Dissertations / Theses: 'Educative power'

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Schirato, Maria Aparecida Rhein. "O percurso do jovem executivo na arquitetura do poder das organizações sob o ponto de vista psicanalítico." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06032008-113154/.

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O objetivo desta tese é analisar, a partir de um ponto de vista psicanalítico, a vida de jovens executivos: sua educação, sua formação cultural, sua inserção no mercado de trabalho e seu acesso a altos níveis de poder dentro das organizações. Para tanto, foi necessária como referência a teoria de Sigmund Freud e de alguns de seus seguidores. Imaginamos como seria uma visita de Freud às organizações atuais: qual seria sua leitura e compreensão sobre o jovem tendo acesso aos vários níveis de poder e quais as suas conseqüências. O desenvolvimento desta tese demandou algumas considerações relativas: a administração de empresas, com relação às Políticas de Recursos Humanos e Qualidade, e à Educação, com relação à intervenção dos pais e educadores nas escolhas dos jovens. Entrevistas com 4 jovens executivos sobre suas carreiras profissionais comprovam a validade da teoria psicanalítica contida nesta tese.
The scope of this essay is to analyze, from a psychoanalytic point of view, the life of young business men and women: their education, their cultural formation, their insertion in the market and their access to high levels of power in organizations. Therefor I had as reference Sigmund Freud\'s theories and some of his disciples. I imagined how a visit of Freud to a currently existing organization would be: which his comprehension and interpretation would be about the young business men and women upon access to the different levels of power and the consequence thereof. The development of essay required some certain considerations regarding: business administration, with respect to Human Resources and Quality Policies, and Education, with respect to the intervention of parents and educators in the choices of the students. Interviews with 4 (four) young businessmen and women about carrier evidenced the validity of the psychoanalytic theory contained in this essay.

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McKeever, Mary Geraldine. "Workers' education for workers' power." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364737.

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Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.

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Philosophiae Doctor - PhD
Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.

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Pascual, Medina Javier. "Relaciones de poder y empoderamiento docente para la innovación educativa." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/670115.

