As práticas da progressão continuada como produtoras do lumpemproletariado

• Ano de defesa: 2020
• Autor(a) principal: Melo, Emanuel Lucas Batista de
• Orientador(a): Roggero, Rosemary
• Banca de defesa: Roggero, Rosemary, Franco, Francisco Carlos, Cavalcanti, Patrícia Aparecida Biotto, Giovinazzo Júnior, Carlos Antônio, Teixeira, Rosiley Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: progressão continuada; políticas públicas; moderno lumpemproletariado
• Palavras-chave em Inglês: continued progression; public policy; modern lumpenproletariat
• Palavras-chave em Espanhol: progresión continua; políticas públicas; lumpemproletariado moderno
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2243

This work aims to study the practices of continued progression adopted in the state education network of São Paulo. From it, some concerns emerged that motivated and directed the development of this research: how far the educational policies, such as the cycle system and its continued progression, in addition to contributing to the poor quality of public education, enable the formation of future marginalized citizens of the labor market and society? With the questioning presented, the main objective was to analyze the influence of practices related to the continued progression in São Paulo public schools to the formation and development of the social phenomenon called lumpenproletariat. For that, the following specific objectives were listed: to describe the organization of the school system in cycles and, in it, the continued progression, as proposed in the current legislation; to survey the administrative and pedagogical procedures related to the organization of the school system in cycles and, in particular, to continued progression; to identify the negative consequences of the practices resulting from the school system in cycles and the continued progression implemented in public education in the state of São Paulo; and to analyze how these practices become excluding, which can generate lumpenproletariat. Starting from the presented objectives, the research was then developed according to a qualitative approach, whose data were collected through document analysis, participant observation and sociological portraits. As a universe of research, a state elementary school I and II was defined, belonging to the São Paulo’s Centre School Board, with the teaching staff responsible for the 9th grade classes and five students in this series as subjects. As a theoretical reference, the work was based on the concepts of society, culture and formation of the Critical Theory of the Frankfurt School, especially in Adorno, Cycle of Public Policies by Stephen Ball and collaborators; and problems derived from capitalism, by Zygmunt Bauman and Ruy Braga. After carrying out the empirical procedures and analysis, it was found that, given the genericity of the legislative texts that regulate and give instructions about the continued progression, as well as the lack of power over its compliance by the teams of specialists from the school units, this public policy is practiced in different ways, varying from teacher to teacher, not achieving its purpose and allowing students to go through school without, for that, acquiring the necessary skills and competences indicated by the network's own curriculum. For this reason, a mass of population potentially excluded from the labor market, called the modern lumpenproletariat, has been educated. As the main research intervention, it is recommended that there be a review of these texts so that the practices of continued progression are expressed in a detailed manner, in addition to the creation of means that allow teams of specialists to effectively monitor the observance of these practices. by the teaching staff, being able to give administrative treatment to anyone who may insist on neglecting them. This recommendation does not aim at authoritarianism, but at guaranteeing the right of students to access the curriculum and basic learning, which, if it cannot be considered an emancipatory formation in a society that is also not emancipated, can at least prevent exclusion, without mediation.