtenber Buarque de Holanda. For Weber the reality is full of quirks and the social scientist has as its object only a finite fragment of this reality, but the response to the specific problems lies in the historical understanding of a certain objectivity in drafting the ideal types through which it seeks to make understandable the particular nature of certain phenomena. Here lies the analysis of causal relationships tended as certain values of both the researcher and the researched object. Bringing this thought from Weber to our subject we can talk about the relationship between the ideal type of the course coordinator and the phenomenal that is presented in practical reality. As a methodological approach, we decided to conduct documentary research to build an ideal profile of a trader from the following data: the Lattes curricula of 28 coordinators three courses HEIs and questionnaires with eight engineers, in which we highlight the characteristics and shares of the course coordinator, as they became engineers, preparation for such action and the difficulties encountered in their practices. The results confirmed our assumptions, especially which is concerning the absence and the need for a specific training course coordinator for the exercise of their functions. Such training can not only provide better performance of the course coordinator, but also the optimization of academic work as a whole, favoring the HEIs and, above all, students should be the cornerstone of the educational process. / O presente trabalho tem como eixo condutor de discussão o perfil e as funções do coordenador de cursos de graduação em Instituições de Ensino Superior privada cujo objetivo central é compreender a correlação que existe entre a formação e a atuação de tais coordenadores tomando como parâmetro de análise algumas IES privadas de Fortaleza. A proposta da pesquisa emergiu a partir da nossa experiência, de mais de dez anos, atuando na coordenação de cursos de graduação de Instituição de Ensino Superior Privada. Durante essa prática pudemos perceber que as mudanças nas últimas décadas, inclusive no setor educacional, provocaram uma necessidade de se buscar profissionais com novos perfis de formação capazes de atender às demandas sócio-educacionais. No entanto, o que se percebe, em relação ao coordenador de curso, é que há uma acentuada carência no que diz respeito ao oferecimento de uma formação acadêmica dando ao profissional desta área um suporte teórico que lhe garanta eficiência e funcionalidade nas suas atividades. Fundamentando-se nessa realidade lançamos a seguinte pergunta: apenas a prática é suficiente para o bom desempenho do coordenador de curso no exercício de suas funções ou é necessária uma formação a priori? Para fundamentarmos as nossas considerações tomamos como base teórica central o pensamento de Max Weber referente à relação entre o tipo ideal e o real, acompanhado das posições de Tragtenber e do Buarque de Holanda. Para Weber a realidade é cheia de peculiaridades e o cientista social toma como objeto apenas um fragmento finito dessa realidade, mas a resposta aos problemas específicos encontra-se na compreensão histórica de uma determinada objetividade na elaboração dos tipos ideais através dos quais se busca tornar compreensível a natureza particular de determinados fenômenos. Aqui se estabelece a análise das relações causais tendo como critério determinados valores, tanto do pesquisador como do objeto pesquisado. Trazendo esse pensamento de Weber para o nosso objeto de estudo podemos falar da relação entre o tipo ideal do coordenador de curso e a fenomênica com que se apresenta na realidade prática. Como recurso metodológico, optamos por realizar uma pesquisa documental para construir um perfil ideal desse profissional a partir dos seguintes dados: os currículos Lattes de 28 coordenadores de cursos de três IES e a aplicação de questionários com oito coordenadores, nos quais destacamos as características e as ações do coordenador de curso, como se tornaram coordenadores, a preparação para tal atuação e as dificuldades encontradas nas suas práticas. Os resultados comprovaram os nossos pressupostos, principalmente aquele relativo à ausência e à necessidade de uma formação específica do coordenador de curso para o exercício das suas funções. Tal formação poderá proporcionar não somente uma melhor atuação do coordenador de curso, mas também a otimização do trabalho acadêmico como um todo, favorecendo às IES e, acima de tudo, aos alunos que deveriam ser a pedra angular do processo educativo.

This study was an examination of businesses that became big businesses in the United States during the time period between the years of 1861 and 1890, a period of time frequently referred to as the “big business era.” The purpose of the study was to identify actions taken by businesses that enabled them to become and remain big businesses. A secondary purpose of the study was to show that these actions were explained by theories of Karl Marx and Max Weber. The results of the study showed that businesses which took specific actions were able to become and remain big businesses and these actions were explained by the theories of Marx and Weber. The results of the study demonstrate the ability of classical sociological theory to explain macro-level social change.

