Mestrado em Ciências Sociais

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17512

Nível: Mestrado Acadêmico
Ano de início: 2008
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019). Publicação no DOU 18 de março de 2019, seç. 1 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Url do curso: https://cienciassociais.ufes.br/pt-br/pos-graduacao/PGCS/detalhes-do-curso?id=53

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Navegando Mestrado em Ciências Sociais por Autor "Aleixo, Marina B."

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    O modelo gerencial e o fracasso escolar: um estudo sobre as condições de produção da desigualdade nas escolas do estado do Espírito Santo
    (Universidade Federal do Espírito Santo, 2022-05-20) Santos, Fernanda Juliati dos; Silva, Sandro José da; https://orcid.org/0000000241249430; http://lattes.cnpq.br/9873497099288005; Andrade, Patricia Gomes Rufino; http://lattes.cnpq.br/2327451507961703; Aleixo, Marina B.
    This dissertation is part of the research line “socio-environmental studies, cultures and identities” of the Postgraduate Program in Social Sciences at the Federal University of Espírito Santo and is linked to the research project of Professor Sandro José da Silva “Anthropology, Human Rights and participation policy”. The work started from concerns related to the daily teaching practice of a teacher and researcher in a state public school in Vitória/ES. Its objective is to identify the social conditions of emergence of a group of people as an object of justification for “school failure”. As methodology, qualitative analysis of journals is used, with literature review in the proposal to treat "school failure" as a social category produced on certain realities, places and people. In this sense, we carried out a longitudinal approach to that of the category from 1930, when the educational theme gains importance for a new nation project, the need to create a national education policy is understood. From the critical review of bibliography we identified the relationship between management models and the remodeling of social relations at school, with an impact on the reproduction of inequalities. We note the existence of conflicts and the discretion present in practices related to accountability policies that negatively impact black and poor populations. In this context, we emphasize the policies of accountability in the management way with the example of the project "Escola Viva", implemented in 2015 in Espírito Santo. We observed that the school rights-guaranteeing institution becomes a school company/factory driven by management ideas, control and efficiency in the results matched in the market quality standard. In this process, we identified the technical justification for policy making, with the absence of participation of the category of teachers in its elaboration and conflicts generated from speculations about results and participation of schools. New actors enter the educational field, impact control over teaching work and loss of autonomy. When analyzing the research, it is identified the permanence of commitments and ethical values associated with traditional functionalist and reproducive perspectives of positivist pedagogy characteristic of the republican model. The universalist approach with the distorted discourse of cultural diversity will hide and silence racial problems that is inserted in the logic of class. The prioritization of equal opportunities discourses and a more universal diversity of tone excludes the dynamics of anti-racist education as well as an education focused on respects for gender differences.