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La demanda pel canvi i educatiu la millora educativa mai s’havia posicionat tan fortament a la història de Xile com ho ha fet durant la darrera dècada. El sorgiment de la Societat del Coneixement, sumat a les nombroses revoltes estudiantils i socials, han posat a l’educació en el punt de mira de l’opinió pública i l’agenda política. La Innovació Educativa – entesa com qualsevol canvi en els processos d’ensenyament-aprenentatge orientat al millorament educatiu – es situa com un concepte fonamental en el qual els docents es converteixen en peça clau com a agents de canvi. Paradoxalment, el sistema educatiu ha avançat cap a un model de reformes basades en estàndard que, mentre explícitament es plantegen com un mecanisme que intenta donar major autonomia a les comunitats educatives convertint-les en protagonistes de la seva pròpia millora, en realitat, es consoliden com a mecanismes rígids que pressionen als establiments i als docents a desenvolupar el seu treball sota una racionalitat instrumental. En aquest context, la dificultat d’innovar es torna evident, perquè el canvi requereix de professionals apoderats que aconsegueixin superar les barreres imposades pels estàndards educatius. L’objectiu d’aquest estudi és identificar, des d’un paradigma sociocrític i transformatiu, la influència que tenen les relacions de poder que s’exerceixen sobre els docents d’escoles i liceus a Xile i l’apoderament docent en els processos d’innovació educativa. Entenem les relacions de poder com a intents d’una persona o institució per controlar les accions d’uns altres – en aquest cas, l’acció pedagògica dels docents – i l’apoderament com el procés dels docents per a recuperar el control sobre les pròpies accions. Per a complir amb els objectius, desenvolupem una metodologia mixta seqüencial i transformativa en dues fases. En una primera fase hem elaborat Produccions Narratives amb nou docents, mitjançant les quals coneixem innovacions educatives pròpies del seu treball, les relacions de poder associades i les seves formes d’apoderament i resistència. Construïm sobre la base d’elles les categories d’anàlisis per a la segona fase, una enquesta aplicada en escoles i liceus a Xile, rescatant i enaltint així la veu dels docents. Els resultats indiquen que el rol exigit als docents pel sistema educatiu i les seves institucions dista del que els professors consideren com a ideal. El currículum educatiu, les avaluacions estandarditzades d’aprenentatge i els estàndards d’acompliment docent s’han convertit en mecanismes de pressió constant per als docents, i els establiments i els seus directius han format estructures per a transmetre i reproduir aquesta pressió. Així, els docents consideren la innovació educativa com una resistència o fugida d’aquestes obligacions, la qual aconsegueixen apoderant-se individual i col·lectivament. Les diverses relacions de poder i processos d’apoderament docent incideixen en com es desenvolupen les innovacions educatives, en els seus orígens, objectius, objectes de canvi i sostenibilitat.
La demanda por el cambio y el mejoramiento educativo nunca se había posicionado tan fuertemente en la historia de Chile como lo ha hecho recientemente. El surgimiento de la Sociedad del Conocimiento, sumada a las numerosas revueltas estudiantiles y sociales, han puesto a la educación en el punto de mira de la opinión pública y la agenda política. La Innovación Educativa – entendida como cualquier cambio en los procesos de enseñanza-aprendizaje orientado al mejoramiento educativo – se sitúa como un concepto fundamental en el que los docentes se convierten en pieza clave como agentes de cambio. Paradójicamente, el sistema educativo ha avanzado hacia un modelo de reformas basadas en estándares que, mientras se plantean como un mecanismo que intenta dar mayor autonomía a las comunidades educativas convirtiéndolas en protagonistas de su propio mejoramiento, en realidad, se consolidan como mecanismos rígidos que presionan a los establecimientos y a los docentes a desarrollar su trabajo bajo una racionalidad instrumental. En ese contexto, la dificultad de innovar es evidente, pues el cambio requiere de profesionales empoderados que logren superar las barreras impuestas por los estándares educativos. El objetivo de este estudio es identificar, desde una perspectiva sociocrítica y transformativa, la influencia que tienen las relaciones de poder que se ejercen sobre los docentes de escuelas y liceos en Chile y el empoderamiento docente en los procesos de innovación educativa. Entendemos las relaciones de poder como intentos de una persona o institución por controlar las acciones de otros – en este caso, la acción pedagógica de los docentes – y el empoderamiento como el proceso de los docentes para recuperar el control sobre las propias acciones. Para cumplir con los objetivos, desarrollamos una metodología mixta secuencial y transformativa en dos fases. En una primera fase hemos elaborado Producciones Narrativas con nueve docentes, mediante las cuales conocimos innovaciones educativas propias de su trabajo, las relaciones de poder asociadas y sus formas de empoderamiento y resistencia. Construimos en base a ellas las categorías de análisis para la segunda fase, una encuesta aplicada en escuelas y liceos en Chile, rescatando y enalteciendo así la voz de los docentes. Los resultados indican que el rol exigido a los docentes por el sistema educativo y sus instituciones dista del que los profesores consideran como ideal. El currículum educativo, las evaluaciones estandarizadas de aprendizaje y los estándares de desempeño docente se han convertido en mecanismos de presión constante para los docentes, y los establecimientos y sus directivos han formado estructuras para transmitir y reproducir esta presión. Así, los docentes consideran la innovación educativa como una resistencia o fuga de esas obligaciones, la cuál logran empoderándose individual y colectivamente. Las diversas relaciones de poder y procesos de empoderamiento docente inciden en cómo se desarrollan las innovaciones educativas, en sus orígenes, objetivos, objetos de cambio y sostenibilidad.
Social demand for change and educational improvement had never positioned itself in Chilean history as strongly as it has during the past decade. The emergence of Knowledge Society and the numerous student and social revolts have put education in the spotlight of public opinion and political agenda. Educational innovation – meaning any change in the teaching-learning processes aimed to improve them – turned into a fundamental concept, and teachers have become a key piece as agents of change. Paradoxically, Chilean educational system has advanced towards a model of standards-based reforms. While explicitly has been considered as a mechanism that aims to give grater autonomy to educational communities, making them protagonists of their own improvement, in reality, they are consolidated by rigid accountability mechanisms, pressuring schools and teachers to develop their work under an instrumental rationality. The difficulty of innovating becomes evident, since change requires empowered professionals who need to overcome the barriers imposed by educational standards. The main goal of this study is to identify, from a socio-critical and transformative perspective, the influence that power relationships exercised over teachers and teachers’ empowerment have in educational innovation processes in schools and high schools in Chile. We understand power relationships as attempts by one person or institution to control the actions of others – in this case, the pedagogical action – and teacher empowerment as the process of teachers to regain control over their own actions. We developed a sequential and transformative mixed methodology in two phases. In a first phase, we developed Narrative Productions with nine teachers, through which we learn their educational innovations, the associated power relationships and their forms of empowerment and resistance. We built on them the analysis categories for the second phase, a survey applied in schools and high schools in Chile, thus rescuing and exalting the voice of teachers. Results show that the teachers’ role demanded by the educational system and its institutions is far from what teachers consider as the ideal role. The educational curriculum, standardized tests for students and teacher performance standards have become mechanisms of constant pressure for teachers. Schools and their principals have formed structures to transmit and reproduce this pressure. Thus, teachers consider educational innovation as a resistance or an escape from these obligations, which they achieve by empowering themselves individually and collectively. The various power relationships and teacher empowerment processes influence how educational innovations develop, in their origins, goals, objects of change and sustainability.

