Banca de QUALIFICAÇÃO: ADRIANE CORRÊA RIBEIRO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ADRIANE CORRÊA RIBEIRO
DATE: 09/12/2022
TIME: 09:00
LOCAL: Miniauditório da Biblioteca - Bloco F - Campus Camboriú
TITLE:

POLITICAL (DES)LEGITIMATION OF TEACHING WORK IN LATIN AMERICA

KEY WORDS:

Educational Reforms; International Bodies; High school

PAGES: 75
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation is linked to the research project of the Graduate Program in Education of the Instituto Federal Catarinense (PPGE-IFC) entitled “Influence of multilateral organizations in the elaboration and implementation of inclusive educational policies and pedagogically innovative practices in Latin America”, which has financial support from the Santa Catarina Research and Innovation Support Foundation (FAPESC). This research is part of the Research Group on Education, Teacher Training and Educational Processes (GEPEFOPPE) and has financial support from UNIEDU (a program of the State of Santa Catarina, executed by the Secretary of State for Education that grants scholarships to students of the higher education at undergraduate and graduate levels). The objective of this research is to analyze to what extent the educational reforms that took place from the 1990s onwards in Brazil and Chile impacted the political (de)legitimation of teaching work in the last stage of Basic Education. Methodologically, the investigation is guided by a qualitative approach of an interpretive, explanatory and comparative nature, using bibliographic and documentary research. Until the present moment, the study brings as contributions the realization of a State of Knowledge, considered necessary to understand the dimension and the different approaches that this theme has in other studies. In this regard, despite several studies dealing with educational reforms and international organizations, there are no studies to date that consider interference in critical teaching practice or indication of processes of (de)legitimation of teaching politics in their analysis. As a result, we also present the development of reflections on the influence of international organizations in the elaboration and implementation of educational policies in Brazil and Chile, highlighting elements of the guidelines present in the documents of international organizations and intentions. In addition, we present elements of the political-economic scenario and the phagocytosis of education by the economy of these countries, and how the neoliberal educational policies implemented from the 1990s onwards corroborate the interests of capital based on the guidelines of international organizations.

COMMITTEE MEMBERS:
Externa à Instituição - MÁRCIA DE SOUZA HOBOLD - UFSC
Presidente - 1755556 - FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
Interna - 1905263 - LIANE VIZZOTTO