Name: Fernanda Juliati dos Santos
Type: MSc dissertation
Publication date: 20/05/2022
Advisor:
Name |
Role |
|---|---|
| Sandro Jose da Silva | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| Marina B. Aleixo | External Examiner * |
| Patrícia Gomes Rufino Andrade | External Examiner * |
| Sandro Jose da Silva | Advisor * |
Summary: ABSTRACT
This dissertation is part of the research line socio-environmental studies, cultures and
identities of the Postgraduate Program in Social Sciences at the Federal University of Espírito
Santo and is linked to the research project of Professor Sandro José da Silva Anthropology,
Human Rights and participation policy. The work started from concerns related to the daily
teaching practice of a teacher and researcher in a state public school in Vitória/ES. Its objective
is to identify the social conditions of emergence of a group of people as an object of justification
for school failure. As methodology, qualitative analysis of journals is used, with literature
review in the proposal to treat \\\"school failure\\\" as a social category produced on certain realities,
places and people. In this sense, we carried out a longitudinal approach to that of the category
from 1930, when the educational theme gains importance for a new nation project, the need to
create a national education policy is understood. From the critical review of bibliography we
identified the relationship between management models and the remodeling of social relations
at school, with an impact on the reproduction of inequalities. We note the existence of conflicts
and the discretion present in practices related to accountability policies that negatively impact
black and poor populations. In this context, we emphasize the policies of accountability in the
management way with the example of the project \\\"Escola Viva\\\", implemented in 2015 in
Espírito Santo. We observed that the school rights-guaranteeing institution becomes a school
company/factory driven by management ideas, control and efficiency in the results matched in
the market quality standard. In this process, we identified the technical justification for policy
making, with the absence of participation of the category of teachers in its elaboration and
conflicts generated from speculations about results and participation of schools. New actors
enter the educational field, impact control over teaching work and loss of autonomy. When
analyzing the research, it is identified the permanence of commitments and ethical values
associated with traditional functionalist and reproducive perspectives of positivist pedagogy
characteristic of the republican model. The universalist approach with the distorted discourse
of cultural diversity will hide and silence racial problems that is inserted in the logic of class.
The prioritization of equal opportunities discourses and a more universal diversity of tone
excludes the dynamics of anti-racist education as well as an education focused on respects for
gender differences.
Keywords: school failure youths periphery inequalities racism.
