Concepções de formação profissional técnica de nível médio adotadas pelo IFRN: especificidades e (des)continuidades

The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.

"I’m complicit and I’m ambivalent and that’s crazy":care-less spaces for women in the academy

This paper is about three working class women academics in their 40s, who are at different phases in their career. I take a reflexive, feminist, (Reay 2000, 2004, Ribbens and Edwards 1998) life story approach (Plummer, 2001) in order to understand their particular narratives about identity, complicity, relationships and discomfort within the academy, and then how they inhabit care-less spaces. However unique their narratives, I am able to explore an aspect of higher education – women and their working relationships – through a lens of care-less spaces, and argue that care-less-ness in the academy, can create and reproduce animosity and collusion. Notably, this is damaging for intellectual pursuits, knowledge production and markedly, the identity of woman academics. In introducing this work, I first contextualise women in the academy and define the term care-less spaces, then move onto discuss feminist methods. I then explore and critique in some detail, the substantive findings under the headings of ‘complicity and ‘faking’ it’ and ‘publishing and collaboration’. The final section concludes the paper by drawing on Herring’s (2013) legal premise, in the context of care ethics, as a way to interrogate particular care-less spaces within higher education.

Political parties and trade unions in the post-communist Poland:class politics that have never a chance to happen

Trade unions in Poland have not built the stable and long-term relations with political parties as are observed in Western democracies. By analysing the historical and symbolic background of the transformation to a democratic civil society and free market economy, political preferences of working class, trade union membership rates, and public opinion polls, we argue that, in case of Poland, the initial links between political parties and trade unions weakened over time. Polish trade unions never had a chance to become a long-term intermediary between society and political parties, making the Polish case study a double exception from the traditional models.

Working in a Mexican Classroom: An Autoethnographic Study

This autoethnographical study seeks to develop a deeper understanding of the challenges that are faced by the researcher in adapting to a new cultural and linguistic setting as well as describing the teaching practices that the researcher encounters in a Mexican classroom; data will be collected through the process of reflective journaling as well as the collection of pictures and artifacts.

La escuela con los pies en el aire. Hacer escuela, entre la desigualdad y la emancipación

El propósito de este trabajo de investigación es relevar la experiencia de una escuela pública del distrito de La Matanza, en el conurbano bonaerense. Esta institución enclavada en una zona popular, Villa Scasso, fue creada hace trece años y atiende a una población infantil y juvenil de educación especial. El motivo de la investigación no se centra en la especificidad de este campo educativo sino en el proceso de construcción de una propuesta pedagógica que tensiona las formas escolares, amplía las fronteras educativas y transforma el tiempo y el espacio escolar. La atención de la presente indagación está puesta en problematizar la relación de la educación con la desigualdad y la igualdad, con el objetivo de abrir nuevos interrogantes sobre el carácter de determinación que se le otorga a la pobreza, la marginalidad y la exclusión en el terreno educativo, en particular en su relación con las escuelas de sectores populares. Las infancias populares acceden a circuitos de escolarización diferenciados, pero su carácter reproductor y/o emancipador configura un discurso que no se clausura a priori. Esta tesis doctoral abre interrogantes sobre esta problemática y documenta una experiencia educativa que "hace escuela" de manera "especial"

La escuela con los pies en el aire. Hacer escuela, entre la desigualdad y la emancipación

El propósito de este trabajo de investigación es relevar la experiencia de una escuela pública del distrito de La Matanza, en el conurbano bonaerense. Esta institución enclavada en una zona popular, Villa Scasso, fue creada hace trece años y atiende a una población infantil y juvenil de educación especial. El motivo de la investigación no se centra en la especificidad de este campo educativo sino en el proceso de construcción de una propuesta pedagógica que tensiona las formas escolares, amplía las fronteras educativas y transforma el tiempo y el espacio escolar. La atención de la presente indagación está puesta en problematizar la relación de la educación con la desigualdad y la igualdad, con el objetivo de abrir nuevos interrogantes sobre el carácter de determinación que se le otorga a la pobreza, la marginalidad y la exclusión en el terreno educativo, en particular en su relación con las escuelas de sectores populares. Las infancias populares acceden a circuitos de escolarización diferenciados, pero su carácter reproductor y/o emancipador configura un discurso que no se clausura a priori. Esta tesis doctoral abre interrogantes sobre esta problemática y documenta una experiencia educativa que "hace escuela" de manera "especial"

La escuela con los pies en el aire. Hacer escuela, entre la desigualdad y la emancipación

El propósito de este trabajo de investigación es relevar la experiencia de una escuela pública del distrito de La Matanza, en el conurbano bonaerense. Esta institución enclavada en una zona popular, Villa Scasso, fue creada hace trece años y atiende a una población infantil y juvenil de educación especial. El motivo de la investigación no se centra en la especificidad de este campo educativo sino en el proceso de construcción de una propuesta pedagógica que tensiona las formas escolares, amplía las fronteras educativas y transforma el tiempo y el espacio escolar. La atención de la presente indagación está puesta en problematizar la relación de la educación con la desigualdad y la igualdad, con el objetivo de abrir nuevos interrogantes sobre el carácter de determinación que se le otorga a la pobreza, la marginalidad y la exclusión en el terreno educativo, en particular en su relación con las escuelas de sectores populares. Las infancias populares acceden a circuitos de escolarización diferenciados, pero su carácter reproductor y/o emancipador configura un discurso que no se clausura a priori. Esta tesis doctoral abre interrogantes sobre esta problemática y documenta una experiencia educativa que "hace escuela" de manera "especial"