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Darne, Sophie. "Pas sans l’obéissance : nouages du sujet dans le lien social." Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20020.

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L’obéissance rebute. Associée au courage dans la Grèce antique, recherchée comme un état à l’époque des monastères, moralement soupçonnée suite aux exactions de la Seconde Guerre mondiale, l’obéissance apparaît complexe. Souvent associée au champ de la passivité, elle relève pourtant d’une action du sujet aux prises avec le social. L’obéissance apparait comme caractéristique d’un positionnement général du sujet dans le lien social, en butte à des énoncés formulés avec autorité ou domination dans un certain rapport au pouvoir. Elle se manifeste de façon spécifique pour des éducateurs ayant en charge des adolescents dans un foyer de la protection de l’enfance. Elle se dessine donc comme une notion ambiguë, que nous tenterons de conceptualiser grâce à la traversée, par le discours psychanalytique, des discours historiques, philosophiques et sociologiques en cours de l’antiquité à nos jours. Elle pourra alors être un élément d’exploration de la complexité de positionnements de professionnels au travers des quatre discours de Lacan. Paradigme du lien social, la dimension de l’obéissance nous introduit aux nouages possibles du sujet entre sa position subjective, la conjoncture qu’il trouve dans le monde et le rapport au pouvoir qu’il s’octroie. Ce nouage d’obéissance peut déboucher soit sur une soumission, soit sur une décision. Et quand il n’est pas possible, des manifestations symptomatiques tentent de remettre en route le sujet. Il n’est donc pas possible de ne pas obéir comme il n’est pas possible d’être hors lien social. Il est en revanche nécessaire de faire choix de l’un des modes de nouage d’obéissance, choix incontournable, complexe et dynamique s’il en est
Obedience puts us off. Associated with courage in Ancient Greece, seeked as a permanent frame of mind in the age of monasteries, and morally suspicious since the atrocities of World War II, obedience is, to say the least, infinitely complex. Although often likened to passivity, obedience veritably is an action on the part of the subject in its dealings with the social. It is one aspect of the subject’s general positioning within the social and the various utterances it involves, with the latter coming from a place of authority or domination in certain power dynamics. However, obedience works in specific ways for the educators responsible for teenagers in a children’s care home. It reveals itself as an ambiguous notion that this thesis attempts to conceptualise through a psychoanalytic exploration of the historical, philosophical, and sociological, discourses, from Antiquity to this day. I mobilise the notion of obedience to investigate the complex positionings of social education professionals. Being the paradigm of social relations, obedience brings us face to face with the question of the individual’s knotting together of its subjective position, the contingencies of the outside world, and the relationships the subject creates with authority and power. As at once a knotting in itself and that with which the subject has to negotiate, obedience either leads to a position of submission or to a choice, a decision. When this knotting does not happen, symptoms irrupt and set the subject in motion again, putting it to work. We could therefore say that it is as impossible not to obey as it is to be outside of any social rapport. It is, however, necessary to choose from the various subjective knottings of, and with, obedience; an inescapable, complex, and dynamic, choice, if ever there was one

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Saville, Marco. "Power playground." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25425.

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Communities on the Cape Flats of the Western Cape have become synonymous with 'overcrowding, poverty, and squatters' (Pinnock, 2016: 12). Segregation under the apartheid regime forcibly placed Black and Coloured citizens in these areas. These areas have since become eclectic linguistic platforms where many languages form part of the daily liveliness. One of the registers used, is sabela. This is a register born in the prison gangs that has filtered out into the streets, and schools within the surrounding areas. This study, conducted in a school on the Cape Flats, follows the linguistic resources deployed by two Grade 9 boys, as they negotiate their way through different interactions within the informal school setting. The study is based on Linguistic Ethnography (Rampton, 2004), and draws on a view of language as a social practice (Fairclough 1989/ 2001), with particular focus on the contexts (Blommaert, 2005) that inform interactions. The important influence of different discourses in the linguistic marketplace (Bourdieu, 1977) frame the analysis of interactions, and evidence of performativity (Butler, 1990) and footing (Goffman, 1981) are seen as an important factors when investigating abilities to perform particular identities. Hence my research question is: How does sabela function within the linguistic repertoires of two boys in informal spaces at a School on the Western Cape Flats? The data collected consists of audio recordings made over the period of five days, during the two interval sessions of each day, as well as interviews conducted with research participants. The findings showed that the boys had a wide linguistic repertoire that could be strategically deployed. They drew on many different resources from their repertoires with different effects, sabela was drawn on as a signifier of power both in the informal school space and in interactions.

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Martinez, Pedro Plaza. "Language, education and power in Bolivia : bilingual education classroom practices." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367008.

