A ingerência da empresa transnacional na escola pública por meio da sua articulação com o Estado
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Tipo
Apresentação
Classficação
Nível teórico
Data
2012
Autores
ORCID
Título do Períodico
Revista Educação e Políticas em Debate
ISSN
2238-8346
Página(s)/e-location
106-125
Idioma(s)
pt
Fonte
Fonte
Uberlândia
1
1
jan./jun.
1
1
jan./jun.
Resumo
Pesquisa qualitativa sobre a ingerência da empresa na escola pública por meio da sua articulação com o Estado. O estudo foi realizado em uma escola da rede estadual de São Paulo localizada em um município da Região Metropolitana. Realizamos entrevistas com professores da instituição, uma vez que eles são responsáveis por desenvolver o material "pedagógico" (kit) da empresa na sala de aula. O projeto da empresa foi desenvolvido na escola por meio da sua articulação com o Ministério da Educação (MEC) no Governo Fernando Henrique Cardoso e no Governo Lula. Portanto, ambos estabeleceram articulação com o setor privado nas políticas para a Educação escolar pública. Verificamos que o desenvolvimento do kit da empresa na escola atinge a prática pedagógica e autonomia dos professores, pois eles utilizam o referido material "pedagógico" nas suas aulas. Em função disso, os conteúdos das disciplinas são subjugados ao projeto "educativo" da empresa. Embora predomine a tendência de os professores viabilizarem o material "pedagógico" da empresa nas suas aulas, existem alguns que questionam tal material e resistem na tentativa de reafirmarem a sua autonomia e a formação dos estudantes para a emancipação. No entanto, tais questionamentos e resistências são individuais, não evidenciam práticas de fortalecimento coletivo.
Qualitative research about transnational company's mismanagement in public school through its articulation with the State. The study was realized in a state school in Sao Paulo, located in a city of the Metropolitan Area. Interviews with the institution's teachers were accomplished since they are responsible for developing the "pedagogical" material (kit) of the company in the classroom. The company's project was developed in the school by the means of articulation with the Education Ministry (MEC) in Fernando Henrique Cardoso's government and Lula's government. Therefore, both established articulations with the private sector in politics for public scholar education. It was verified that the kit's development of the company in school reaches the pedagogical practice and the teacher's autonomy once they use that "pedagogical" material in their classes. As a result, the discipline's content is subjugated to the "educative" project of the company. Although there is a predomination in the teacher's tendency to turn the company's "pedagogical" material available in classes, there are some that question such material and resist, trying to reaffirm their autonomy and the student's formation to their emancipation. However, such questions and resistances are individual, they do not show practices of collective empowerment.
Qualitative research about transnational company's mismanagement in public school through its articulation with the State. The study was realized in a state school in Sao Paulo, located in a city of the Metropolitan Area. Interviews with the institution's teachers were accomplished since they are responsible for developing the "pedagogical" material (kit) of the company in the classroom. The company's project was developed in the school by the means of articulation with the Education Ministry (MEC) in Fernando Henrique Cardoso's government and Lula's government. Therefore, both established articulations with the private sector in politics for public scholar education. It was verified that the kit's development of the company in school reaches the pedagogical practice and the teacher's autonomy once they use that "pedagogical" material in their classes. As a result, the discipline's content is subjugated to the "educative" project of the company. Although there is a predomination in the teacher's tendency to turn the company's "pedagogical" material available in classes, there are some that question such material and resist, trying to reaffirm their autonomy and the student's formation to their emancipation. However, such questions and resistances are individual, they do not show practices of collective empowerment.
Descrição
Palavras-chave
Empresa transnacional, Estado, Escola pública, Transnational company, State, Public school
Citação
PIRES, Joelma Lúcia Vieira. A ingerência da empresa transnacional na escola pública por meio da sua articulação com o Estado. Revista Educação e Políticas em Debate, Uberlândia, v. 1, n. 1, p. 106-125, jan/jun. 2012. Disponível em: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/17367. Acesso em: 2022-06-06