Meritocracia e docência: um objeto multifacetado
Ano de defesa: | 2013 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/10424 |
Resumo: | The central theme of this study is meritocracy in teaching as an education policy in Santa Catarina state inthe early years of the government of Raimundo Colombo(2010-2014), during which the genesis of the implementation of the logic of meritocracy to teaching became explicit. The problem that guides this study is structured in the following manner: How do teachers legitimize meritocracy as a policy for the valorization of teaching? The study is based on a sociological perspective,using Pierre Bourdieu sconcepts of social capital, cultural capital, distinction, field, illusion and tyranny. To describe and analyze the conditions of the implementation of meritocracy in teaching in Santa Catarina education the study analyzes factors that refer to international, national and Santa Catarina educational policy related to teaching policy, considering the logic of meritocracy in teaching. Interviews were conducted in 2010 and 2011 and two teachers inthe Santa Catarina state school system responded to questionnaires. The two teachers were chosen based onthe following criteria: time of teaching and distinction. The two teachers work at the Belvedere State School (a fictitious name). The school was chosen due to its location in a municipality that has one of the highest tax revenues, but low social indexes, both in relation to Santa Catarina and to the nation as a whole. The research data indicate that international determinations influence national and state determinations in a tyrannical manner, revealing the determinations of the economic field on the educational field. The study found that there is also a movement of adaptation by the teachers to the game played or according to Bourdieu, in the Illusio, as something to be followed, not because it is required or imposed, but because it is seen by teachers as something positive, a development of the field of educationitself. The data make explicit that teachers at times use self-help discourse to overcome the reality experienced in their practice, using this subterfuge as the only escape for overcoming the demands imposed on them, where the teacher is her own means for overcoming difficulties.It was found that the practice of meritocracy in teaching isimposed as one more mark of distinction of the upper classes. The study also revealed that the practice of meritocracy in teaching serves as a catalyst for neoliberal imposition of the economic field on the educational field, yet reaffirmed as a development of the field of education |
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Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4241645U4Koga, Yáscara Michele Neves2016-04-27T16:32:51Z2013-12-112013-11-19Koga, Yáscara Michele Neves. Meritocracy and teaching: a multifaceted object. 2013. 237 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/10424The central theme of this study is meritocracy in teaching as an education policy in Santa Catarina state inthe early years of the government of Raimundo Colombo(2010-2014), during which the genesis of the implementation of the logic of meritocracy to teaching became explicit. The problem that guides this study is structured in the following manner: How do teachers legitimize meritocracy as a policy for the valorization of teaching? The study is based on a sociological perspective,using Pierre Bourdieu sconcepts of social capital, cultural capital, distinction, field, illusion and tyranny. To describe and analyze the conditions of the implementation of meritocracy in teaching in Santa Catarina education the study analyzes factors that refer to international, national and Santa Catarina educational policy related to teaching policy, considering the logic of meritocracy in teaching. Interviews were conducted in 2010 and 2011 and two teachers inthe Santa Catarina state school system responded to questionnaires. The two teachers were chosen based onthe following criteria: time of teaching and distinction. The two teachers work at the Belvedere State School (a fictitious name). The school was chosen due to its location in a municipality that has one of the highest tax revenues, but low social indexes, both in relation to Santa Catarina and to the nation as a whole. The research data indicate that international determinations influence national and state determinations in a tyrannical manner, revealing the determinations of the economic field on the educational field. The study found that there is also a movement of adaptation by the teachers to the game played or according to Bourdieu, in the Illusio, as something to be followed, not because it is required or imposed, but because it is seen by teachers as something positive, a development of the field of educationitself. The data make explicit that teachers at times use self-help discourse to overcome the reality experienced in their practice, using this subterfuge as the only escape for overcoming the demands imposed on them, where the teacher is her own means for overcoming difficulties.It was found that the practice of meritocracy in teaching isimposed as one more mark of distinction of the upper classes. The study also revealed that the practice of meritocracy in teaching serves as a catalyst for neoliberal imposition of the economic field on the educational field, yet reaffirmed as a development of the field of educationO tema central desta pesquisa é a meritocracia na docência como política de educação no Estado de Santa Catarina nos anos iniciaisdo Governo de Raimundo Colombo gestão 2010-2014 em que, explicita-se a gênese da implantação da lógica da meritocracia ao docente. O problema condutor desta pesquisa estrutura-se da seguinte forma: Como o professor legitima a meritocracia como política de valorização docente? Trata-se de estudo realizado a partir de perspectiva sociológica. A pesquisa tem por base a teoria do capital social, capital cultural, distinção, campo, illusio, tirania elaborada por Pierre Bourdieu. Com o objetivo de delinear e analisar as condições de implantação da meritocracia na docência da educação catarinense objetivou-se analisar aspectos relacionados ao campo educacional referente à política internacional, nacional do Estado de Santa Catarina relacionadas à política docente, à lógica da meritocracia na docência. Para tanto, no período de2010 a2011 foram realizadas entrevistas e questionários foram respondidos por duas professoras da rede estadual de educação do Estado de Santa Catarina. A escolha das duas professoras deu-se por dois critérios: o tempo de docência e distinção. A escola foi escolhida, devido sua localização em um município catarinense que detém uma das maiores arrecadações públicas, mas enquadra-se em índices sociais baixos, tanto em relação ao Estado de Santa Catarina, quanto em relação à Federação. Os dados da pesquisa evidenciaram que as determinações internacionais incidem sobre as determinações nacionais e estaduais de maneira tirânica evidenciando as determinações do campo econômico sobre o campo educacional. A pesquisa constatou que há um movimento de adequação também dos docentes ao jogo jogado ou segundo Bourdieu no Illusio, como algo a ser seguido, não por ser obrigatório, imposto, mas visto pelas docentes como algo positivo, evolutivo do próprio campo da educação. Os dados permitiram explicitar que as docentes, por vezes, utilizam o discurso de autoajuda para superarem a realidade vivida na sua prática, usando deste subterfúgio como única saída de superar as demandas impostas, onde o professor é sua própria medida de superação. Constatou-se que a prática da meritocracia na docência impõe-se como mais um marcador de distinção das classes superiores. A pesquisa também evidenciou que a prática da meritocracia na docência serve de catalisador da imposição neoliberal do campo econômico ao campo educacional, e reafirmado como algo evolutivo do próprio campo da educaçãoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23144/Yascara%20Michele%20Neves%20Koga.