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Raimzhanova, Aigerim [Verfasser]. "Hard, Soft, and Smart Power – Education as a Power Resource / Aigerim Raimzhanova." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1167658957/34.

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Cripps, Sandra Florence. "The influence of language as a tool for policy implementation : further education after the 1988 Education Reform Act." Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/2217/.

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The task of this work is to show that the use of language can be an important tool in any attempt to use power. In view of the complexity of the subject the span of investigation has specifically focused on the changes brought about by the Conservative Government expressed in the Education Acts in 1988 and 1992 during the period 1991-1996, tracing their effect on three further education colleges in the public sector and one in the private sector. In order to test the hypothesis, that there has been a significant change in the value system within which further education policy has been expressed, a selection of all direct guidance given to further education colleges for the period 1944-1997 is analysed. By exploring the panoramic of the narrative it is argued that policy failure for the average student is found not to be uncommon and at odds with the vision which drove the Education Act 1944. In order to offer some explanation of these outcomes the narrative is analysed. This reveals several themes representing a journey towards modernising democracy and underlying themes which consistently tempers attempts towards radical change. Further it reveals a paradigm shift from the pursuit of educational effectiveness, based on equality and the notion of social responsibility, to the pursuit of educational efficiency did take place. It is argued that the Government's language themes challenged and altered the professional's language thus their right to decide but rendered the newly incorporated colleges less able to manage the high risk environment in which it was placed by them. In contrast, it is suggested that the private college which operates with professional autonomy as key to its success demonstrates that professional autonomy and commercial success are not mutually exclusive. Indeed, this approach has much in common with new trends in management discourse.

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Kay, Brent William. "Education directors' perspectives on power and value." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23944.pdf.

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Colvin, Randall A. "Alexander Campbell and the Power of Education." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707277/.

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This educational biography is a study of Alexander Campbell's (1788-1866) educational activities and educational thinking. These activities included the following: his creation of Buffalo Seminary; advocacy for common schools at the Virginia State Constitutional Convention of 1829-1830; participation in the Western Literary Institute and College of Professional Teachers of Cincinnati, Ohio (an organization for educators); speeches on education and common schools; founding Bethany College in present-day Bethany, West Virginia; and his discussion of educational issues in his journal, the Millennial Harbinger. The study explores how Campbell's unique early-life affected his future educational life. His early-life included intensive study under his highly educated father, home-training in Christian piety, and studying for a time at the University of Glasgow. The study focuses especially upon Campbell's involvement in the College of Teachers, his founding of Bethany College, and his major educational ideas. Some of Campbell's major educational emphases include: the need for public education; human knowledge as a national resource; moral education; lifelong learning; female education; student interest; a broad and holistic conception of education; a focus on early childhood education; utilitarian education; and the power of education. This study concludes that the overarching theme of education as power pervades Campbell's educational thinking.

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Olivera, Rodríguez Inés. "¿Desarrollo o bien vivir? Repensando la función social de la Universidad Intercultural desde el cuestionamiento al efecto educativo." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/78725.

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La institución educativa es el resultado de un orden social moderno-colonial, determinado por un saber eurocéntrico que responde a la lógica del capitalismo como orden mundial de poder. Prueba de esto son los debates en torno a la escolaridad que comprenden su función social desde la inserción eficiente de los sujetos en la sociedad. en el orden de las políticas públicas vigentes, la lógica del desarrollo humano es lo que sigue primando en los proyectos educativos nacionales. esta problemática se agrava cuando se piensa en los contextos interculturales una vez que la lógica del capital, de la productividad y el crecimiento económico, no son parte de otras formas de ver el mundo. La interculturalidad como diálogo e interacción de universos simbólicos distintos exige la incorporación de otras epistemologías y lógicas escolares. Lo inter- cultural, desde las universidades Interculturales mexicanas, exige nuevas respuestas del sistema educativo formal; siendo que estas propuestas parecen aproximarse a la construcción de sociedades plurales capaces de incluir a todos y todas en los proyectos de vida. Considerando esto, la pregunta central para la reflexión que aquí se propone es: ¿cómo se puede pensar los efectos educativos en un contexto intercultural? Para esto hemos asumido la lectura crítica desde la teoría de la colonialidad del poder de Aníbal Quijano, para pensar la interculturalidad desde la inclusión verdadera de otras epistemologías que permitan pensar el mundo desde otros lugares y desde otros saberes.
The educative institution is the result of a modern-colonial socialorder determined by a euro-centric knowledge that responds to the logic of capitalism as a world order of power. the debates about schooling that understands its function as the efficient insertion of individuals into society are proof of this. In the order of current public policies, the logic of human development still rules over the national educative projects. this problem worsens when one considers intercultural contexts once the logic of capital, productivity, and economic growth are not the base of other ways of seeing the world. Interculturality as a dialogue and interaction of different symbolic universes demands the incorporation of other epistemologies and schooling logics. Thus, mexican Intercultural universities demand new responses from the formal educative system. these proposals seem to approximate to the construction of plural societies, capable of including everybody in life projects. the purpose is the construction of a true dialogue between forms of knowledge. therefore, the main question that is asked here is: how can educative effects be thought in an intercultural context? to answer it, I have made a critical reading of Anibal Quijano’s theory of the coloniality of power which gives an understanding of interculturality based on the real inclusion of other epistemologies that allow seeing the world from other angles and other forms of knowledge.

