Politicas educacionais e movimento sindical docente : reformas educativas e conflitos docentes na educação basica paranaense
Ivania Marini Piton
TESE
Português
(Broch.)
T/UNICAMP P683p
Campinas, SP : [s.n.], 2005.
293p. : il.
Orientador: Maria da Gloria Marcondes Gohn
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Resumo: A tese busca a análise e a compreensão das políticas educacionais e do movimento docente na Educação Básica Paranaense entre os anos 1995 a 2002, período em que o Estado do Paraná foi governado por Jaime Lerner em dois mandatos consecutivos. A partir da análise do contexto mundial, nacional...
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Resumo: A tese busca a análise e a compreensão das políticas educacionais e do movimento docente na Educação Básica Paranaense entre os anos 1995 a 2002, período em que o Estado do Paraná foi governado por Jaime Lerner em dois mandatos consecutivos. A partir da análise do contexto mundial, nacional e estadual, trata das refOImas educativas e dos conflitos docentes em tal período, avaliando as forças de sustentação e de contestação das reformas. As reformas educativas se deram no contexto da reestruturação capitalista, conduzi das pelo neoliberalismo que, enquanto normatizador econômico da atual fase da globalização atua no contexto social amplo e de forma específica nos sistemas educativos. Tais reformas se deram sob pressão das instituições multilaterais de financiamento: BM (BIRD) e BID e graças à submissão do governo às racionalidades do capital transnacional. A tese examina os efeitos das políticas neoliberais e de seus aliados - o neoconservadorismo e a ideologia pós-moderna, na função social da escola (nos processos de conhecimento e construção da cidadania ativa) e no movimento sindical docente. Apresenta, ainda, como os modelos e ideologias da atual fase do capitalismo buscam mercantilizar a educação, reduzir os espaços públicos estatais e intervir nos espaços de contestação e resistência a expansão global do capitalismo neoliberal. A pesquisa mostra que as reformas educativas no Paraná orientadas pelo BM (BIRD) e pelo BID além de ressignificar os espaços educativos, tratando a educação como um campo sem especificidade e a serviço do mercado flexível buscaram solapar um importante espaço de contestação, o sindicalismo docente, para assim, desconstruir as resistências às reformas. O jogo de forças de sustentação das reformas por um lado e, de contestação das reformas por outro, se deram entre a SEED/PR e a APP/Sindicato, sendo que, tal jogo gerou muitos conflitos docentes no período pesquisado. O trabalho conclui que a educação básica no Estado do Paraná passou por uma modernização periférica graças à lógica economicista-empresarial das reformas que acentuou o caráter dualista e exc1udente da escola pública. Conclui ainda que, no jogo de forças que se estabeleceu no Estado, a APP/Sindicato apesar de suas práticas e resistências terem sido muitas vezes reativa, exerceu um papel defmitivo na manutenção dos direitos dos trabalhadores em educação e na busca a construção de uma identidade sindical com caráter combativo, pois os múltiplos conflitos docentes que esta desencadeou inviabilizaram a implantação de aspectos essenciais das políticas neoliberais
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Abstract: This tbesis seeks for an analysis and a comprebension of tbe educational politics and tbe teacbing movement in tbe Basic Education of Paraná between tbe years 1995 and 2002, a period in wbich the State of Paraná was govemed by Jaime Lemer in two consecutive tenns. Starting witb tbe...
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Abstract: This tbesis seeks for an analysis and a comprebension of tbe educational politics and tbe teacbing movement in tbe Basic Education of Paraná between tbe years 1995 and 2002, a period in wbich the State of Paraná was govemed by Jaime Lemer in two consecutive tenns. Starting witb tbe analysis of the world, national and state contexts, educational reforms and also of teaching conflicts in tbis period are dealt witb, evaluating the forces of the sustenance and dispute of the reforms. The educational refonns were given in the context of the capitalistic restruction, conducted by neoliberalism tbat, while being an economic normalizer of the actual phase of globalization acts in the ample social context and in a specific way of tbe educative systems. Such reforms were given under tbe pressure of tbe multilateral institutions of financing: BM (BIRD) and BID and tbanks to tbe submission of tbe govemment, the rationalities of tbe transnational capital. The tbesis examines the effects of
the neoliberal politics and of those connected with it - tbe neoconservatism and the postmodero ideology, in the social function of tbe school (in tbe processes of knowlege and construction of the active citizenship) and tbe teaching union movement It furtber presents, how models and ideologies of the actual pbase of capitalism seek to market the education, reduce tbe nationalized state periods and intervene in tbe periods of challenge and resistance to tbe global expansion of the neoliberal capitalismo The research shows tbat the educative reforms in Paraná orientated by BM (BIRD), beyond signifying tbe educative periods, treat tbe education like an unspecilaized field and a flexible market service trying to ruin an important period of challenge, the teaching unionism, as sucb, breaking down tbe resistances towards tbe reformations. The act of forces sustaining the reforms on one hand, and the challenge of
reform on the otber hand, were given between tbe SEED/PR and the APP/Union, being that tbis action generated many teaching conflicts in the period researched. The assignment conc1uded that tbe basic education in the State of Paraná underwent a peripheral modemization thanks to the economist-business logic ofthe refonns that accented tbe dualistic and exclusive character of the public schooL It was furtber concluded that, in the act of forces
that was established in the State, tbe APPlUnion exerted a definitive role in tbe maintenance of tbe workers rights in education searching to construct a union identity with a combatant character, since the multiple teaching conflicts unleashed the impractibility of implanting the essential aspects of the neoliberal politics Ver menos
the neoliberal politics and of those connected with it - tbe neoconservatism and the postmodero ideology, in the social function of tbe school (in tbe processes of knowlege and construction of the active citizenship) and tbe teaching union movement It furtber presents, how models and ideologies of the actual pbase of capitalism seek to market the education, reduce tbe nationalized state periods and intervene in tbe periods of challenge and resistance to tbe global expansion of the neoliberal capitalismo The research shows tbat the educative reforms in Paraná orientated by BM (BIRD), beyond signifying tbe educative periods, treat tbe education like an unspecilaized field and a flexible market service trying to ruin an important period of challenge, the teaching unionism, as sucb, breaking down tbe resistances towards tbe reformations. The act of forces sustaining the reforms on one hand, and the challenge of
reform on the otber hand, were given between tbe SEED/PR and the APP/Union, being that tbis action generated many teaching conflicts in the period researched. The assignment conc1uded that tbe basic education in the State of Paraná underwent a peripheral modemization thanks to the economist-business logic ofthe refonns that accented tbe dualistic and exclusive character of the public schooL It was furtber concluded that, in the act of forces
that was established in the State, tbe APPlUnion exerted a definitive role in tbe maintenance of tbe workers rights in education searching to construct a union identity with a combatant character, since the multiple teaching conflicts unleashed the impractibility of implanting the essential aspects of the neoliberal politics Ver menos
Politicas educacionais e movimento sindical docente : reformas educativas e conflitos docentes na educação basica paranaense
Ivania Marini Piton
Politicas educacionais e movimento sindical docente : reformas educativas e conflitos docentes na educação basica paranaense
Ivania Marini Piton
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