Cultivating Subjectivities: The Class Politics of Convivial Labor in the Interstitial Spaces of Neoliberal Neglect

Thesis (Ph.D.)--University of Washington, 2016-08

Investigating Social Mobility: Cultural Frames and Cultural Frame Switching in First-Generation College Students

Thesis (Ph.D.)--University of Washington, 2016-08

A formação em educação ambiental na ênfase em gestão de patrimônio socioambiental do curso de História - Bacharelado da Universidade Federal do Rio Grande

A presente dissertação de mestrado teve como fenômeno de estudo a Ênfase em Gestão do Patrimônio Socioambiental do curso de História Bacharelado da Universidade Federal do Rio Grande – FURG, buscando compreender o processo de constituição e desenvolvimento desta Ênfase e suas articulações com a Educação Ambiental. Para tanto, foram elencadas três hipóteses: (a) a Ênfase em Gestão do Patrimônio Socioambiental do curso de Bacharelado em História da FURG não é estruturada e nem desenvolvida a partir das emergências da crise estrutural da qual a crise ambiental é um aspecto latente; (b) os saberes desenvolvidos na Ênfase não possibilitam que o egresso desenvolva a criticidade e a formação necessária para o cumprimento de sua função socioambiental; (c) a Educação Ambiental desenvolvida na Ênfase em Gestão do Patrimônio Socioambiental do curso de História – Bacharelado da Universidade Federal do Rio Grande – FURG não é expressão de uma ciência que se pretenda a serviço da classe trabalhadora e que se proponha a encarar os desafios das questões impostas pela crise ambiental. Em decorrência destas, foi desenvolvido um objetivo geral e três objetivos específicos, sendo eles: (a) Entender as condições sociais de crise ambiental em meio as quais surge a necessidade de gestores do patrimônio socioambiental; (b) Analisar os aspectos teóricos do campo da Educação Ambiental e a compreensão de ciência presentes na formação dos gestores do patrimônio socioambiental; (c) Identificar, no Projeto Pedagógico do curso de História Bacharelado, os aspectos políticos que demonstrem a função social do egresso. Ainda no sentido de atender ao objetivo geral foram organizadas quatro questões de pesquisa, a saber: (a) Quais as emergências da necessidade de criação da Ênfase em Gestão do Patrimônio Socioambiental no curso de História - Bacharelado da Universidade Federal do Rio Grande - FURG? (b) Que perspectiva de Educação Ambiental tem os professores da Ênfase em Gestão do Patrimônio Socioambiental do curso de História - Bacharelado da Universidade Federal do Rio Grande - FURG? (c) Que compreensão de ciência e de Educação Ambiental está vinculada à formação dos egressos da Ênfase em Gestão do Patrimônio Socioambiental do curso de História - Bacharelado da Universidade Federal do Rio Grande - FURG? (d) Quais saberes são fundamentais na formação dos gestores do patrimônio socioambiental para que compreendam os fundamentos da crise que faz emergir a necessidade da função social de tal ênfase? Nesta pesquisa foram utilizados, prioritariamente, os referenciais teóricos e epistemológicos com vinculação à compreensão de mundo marxista. Após o processo de revisão bibliográfica foram desenvolvidas entrevistas semi-estruturadas com sete professores atuantes na ênfase em estudo. Na sequência, para apreciação das informações, foi utilizado o referencial metodológico da Análise de Conteúdo de Laurence Bardin. Concluiu-se no processo de pesquisa que a ênfase se relaciona com a oferta de novas possibilidades de atuação profissional do historiador gestor. Bem como os saberes desenvolvidos na ênfase possibilitam parcialmente a constituição da criticidade dos egressos. Por fim, a Educação Ambiental desenvolvida na ênfase não pode, em sua totalidade, estar a serviço da classe trabalhadora, pois está circunscrita, no presente momento histórico, aos limites do Capital.

Formación profesional y desigualdad de oportunidades educativas por clase

Tras un repaso a las reflexiones sociológicas sobre la FP y su relación con el origen socioeconómico y el género, así como su plasmación en los debates de política educativa en España, mostramos las tasas de estudiantes o graduados de FP a los 19 y 20 años según clase social de origen y género, desde los nacidos en 1957 hasta 1992. Durante todo este periodo, la desigualdad de oportunidades sociales en el acceso a la FP ha permanecido más bien constante por clase social mientras que ha disminuido por género a partir de las personas nacidas en 1961, pero en mayor medida en las nacidas después de 1970. Los datos muestran que la reforma introducida por la LOGSE, que endureció los requisitos académicos para cursar FP, disminuyó la probabilidad de cursar FP en todas las clases sociales, y que es posible que haya perjudicado en mayor medida a la clase obrera que al resto de clases. Por otro lado, las mujeres cuya familia social de origen pertenece a las clases intermedias optan en menor medida por los estudios de FP que lo que cabría esperar por su género y por su clase social.