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Dutra, Maristela. "Especialista em educação ambiental - constituição de subjetividades num curso na modalidade educação a distância." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/6070.

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Nesta dissertação apresento uma pesquisa de investigação sobre a constituição de subjetividades com um grupo de dez egressos do Curso de Educação Ambiental Lato Sensu, ofertado pela Universidade Federal do Rio Grande, através do Sistema Universidade Aberta do Brasil, no município São Lourenço do Sul/RS. Para desenvolver, metodologicamente, esta pesquisa a partir de uma abordagem qualitativa, optei por utilizar alguns recursos sugeridos pela história oral temática, realizando dez entrevistas semiestruturadas. Como objetivo principal, este estudo busca problematizar e perceber a Educação Ambiental e o curso de especialização como mecanismos capazes de subjetivar e de incidir, produtivamente, sobre os estudantes que por ele passaram. Nesse sentido, essa pesquisa surgiu a partir de algumas reflexões e inquietações acerca do questionamento sobre como e em que condições nos constituímos como sujeitos. Entendo que currículo, poder e subjetivação são elementos produtivos e constitutivos de condutas, ações e sujeitos. Para perceber as marcas e os atravessamentos do referido curso na constituição desses sujeitos da ação ambiental, utilizo como referência teórica algumas pistas das problematizações desenvolvidas pelos estudos de Michel Foucault sobre poder e subjetivação, bem como, estudos desenvolvidos por Tomaz Tadeu da Silva sobre currículo. Para tanto, ao longo desta investigação, procuro mostrar que a Educação Ambiental e a sua profissionalização se estabelecem como mecanismos eficazes para a constituição de subjetividades desejadas. Através de técnicas e procedimentos relacionados ao campo ambiental se instituem tecnologias de poder e de subjetivação com a finalidade de governar as condutas dos sujeitos que, atravessados por essas relações, tendem a desenvolver determinados modos de se relacionar consigo mesmos e com os outros. A partir desta investigação pude perceber que o curso de especialização em Educação Ambiental se apresentou como uma possibilidade de produção de subjetividades constituídas dentro de um processo que ocorre no interior de práticas sociais previamente articuladas. Ao legitimar as práticas pedagógicas desses estudantes, o referido curso lhes autorizou a falar sobre Educação Ambiental, conduziu e movimentou um conjunto de atividades, de técnicas e de procedimentos com os quais esses egressos atuaram sobre si mesmos, produzindo suas subjetividades.
In this dissertation I present a research on the formation of subjectivities with a group of ten graduates of Curso de Educação Ambiental Lato Sensu offered by the Federal University of Rio Grande, through Sistema Universidade Aberta do Brasil in the city of São Lourenço do Sul/RS . To develop this research methodologically from a qualitative approach I chose to use some resources based on thematic oral history theory, performing ten semi-structured interviews. The main objective of this study is to raise questions and understand environmental education, and this specific specialization course, as mechanisms capable of produce the students as subjects constructed by the course curriculum. The origin of this research is the questioning about the conditions in which we build ourselves as a subject. Curriculum is part of one's construction and conduct. I analyze the marks of the course curriculum in the constitution of the environmental action subject through the theoretical reference of Michel Foucault studies on power and subjectivity, as well as studies conducted by Tomaz Tadeu da Silva on curriculum. Through this approach I argue that environmental education and professionalization are established as effective mechanisms for the formation of subjectivities. Pedagogical technologies of power and subjectivity are instituted through techniques and procedures related to the environmental field in order to govern the conduct of individuals who tend to develop certain ways of relating to themselves and others that attend the kind of subject willed by curriculum. This investigation was able to show the Environmental Education course as a possible strategy of producing subjectivities that are built in a process which happens inside existent social practices. By legitimating students' pedagogical practices the course authorized them to talk about Environmental Education. It also has conducted and moved a assemblage of activities, techniques and procedures that allowed the graduated students to work on themselves producing their own subjectivities.

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Lima, Karina de Oliveira. "Menor: um problema para sociedade disciplinar." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05102011-114106/.