La professionnalisation de l’enseignement a connu un essor important depuis la fin des années 1980, et ce dans plusieurs contextes sociaux. Depuis cette époque, la recherche sur le savoir des enseignants s’est développée dans le but de définir la nature des connaissances devant être à la base de l’enseignement, ce qui, en même temps, a changé les modèles de formation à l’enseignement. Les provinces canadiennes se sont vues insérées dans ce mouvement de professionnalisation de l’enseignement qui a induit des réformes et des changements dans les programmes de formation des enseignants. Cette recherche doctorale porte sur la professionnalisation, les savoirs et les programmes de formation des enseignants dans deux provinces canadiennes, le Québec et l’Ontario. Son objectif général était de cerner, dans une perspective comparative, comment les politiques de professionnalisation de la formation à l’enseignement développées par ces deux provinces ont été interprétées ces dernières décennies dans les programmes de formation au sein des universités. Pour ce faire, nous avons analysé, plus spécifiquement, trois enjeux qui touchent les savoirs des enseignants : les conceptions professionnelles et les savoirs dans la formation à l’enseignement; les standards et les référentiels de compétences encadrant cette formation; et les savoirs qui se trouvent dans les programmes de formation à l’enseignement primaire dans ces deux provinces. De ce fait, nous avons cherché à répondre à la question générale de recherche suivante : Comment les politiques de professionnalisation de la formation à l’enseignement développées par le Québec et l’Ontario ont-elles été traduites dans les programmes de formation universitaire? Et aux questions spécifiques suivantes : 1. Quelles sont les conceptions dominantes de la professionnalisation qui se dégagent des politiques éducatives ontariennes et québécoises? (1.1. Quelle est l’évolution des politiques éducatives qui encadrent la formation et la certification des enseignants dans ces deux provinces? 1.2. Comment évoluent les savoirs à la base de la formation des enseignants? Quels référentiels de compétences ou standards ont été proposés? 1.3. Quelle est la vision officielle actuelle du professionnel à former?) 2. Que deviennent les conceptions de la professionnalisation une fois traduites en programmes de formation dans les universités québécoises et ontariennes? (2.1. Comment sont conçus les savoirs professionnels dans les programmes de formation? 2.2. Est-ce qu’il y a des modalités d’articulation des cours théoriques et pratiques? Quelle est la place des stages? La place de la recherche? 2.3. Y a-t-il des différences entre ce que les enseignants sont censés apprendre selon le contexte ou, au contraire, une base de connaissances uniformisée est-elle visible entre ces deux contextes différents? Où se situent les différences?). Cette recherche pose ainsi la question du savoir formel à la lumière de la sociologie des professions, plus particulièrement à travers l’approche néo-wébérienne. Cette approche se situe à l’interieur de l’approche « critique » en sociologie des professions et s’inspire de Weber pour analyser la professionnalisation selon les enjeux économiques, politiques, historiques et académiques qui permettent à un groupe de métier de se voir octroyer une « fermeture sociale » et de réussir à se « professionnaliser ». En nous basant sur ce cadre théorique, et à travers une analyse de 70 documents politiques et de recherche, ainsi qu’une comparaison de programmes de formation dans 25 universités (12 au Québec et 13 en Ontario) et 1030 descriptifs de cours, nous avons établi des différences entre les deux provinces dans l’évolution de la conception du savoir enseignant et son influence sur les modèles de formation qui en ont découlé. Par exemple, nous avons démontré comment les conceptions des années 1950-1960 de la science pédagogique au Québec et de l’éducation libérale en Ontario ont conduit à des modèles de professionnalisation différents dans ces deux provinces. Au Québec, l’importance des compétences psychopédagogiques a amené un modèle de formation des enseignants plus « professionnalisé », tandis qu’en Ontario on a gardé un modèle combiné « académique » et « professionnel ». Nous avons également analysé et comparé le rôle de l’État dans la professionnalisation de l’enseignement, de même que son rôle actuel d’encadrement de la formation, ce qui nous a permis de constater qu’il y a une gouvernance politique au Québec et une gouvernance corporative en Ontario. Enfin, grâce à l’approche néo-wébérienne, cette recherche a permis d’établir une contribution nouvelle, sociologique et comparative, à l’évaluation critique de la formation des enseignants au Québec et en Ontario, notamment en mettant en relation l’évolution historique et sociologique du savoir; le rôle de l’État et les standards de formation et de certification des enseignants; ainsi que les modèles de formation et le savoir formel provenant de la formation et de la recherche universitaire. / The professionalization of teaching and teacher education has been a significant movement since the late 1980s in many social contexts. Since then, research on teachers' knowledge developed with the main objective of defining the nature of the knowledge base of teaching, which, at the same time, changed teacher education models. Canadian provinces were not spared by this movement, which induced reforms and changes in teacher education programs. This doctoral research focuses on the professionalization of teaching and teacher education, and on teachers’ knowledge base, in two Canadian provinces: Quebec and Ontario. Our general objective was to identify, in a comparative perspective, how universities in these two provinces translated the policies of professionalization of teaching and teacher education, as well as the evolution of teachers’ knowledge, into teacher education programs during recent decades. To this end, we analyzed, more specifically, three issues relating to teachers’ knowledge: the conceptions of teaching as a profession and the knowledge base for teaching that should respectively guide and be included in teacher education programs in each of the provinces; the standards and skills that frame these programs; and the knowledge base that is actually present in teacher education programs (primary/junior). Thereby, we set out to answer the following research questions: How have the policies for the professionalization of teacher education developed by Quebec and Ontario been translated into university training programs? More specifically: 1. What are the dominant conceptions of professionalization emerging from Ontario and Quebec educational policies? (1.1. What has been the evolution of the educational policies governing teacher education and certification in these two provinces? 