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O estudo do local em educação: dinâmicas socioeducativas em Paredes de Coura
Código(s) de referência
3
Título
O estudo do local em educação: dinâmicas socioeducativas em
Paredes de Coura
Nível de descrição
doctoralThesis
Data(s)
2003-11-07T14:13:20Z
2003-11-07T14:13:20Z
2003
Fonte imediata de aquisição ou transferência
Ferreira, Fernando Ilídio
Resumo
In the last three decades, the local dimension has been an object of increasing interest, in political, social and scientific terms. The proliferation of notions, such as autonomy, participation, community, contract, project, partnership, and the emergence of politics and practices of local management of schools, community development and partnerships involving services, institutions and professionals of education, health care and social work is an example of that increasing interest. This phenomena is not new, since it corresponds to a renewal of the local level, after it had been smothered by the national-state level. What is new in this recent period is the fact that this re-localization phenomena occurs simultaneously with the Welfare State crisis and the emergence of the globalization phenomena. In this context, the study of the local dynamics can not ignore the several dimensions: local, national, global and, in our case, the European Union; which cross and manifest themselves, in the local level, in a more complex way than ever before. The empirical research, that was carried out in a rural municipality in Northern Portugal, in which two kinds of local dynamics were described and analysed, reveals this complexity. In the first case, a local dynamic promoted by a local association was analysed. It is essentially dedicated to childhood education, but develops its activities in the more isolated localities of the municipality, integrating the educational and social dimensions and conferring to children the role of mediation in community development processes. In the second case, a local dynamic conducted by teachers and the local authorities was also analysed. This has culminated recently with the decision of the concentration of all children of the municipality who attend primary education and some who attend pre-school education in a single school building located in the Village municipal centre, with the consequent enclosure of all small rural parish schools. While in the first case, the local dynamics develop in the logic of proximity and solidarity with the rural world, contributing to its survival and integrated development, in the second case, they are supported by the myths of homogeneity and concentration and also influenced by an urban-industrial conception of development and by the agenda of the educational reforms of the 80’s and the 90’s, which have been dominated by the logic of rationalization and modernization. In the last part of this dissertation, a critical reflection about the renewed interest by the local dimension in Education was developed by the inspiration of the empirical research results and including other scales of analysis. This reflection is conducted around three key-concepts: “community development” (corresponding to, in tradition, principles and in logical terms, to the francophone concept of “animation socioculturel”), “management” and “partnership”. Through this reflection, the emphasis with which each of these concepts has been manifested for the last three decades and the different logics of the discourses and practices which have been characterised were focused on. Finally, a phenomena of managerial and rhetorical appropriation of the militant spirit of the “community development” practices and languages, occurred in the ambit of the educational reforms and the official programs of social public policies in the 80-90’s, was also observed. In this sense, we argue that, in this period, the notion of “management” became dominant in the educational field and the hegemony of “school” was accentuated to other educational contexts and practices, but, since the 90’s, the notion of “partnership” has been emerging as an expression of a “connectionist logic”, inspired in the network metaphor, dominated by an ideology of consensus, based on an euphemistic language and appealing to the integration of the educational and social dimensions. As a consequence, it is necessary to develop a “critical reticular thinking” more adapted and vigilant of this new logic of contemporary societies.
Condições de reprodução
open access
Registo Original
http://hdl.handle.net/1822/197
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