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A presente pesquisa investigou sobre e emergência do menor no período de 1889-1927. Utilizou-se como métodos de pesquisa a revisão bibliográfica sobre o tema e a pesquisa de fontes primárias. As ideias de Foucault sobre sociedade disciplinar, poder, saber governamentalidade, arqueologia e genealogia permitiram a análise dos autos encontrados sobre o menor evidenciando-se relações de poder e o processo de sujeição do menor pelo trabalho e pela educação. Constatamos, assim, como já apontado por autores estudiosos do tema que o trabalho e a educação constituíram-se elementos centrais nas políticas públicas dirigidas para o menor desde o período estudado até os dias de hoje
This research investigated and on the child emergency in the period 1889-1927. Was used as the research methods literature review on the subject and the research of primary sources. Foucault\'s ideas about society disciplinary power, governmentality know, archeology and genealogy allowed the analysis of the case found on the child evidencing power relations and the process of placing the child for the work and education. We have thus found, as pointed out by authors writing on this topic that work and education constituted the central elements in public policies directed to the child since the study period until the present day

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Benedicto, Ricardo Matheus. "Afrocentricidade, educação e poder: uma crítica afrocêntrica ao eurocentrismo no pensamento educacional brasileiro." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29032017-161243/.

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Esta tese tem por objetivo contribuir para uma melhor compreensão do papel do eurocentrismo no pensamento educacional brasileiro. Para tanto orientado pela filosofia afrocêntrica de Abdias do Nascimento, Molefi Kete Asante, Marimba Ani e pelos trabalhos de Cheikh Anta Diop, Asa Hilliard, Carter G. Woodson e Wade Nobles realizamos uma crítica afrocentrada do pensamento educacional de Rui Barbosa, José Veríssimo, Fernando de Azevedo, Anísio Teixeira, Paulo Freire e Darcy Ribeiro bem como dos modelos educacionais defendidos e implementados por estes importantes pensadores da educação do país. Para reforçar esta crítica, este trabalho avalia a maneira pela qual a intelectualidade afro-brasileira compreendeu e reagiu aos sistemas de educação desenvolvidos por aqueles intelectuais. Nossa análise também mostrou que o modelo eurocêntrico de educação implantado no país tem como um de seus principais objetivos manter o poder e a hegemonia branca europeia. Em uma sociedade orientada e organizada pela ideologia da supremacia branca os não brancos descendentes de africanos e indígenas não têm poder, e desse modo, como conclusão deste trabalho, argumentamos que somente um modelo educacional quilombista (afrocentrado) é capaz de oferecer uma educação que atenda de modo satisfatório às necessidades dos afro-brasileiros.
This thesis aims to contribute to a better understanding of the role of Eurocentrism in the Brazilian educational thinking. For both guided by afrocentric philosophy of Abdias do Nascimento, Molefi Kete Asante, Marimba Ani and by the works of Cheikh Anta Diop, Asa Hilliard, Carter G. Woodson and Wade Nobles we performed an afrocentric review of the educational thought of Rui Barbosa, José Veríssimo, Fernando de Azevedo, Anísio Teixeira, Darcy Ribeiro and Paulo Freire and the educational models advocated and implemented by these important thinkers of education in the country. To reinforce this criticism, this work assesses the manner in which Afro-Brazilian intellectuals understood and reacted to education systems developed by those thinkers. Our analysis also showed that the Eurocentric model of education implemented in the country has as one of its main objectives to maintain the power and white European hegemony. In a society oriented and organized by ideology of white supremacy non-whites descendants of Africans and Indians have no power, and thereby, at the conclusion of this study, argue that only the quilombista educational model (afrocentric) is able to offer an education that meets satisfactorily the needs of Afro-Brazilians.

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Mena, Portocarrero Magrith. "(De)construyendo ilusiones. Cambios intergeneracionales y de género en las aspiraciones educativas y ocupacionales en las zonas rurales de Ayacucho." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/115064.

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To make a wish. Educational and occupational aspirations in two generations of rural children, in Ayacucho (Peru) This paper presents a genealogy of educational and occupational aspirations, based on the desires of two generations of rural children of Ayacucho. Taking the region’s recent turbulent and violent history into account, and other recent structural social changes, the research shows how the aspirations change between both generations, paying special attention to gender differences. Terciary education becomes the most wanted future, while peasant activities almost disappear from desired future lives
in addition, in poorer households girls keep higher aspirations than their male peers. Despite all this, hard evidence shows that tertiary education is rarely reached in Ayacucho, and women still have less opportunity to access and finish secondary and tertiary education. Therefore, this genealogy of desires not only should be seen as a social construction, but also as an expression of voice and agency, where social hierarchies are questioned.
La investigación presenta una genealogía de las aspiraciones educativas y ocupacionales abarcando a dos generaciones de niños y niñas pertenecientes a familias de las zonas rurales de Ayacucho, Perú. En el marco del conflicto armado desarrollado entre los anos 1980-2000, así como de otros acontecimientos que marcaron la historia reciente de estas zonas, se exploran las dinámicas de las aspiraciones en un nivel intergeneracional, prestando especial atención a las diferencias de genero. Los resultados muestran el establecimiento de la educación terciaria como el horizonte a futuro más anhelado, así como un desplazamiento en el deseo de ser campesino o campesina. Estos cambios se presentan más acentuadamente entre las niñas, quienes en los hogares más pobres muestran aspiraciones más ambiciosas que sus pares varones. En tanto la educación terciaria es alcanzada por muy pocos en Ayacucho y los indicadores educativos continúan mostrando brechas que favorecen a los varones frente a las mujeres, la dinámica de las aspiraciones puede ser entendida no solo como una construcción social, sino como una expresión de voz y agencia, en tanto revela anhelos que cuestionan un orden social establecido.