1.2. How has the knowledge base of teacher education evolved, and what competency frameworks or standards have been proposed? 1.3. What is the current official vision of the professional teacher to be trained) 2. What happens to the conceptions of professionalization when translated into teacher education programs in universities in Quebec and Ontario? (2.1. How is the professional knowledge base conceived in teacher education programs? 2.2. Are there ways of articulating theoretical and practical courses? What is the place of the practicum and research in the programs? 2.3. Are there any differences in what teachers are expected to learn depending on the context or, on the contrary, is a standardized knowledge base visible in these two different contexts? Where can we find these differences?). This research thus raises the question about the teachers’ formal knowledge in the light of the sociology of professions, particularly through the neo-Weberian approach. This approach is situated within the “critical” approach in the field of the sociology of professions and is inspired by Weber to analyze professionalization according to the economic, political, historical and academic stakes that allow a group of workers to be awarded a “social closure” and to succeed in their “professionalization” process. Based on this theoretical framework, and through the analysis of 70 political and research documents, and a comparison of teacher education programs in 25 universities (12 in Quebec and 13 in Ontario) and 1030 courses descriptions, we identified a number of differences between these two provinces in the evolution of the official conception of the teachers’ knowledge base and its influence on the teacher education models that ensued. For example, we demonstrated how the conceptions of teachers’ knowledge in the 1950s and the 1960s (pedagogy as science in Quebec, and liberal education in Ontario), have influenced current models of professionalization in the two provinces. In Quebec, the importance of psycho-pedagogical skills led to a more “professionalized” teacher education model, while Ontario maintained a combined “academic” and “professional” model . We also analyzed and compared the role of the State in the professionalization of teaching as well as its current role of supervision of teacher education. This led to the finding that the governance of teacher education and the teaching profession is political in Quebec and corporatist in Ontario. Overall, the neo-Weberian approach enabled us to make a new contribution, sociological and comparative, to the critical examination of teacher education in Quebec and Ontario, in particular by linking the historical evolution of teachers’ knowledge, the role of the State, the teacher education models, and the current formal knowledge base for teaching that comes from university research and programs.

El principal objetivo de esta investigación es examinar cómo la introducción de nuevas tecnologías de la información y las comunicaciones está cambiando la estructura, funcionamiento y eficiencia de la administración pública weberiana, y analizar en qué medida se podría estar formando una administración-red. Buscamos identificar el peso de distintos factores que puedan explicar este proceso de transformación y sus resultados. Un análisis comparativo de cuatro regiones (Cataluña, Escocia, Emilia-Romaña y Quebec) observa el grado en el que las TIC influyen sobre i) las vías en que las administraciones públicas están siendo reorganizadas internamente; ii) la relación entre la administración y la ciudadanía; y iii) la colaboración entre actores públicos y privados en el diseño y gestión de políticas públicas. / The main goal of this research is to examine how the introduction of new technologies is changing the organization, function and efficiency of public administration. The aim is to identify the elements (technological, organisational and cultural) that become relevant to the explanation of this process of transformation. A comparative analysis of four regions (Catalonia, Scotland, Emilia-Romana and Quebec) seeks to discover the degree to which ICT is transforming: i) the way in which public administration is being internally reorganised; ii) the relationship between citizens and administration and iii) the collaboration between public and private actors when favouring a more efficient public policy according to their networking criteria. / El principal objectiu d'aquesta recerca és examinar de quina manera l'introducció de noves tecnologies de la informació i les comunicacions estan canviant l'estructura, funcionament i eficiència de l'administració pública weberiana, i analitzar en quina mesura es podria estar construint una administració-xarxa. Busquem identificar el pes de diversos factors que puguin explicar aquest procés de transformació i els seus resultats. Una anàlisi comparativa de quatre regions (Catalunya, Escòcia, Emilia-Romanya i Quebec) analitza el grau en que les TIC influeixin sobre: i) les vies en que les administracions públiques son reorganitzades internament; ii) la relació entre l'administració i la ciutadania; iii) la col·laboració entre actors públics i privats en el disseny i gestió de polítiques públiques.