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoMeritocraciaDocênciaPolíticas educacionaisDistinçãoCapital culturalMeritocracyTeachingEducational policiesDistinctionCultural capitalCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOMeritocracia e docência: um objeto multifacetadoMeritocracy and teaching: a multifaceted objectinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTYascara Michele Neves Koga.pdf.txtYascara Michele Neves Koga.pdf.txtExtracted texttext/plain535460https://repositorio.pucsp.br/xmlui/bitstream/handle/10424/3/Yascara%20Michele%20Neves%20Koga.pdf.txte64db594100096c225ef3fb534a8e2b0MD53ORIGINALYascara Michele Neves Koga.pdfapplication/pdf1506029https://repositorio.pucsp.br/xmlui/bitstream/handle/10424/1/Yascara%20Michele%20Neves%20Koga.pdfc09d1bed050b5f761bf92d69e566296cMD51THUMBNAILYascara Michele Neves Koga.pdf.jpgYascara Michele Neves Koga.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10424/2/Yascara%20Michele%20Neves%20Koga.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/104242022-06-28 16:00:45.619oai:repositorio.pucsp.br:handle/10424Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T19:00:45Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Meritocracia e docência: um objeto multifacetado |
dc.title.alternative.eng.fl_str_mv |
Meritocracy and teaching: a multifaceted object |
title |
Meritocracia e docência: um objeto multifacetado |
spellingShingle |
Meritocracia e docência: um objeto multifacetado Koga, Yáscara Michele Neves Meritocracia Docência Políticas educacionais Distinção Capital cultural Meritocracy Teaching Educational policies Distinction Cultural capital CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Meritocracia e docência: um objeto multifacetado |
title_full |
Meritocracia e docência: um objeto multifacetado |
title_fullStr |
Meritocracia e docência: um objeto multifacetado |
title_full_unstemmed |
Meritocracia e docência: um objeto multifacetado |
title_sort |
Meritocracia e docência: um objeto multifacetado |
author |
Koga, Yáscara Michele Neves |
author_facet |
Koga, Yáscara Michele Neves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marin, Alda Junqueira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4241645U4 |
dc.contributor.author.fl_str_mv |
Koga, Yáscara Michele Neves |
contributor_str_mv |
Marin, Alda Junqueira |
dc.subject.por.fl_str_mv |
Meritocracia Docência Políticas educacionais Distinção Capital cultural |
topic |
Meritocracia Docência Políticas educacionais Distinção Capital cultural Meritocracy Teaching Educational policies Distinction Cultural capital CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Meritocracy Teaching Educational policies Distinction Cultural capital |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The central theme of this study is meritocracy in teaching as an education policy in Santa Catarina state inthe early years of the government of Raimundo Colombo(2010-2014), during which the genesis of the implementation of the logic of meritocracy to teaching became explicit. The problem that guides this study is structured in the following manner: How do teachers legitimize meritocracy as a policy for the valorization of teaching? The study is based on a sociological perspective,using Pierre Bourdieu sconcepts of social capital, cultural capital, distinction, field, illusion and tyranny. To describe and analyze the conditions of the implementation of meritocracy in teaching in Santa Catarina education the study analyzes factors that refer to international, national and Santa Catarina educational policy related to teaching policy, considering the logic of meritocracy in teaching. Interviews were conducted in 2010 and 2011 and two teachers inthe Santa Catarina state school system responded to questionnaires. The two teachers were chosen based onthe following criteria: time of teaching and distinction. The two teachers work at the Belvedere State School (a fictitious name). The school was chosen due to its location in a municipality that has one of the highest tax revenues, but low social indexes, both in relation to Santa Catarina and to the nation as a whole. The research data indicate that international determinations influence national and state determinations in a tyrannical manner, revealing the determinations of the economic field on the educational field. The study found that there is also a movement of adaptation by the teachers to the game played or according to Bourdieu, in the Illusio, as something to be followed, not because it is required or imposed, but because it is seen by teachers as something positive, a development of the field of educationitself. The data make explicit that teachers at times use self-help discourse to overcome the reality experienced in their practice, using this subterfuge as the only escape for overcoming the demands imposed on them, where the teacher is her own means for overcoming difficulties.It was found that the practice of meritocracy in teaching isimposed as one more mark of distinction of the upper classes. The study also revealed that the practice of meritocracy in teaching serves as a catalyst for neoliberal imposition of the economic field on the educational field, yet reaffirmed as a development of the field of education |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-12-11 |
dc.date.issued.fl_str_mv |
2013-11-19 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:32:51Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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Koga, Yáscara Michele Neves. Meritocracy and teaching: a multifaceted object. 2013. 237 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10424 |
identifier_str_mv |
Koga, Yáscara Michele Neves. Meritocracy and teaching: a multifaceted object. 2013. 237 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
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Pontifícia Universidade Católica de São Paulo |
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