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Idema, Timo. "Brain power : the political economy of higher education." Thesis, University of Oxford, 2011. https://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e.

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This dissertation disputes conventional interpretations of the comparative political economy literature on higher education. In particular, I challenge the common assumption that access to higher education is structured by income. Instead, based on insights from the relevant psychology, sociology and economics literature, I argue that a child's probability of entering higher education is predominantly a function of her abilities, and that her abilities are strongly related to her parents' level of education. I develop a theory of the distributive politics of higher education solidly grounded in this relationship. The result of this model is the counter intuitive hypothesis that the initial expansions of higher education benefit the children of more highly educated parents. Moreover, more highly educated families are the net beneficiaries of free higher education and generous subsidies. Extensive survey evidence from Britain, Australia, Canada and Sweden of higher education policy preferences confirms this picture of the politics of higher education as a zero-sum distributive game between highly and lesser educated families. In order to analyse the consequences of these preference patterns for higher education policy, I develop a theoretical and empirical measure of voting power for multi-party systems. Voting power measures how many votes a party stands to gain from converting and mobilising voters by distributing resources from one group to another. Using data from 15 EU countries, I show that parliaments and cabinets, on average, stand to win more votes from pleasing highly educated voters than from targeting less educated voters. Furthermore, the conversion imperative is much stronger than the mobilisation imperative. Statistical analyses show that variations in the voting power of highly educated individuals over the government help to explain variations in higher education policy across countries and within countries over time. All in all, the theoretical and empirical analyses presented in this dissertation represent a significant contribution towards understanding the specific distributive politics of higher education, and the political economy of redistribution more generally.

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Viviani, Maria Cristina Simões. "Corpo e poder em acampamentos educativos de lazer para adolescentes." Pós-Graduação em Antropologia, 2018. http://ri.ufs.br/jspui/handle/riufs/8373.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Educational camps are companies that offer leisure services for teenagers during school vacations. They have the particularity of promoting a service where teenagers are deeply involved in the activities, in a place focused on the social interaction of individuals from the same age group, through the mediation of the camp's facilities and counselor's supervision and without the presence of their parents. I have the goal to understand, based on the dialogue with the teenagers' perception that go to this place, how they experience and build their notions regarding the body and the implications that those notions have for them. I sought to understand the negotiations and power struggles between campers and their counselors by analyzing which reasons led to questioning and confrontation. Therefore demonstrating how they produce and compare the adult meanings and the camp's control over the body and what it means for the relations of power.
Os acampamentos educativos são empresas que oferecem serviços de lazer para adolescentes durante as férias escolares. Eles têm a particularidade de promover um serviço em que os adolescentes estão envolvidos intensamente em atividades, em um espaço destinado exclusivamente ao convívio entre indivíduos da mesma faixa etária, com a mediação da infraestrutura do acampamento e do acompanhamento dos monitores, sem a presença do seus pais. Tenho como objetivo compreender a partir do diálogo com as percepções dos adolescentes frequentadores deste espaço, como eles experimentam e constroem suas noções sobre corpo e as implicações que tais noções têm para eles. Procurei entender as negociações e disputas de poder entre os adolescentes e seus monitores analisando quais são os motivos que os levavam ao questionamento e embate. Assim, demonstrando como eles reproduzem e contrapõe os sentidos adultos e o controle do acampamento sobre o corpo e o que ele significa nas relações de poder.
São Cristóvão, SE

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Khama, Dira. "Church and state partnership in education : perceptions of education administrators and community members in secondary schools in Lesotho." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367334.

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Hedges, Michael N. "Standardized power a rhetoric of performance evaluation in education /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1193079520/.

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Le, Roux Moses Jakobus. "Principals and their possible power to influence quality education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20015.

