Banca de DEFESA: ADRIANE CORRÊA RIBEIRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ADRIANE CORRÊA RIBEIRO
DATE: 21/06/2023
TIME: 14:00
LOCAL: HÍBRIDA - GOOGLE MEET E SALA F105 DO IFC-CAMPUS CAMBORIÚ
TITLE:

 

THE POLITICAL (DE)LEGITIMATION OF TEACHING WORK IN HIGH SCHOOL EDUCATION: a comparative study of Educational Reforms in Brazil and Chile based on World Bank guidelines

KEY WORDS:

 

Educational Policy in Brazil and Chile; Teaching Work; International Organizations

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

 

 

 

This dissertation is linked to the line of research Formative Processes and Educational Policies of the Graduate Program in Education of the Federal Institute of Santa Catarina - Campus Camboriú and had the general objective: To analyze the impacts of the educational reforms that took place from the 1990s onwards in Brazil and Chile on teaching work. Its specific objectives are: a) To identify the influence of international/multilateral organizations in the elaboration and implementation of educational policies in Brazil and Chile from the 1990s onwards; b) To present the main aspects of the current guidelines for secondary education in Brazil and Chile and their repercussions on teaching work as an example of the materialization of the guidelines of international/multilateral organizations and c) To discuss, based on the guidelines of the World Bank, the impacts of educational reforms on teaching work in Brazil and Chile. Methodologically, the investigation is based on a qualitative approach of an interpretative, explanatory and comparative nature, using bibliographical and documental research. Among the main authors for this discussion are: Shiroma, Moraes and Evangelista (2007), Krawczyk (2003, 2012), Gentili (2004), Maués (2018). Despite the documentary analysis, the documents analyzed were: “Priorities and Strategies for Education (1996)”, “Excellent Teachers: How to Improve Student Learning in Latin America and the Caribbean (2014)” and “A Fair Fit: analysis of the Efficiency and Equity of Public Spending in Brazil (2017)”; all produced by the World Bank. As for the results of this study, we highlight that the process of delegitimizing teaching work from the World Bank guidelines on educational policies occurs in different ways, among which we highlight: the large-scale evaluations implemented in Brazil and Chile are constituted in mechanism for measuring the quality of education, which disregard the multiple school realities; the results of large-scale evaluations are being understood as instruments of blaming teachers for the lack of success of educational policies, reflecting on the gradual loss of political and social strength of the teaching category; the guidelines of international/multilateral organizations corroborate the weakening and precariousness of teachers' work ties through temporary contracts and encouragement of meritocracy as a way of career progression; reinforce the control of training and teaching work through curricular reforms for training workers in basic education; they use training and teaching work to conform a new subjectivity of the working class in accordance with the interests and needs of capital.

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