A meritocracia como fator de est?mulo no desempenho da educa??o brasileira : problematiza??es e novas possibilidades

• Ano de defesa: 2014
• Autor(a) principal: Silva, Max Ronaldo da
• Orientador(a): Castro, Marta Luz Sisson de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o
• Departamento: Faculdade de Educa?
• País: BR
• Palavras-chave em Português: EDUCA??O - BRASIL; EDUCA??O - AVALIA??O; EDUCA??O - POL?TICAS P?BLICAS
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3811

Juxtaposed to the development of large scale evaluation in Brazilian education, the meritocracy has been appearing in middle of this context, becoming an increasingly constant instrument in public policies in education and the center of many critical views about his job. But how far these inferences may compromise the viability of this policy? From this question, this study puts the meritocratic ascent in the Brazilian scene into a context - specifically, the axis that includes the actions of the Federal Government and that is reflected in the planning of public policies of states - as well as, it?ll permeate the causal links that make this policy such as complex and divergent conceptions critical issue. In order to illustrate a supposed ideological dichotomy in the treatment of meritocracy in Brazilian education, the development of this work presents two ideological courses: Front Favorable to Meritocracy (FFM) and Resistant Front Meritocracy (FRM), which, according to evidence in this study, polarized a debate about the implementation of this mechanism in the Brazilian education system in several points, among them, the appreciation of professionals before review, the action of unions and associations of professional education and the discussion about the effectiveness of this policy. Through the positioning of the subjects, compiled by the arguments that guide these opposing conceptions, this study reproduces the implications of this clash to qualification of this policy. Added to these actions, in juxtaposition to the theoretical framework, the complement of this work has some thoughts mediators, with the aim to contribute to a less ideological debate on this policy approach in favor of the new time that the Brazilian education is today.