Banca de QUALIFICAÇÃO: BÁRBARA CANZIANI KRISTENSEN

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : BÁRBARA CANZIANI KRISTENSEN
DATE: 27/10/2022
TIME: 14:00
LOCAL: Sala do Google Meet: meet.google.com/hzy-scgi-hpf
TITLE:

Inclusion policies in Bolivia, Brazil and Uruguay: the influence of international organizations

KEY WORDS:

Inclusion policies; in/exclusion; international organizations; Bolivia; Brazil; Uruguay

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation is related to the research project entitled “Influence of multilateral organizations in the elaboration and implementation of inclusive educational policies and pedagogically innovative practices in Latin America”, approved by FAPESC through document nº 20/2020, which is part of the “Science, Technology and Innovation Program to support research groups at the Instituto Federal Catarinense (IFC)”. This research is part of this project, and its general objective is to analyze how the recommendations of international organizations influenced the development of educational policies for inclusion in Brazil, Bolivia and Uruguay, from 1990 to 2010, based on the study of these policies and documents guides published by these agencies. To achieve this objective, we consider the policy cycle approach, proposed by Ball and collaborators (BALL; BOWE, 1992; BOWE; BALL; GOLD, 1992; BALL; MAGUIRE; BRAUN, 2012; 2016; BALL, 1994; 2014; MAINARDES; MARCONDES, 2009; MAINARDES, 2006; 2018), especially regarding the context of influences and the context of text production. We also use guiding questions proposed by Mainardes (2006) and its theoretical-methodological elements (MAINARDES, 2018). The specific objectives of this research are: 1) to interpret the documents of international organizations produced in conferences and meetings related to inclusion, considering the policy cycle approach, especially regarding the context of influences, proposed by Ball and collaborators; 2) understand, from the text production context proposed by Ball and collaborators, how the current inclusion policies in Bolivia, Brazil and Uruguay are impacted by the recommendations of international organizations; 3) discuss how the mobility of this information occurs between the documents of the international organizations and the documents of the policies of inclusion of the selected countries, from the elements identified in the recommendations of the texts of these organizations. Methodologically, we developed a descriptive and interpretive qualitative research (STAKE, 2011), considering the policy cycle approach, from the perspective of comparative studies (CANÁRIO, 2006; CARVALHO, 2013; 2014; CIAVATTA, 2009; FRANCO, 2000; REZENDE; ISOBE; MOREIRA, 2013). Data collection was carried out through bibliographic and documentary research. To choose documents, we start from the premise that from the 1980s onwards, Latin America went through a moment of transformation, in which the discourse of educational reform proliferated as a condition imposed by organizations such as the World Bank (HATTGE; LOPES, 2015). This discourse is based on the belief in the interference of the neoliberal model that transforms education into a product following a market logic (TORRES, 1996; SHIROMA, 2001; MARCONDES, 2005; AZEVEDO; SHIROMA; COAN, 2012; LIBÂNEO, 2012; BALL, 2013; FONSECA, 2013; TORRES, 2013; CUENCA, 2014; LOPES; CABRAL NETO, 2020, among others). These reforms, unified under the motto of “education for all”, were supported by international agencies such as the Organization for Economic Co-operation and Development (OECD), the United Nations Development Program (UNDP), the (WB) and the United Nations Educational, Scientific and Cultural Organization (Unesco), whose selection of guiding documents, generated from conferences and meetings related to education, is analyzed in this work. In addition to the current inclusion policies in Bolivia, Brazil and Uruguay, other national documents that contributed to the construction of this process were also selected, researched in the Information System on Educational Trends in Latin America (Siteal). Regarding the concept of inclusion, we consider it from the perspective of exclusion, using the term in/exclusion (VEIGA-NETO; LOPES, 2007, 2011; LOPES; LOCKMANN; HATTGE; KLAUS, 2010; LOPES; FABRIS, 2013; RECH, 2013; SARDAGNA, 2013; SANTOS; KLAUS, 2013, among others), considering its complexity, especially in the context of a neoliberal society. It is important to mention that this study contains the results of a state of the art, which pointed out that there are, so far, no works dealing with the specific subject of the dissertation in question, indicating the possible originality of the research.

COMMITTEE MEMBERS:
Externa à Instituição - ELÍ TEREZINHA HENN FABRIS - Unisinos
Interno - 2764188 - ALEXANDRE VANZUITA
Presidente - 2773007 - IDORLENE DA SILVA HOEPERS