Beyond hope: Rhetorics of mobility, possibility, and literacy

When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students’ social and economic standing. It is this faith—this hope for change—that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers’ and theorists’ narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals’ lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers’ and theorists’ personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a “good life”). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want—and need—from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers’ and theorists’ published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, “Beyond Hope,” explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, “Making Teachers, Making Literacy,” explores the intersection between teachers’ lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected—and did not connect—with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell’s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers’ understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, “Reading Lives on the Boundary,” I demonstrate how Mike Rose’s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose’s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose’s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, “Horton and Freire’s Road as Literacy Narrative,” I concentrate on Myles Horton and Paulo Freire’s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators’ stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors’ ideas on theory. Drawing on Bakhtin’s notion of the chronotope—the intersection of time and space within narrative—I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire’s meeting, and ultimately in the two men’s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book’s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men’s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, “Writing for a Change,” in the spring of 2009. Entitled “Doing Time with Literacy Narratives,” this chapter explores the complex ways in which literacy and incarceration are configured in students’ narratives as well as my own. With and against students’ stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers’ knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers’ own narratives of literacy—potential that has been documented by scholars in writing studies and allied disciplines—this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive.

Complexos de estudo: investigando um experimento de currículo em uma escola de assentamento do MST no Paraná

The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.

Work, class and conflict: a comparative study of three Cork factories, incorporating oral testimony

This dissertation presents a comparative study of three factories in Cork Harbour area, Sunbeam Wolsey (1927-90), Irish Steel (1939-2001) and the Ford Marina Plant (1917-84). All three factories were significant industrial employers in both a domestic (Irish) and a local (Cork) context and are broadly representative of the Irish manufacturing industry that was developed under the policies of tariff protection introduced in the 1930s and gradually phased out between the late 1950s and the mid-1980s. Sunbeam Wolsey was a textile and clothing concern located on the north side of Cork City that possessed a borderline monopoly within its economic sector and was among the largest private employers of female labour in twentieth century Ireland. Irish Steel was the country’s only steel mill, located on Haulbowline island, a brief ferry-ride from the seaside town of Cobh, and was unusual in being one of the few manufacturing concerns operated as a nationalised industry under the auspices of the state. The Ford Marina plant predated the introduction of protectionism by more than a decade and began as the centre of the Ford empire’s tractor manufacturing business, before switching to the production of private motor vehicles for the Irish market in 1932. All three industries were closed or sold off when the state withdrew support, either in the form of tariff protection (Ford, Sunbeam) or direct funding (Irish Steel). While devoting much attention to the three firms, the central concern of this dissertation is not the companies themselves (though the economic history portion of the dissertation is substantial), but the workers they employed, examining the lives of these individuals both as members of the Irish working class, and, more specifically, as employees of the three factories under consideration. The project can be best described as a comparative factory study, comparing and contrasting the three workforces, focusing primarily on industrial relation and the experience of work. This dissertation utilises both documentary evidence and a significant quantity of oral testimony, breaking new ground by making the workplace the central focus of its investigation. The principal aims of the study are: 1. To document the lives of those who worked in these factories, capturing through oral testimony their subjective experiences of social class and factory life, as well as differences among narrators in terms of gender and status. In achieving this aim, the study will provide a broader social context for its detailed analysis of work and industrial relations in each firm. 2. To analyse the three workplaces and determine how and why each developed such distinct systems of industrial relations at the factory level, as well as to compare and contrast these systems. 3. To examine the nature of work in each factory and to determine how work and industrial relations in each firm developed over time, relating these changes both to internal and external factors. Additionally, the project will provide a comparative analysis of these changes.

Gender, class and the household economy in Scotland in the ‘Age of affluence’

From early 1950s to the early 1970s Britain is said to have experienced an ‘age of affluence’. Whilst material conditions for many households improved in these decades, this detailed examination of budget management processes shows that for many working-class households, these gains were the product of hard work and careful money management. Using oral history methodology, this thesis explores lived experiences of the household economy to illuminate these qualifications to ‘affluence’. In so doing, this thesis advances analysis which considers the relationship between the macro-level economic conditions of affluence and the everyday economic realities of households in the post-war period. The thesis examines the operation of the household economy and shows how working-class households utilised domestic labour, budgeting, paid work, credit and thrift to make ends meet, as well as to achieve ‘affluence’. Further, by exploring these areas of the household economy, this thesis shows that gendered ideology continued to preserve power and material inequalities between men and women. Although considerable change did occur, particularly involvement in the paid labour market, domestic responsibilities continued to be an important focus of women’s identities and the effective performance of these duties by women remained central to the success of the household. This thesis represents a fresh focus on how the exploration of everyday life, including the salience of ideological continuities in shaping experience, can qualify and refine our understanding of twentieth century economic and social change, and contributes to socio-historical understandings of ‘affluence’ and its intersections with the household, gender, and class.