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Thesis (MEd)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The National Department of Basic Education is aware that it is not succeeding in providing quality education for all school children. At present the performance of grade 3 and grade 6 learners, in both international and local assessment, is a matter for great concern. The results suggest that most learners lack basic literacy and numeracy skills. Learners’ performance in the National Senior Certificate Examinations is also far from what it should be. The way in which schools are managed largely determines the quality of education learners receive. As the managers of schools, therefore, principals are held responsible for the poor performance of learners during these annual systemic evaluations. The study aimed to investigate whether the school principals are aware of their powers and whether they perceive themselves as able to use their power to influence school practices positively and thus promote quality education. The study indicates that principals rely on a combination of positional and personal power sources to promote quality education. The study also indicates that principals are aware of their power but have a limited understanding of the concept of power. They also seem to lack the knowledge and understanding to exercise these powers effectively. Although they seem able to exercise considerable power in different situations, principals are reluctant to use their power. It seems that various external and internal factors influence their ability to use their power effectively.
AFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming

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Pinard, Gretchen. "The Power of Dignity: Propelling Change in Public Education." Research Showcase @ CMU, 2011. http://repository.cmu.edu/theses/20.

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In an era of struggling public educational systems, the Allegheny County Propel Schools organization has made great strides to improve academic performance while producing students who are also great citizens. From their founding less than a decade ago, a clear vision and approach to education, captured in a handful of Promising Principles, has been an unquestionable part of their success. As the organization grows and new schools are planted, Propel must find effective means of replicating their model to ensure that each Propel school is as successful as the others. With this project, the author aims to prove that design and designers have an important role to play in helping this type of organization reach their goals without approaching the situation from a problem-solving, artifact-based angle. Instead, the author deliberately departs from a discipline-specific design approach to engage strategically with an organization devoted to social impact; through this relationship she uses design methodology in a non-traditional setting to show that the power of fully immersive collaboration is greater than the power of design alone. The result is a set of design recommendations for a systemic model of replication that is both sensitive to the organization’s culture and forward-thinking in its approach. This model, paired with the introduction of a new job position and virtual assistant, is a comprehensive proposal for helping the organization plan for future growth. It is meant to provide a foundation for what is possible, a framework for visualizing the potential, attainable next steps.

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Paige-Smith, Alice. "Choosing inclusion : the power of parents in special education." Thesis, Open University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385864.

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Marshall, Harriet. "The sociology of global education : power, pedagogy and practice." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435690.

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Calixto, Claudia Ribeiro. "Administração escolar e o governo dos homens: um estudo sobre a governamentalização educacional contemporânea." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-143113/.

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A presente pesquisa buscou dar visibilidade às relações de poder na atualidade educacional, lançando luz aos nexos saber-poder-verdade aí em fluxo. Tomou as práticas de administração escolar, enunciados do presente que são, como mirante para observar o poder em funcionamento. O conceito de governamentalidade foi operante no desenvolvimento deste estudo, o qual está referenciado no conjunto do pensamento de Michel Foucault, Gilles Deleuze, Nikolas Rose, Peter Pál Pelbart, Jorge Ramos do Ó, Alfredo Veiga-Neto, dentre outros. A análise se pautou em enunciados extraídos de algumas publicações sobre administração escolar, bem como de discursos de diretores de escolas municipais da capital paulista, a qual buscou investigar os regimes de verdade inscritos nessas práticas. Por meio de cinco imagens tomadas como portais analíticos, investigaram-se os sistemas de conhecimento e de raciocínio que orientam a condução da conduta nas escolas neste início de século. No primeiro portal, Entrevidas, tencionou-se dar a ver as atualizações do poder pastoral e a inserção do saber psi nas práticas administrativas responsáveis por fazerem circular um vocabulário próprio à racionalidade vigente: liderança, persuasão, motivação. No portal, O Grito, destacou-se a vigência da ética da liberdade que remonta ao projeto da Ilustração e aos reformadores liberais, percutindo nos dias atuais formas de governo que, cada vez mais, incitam os indivíduos a se voluntariarem às técnicas do poder. No terceiro portal, A persistência da Memória, explorou-se o regime de tempo que tem vigorado na atualidade, qual seja, linear, progressivo, finalista, e que tem desdobrado práticas bastante disseminadas no campo educacional. Em Integralidade, o quarto portal, retomou-se a questão do Liberalismo como modus operandi distendendo, dessa abordagem, o discurso da democracia. E, na imagem As Armas do Cavaleiro Solitário, procurou-se desdobrar o papel dos experts que anunciam o que, talvez, constitua o novo mote do poder pastoral na sociedade contemporânea: o empreendedorismo. Por fim, ao perscrutar a ética da liberdade nas formações discursivas analisadas, a qual tem orientado a racionalidade educacional em voga, o estudo investigou a topografia moral que esses discursos moldam, a política de responsabilização a ela inerente e a forma pela qual tais discursos, num caráter incitatório do poder, arregimentam os indivíduos (cada um e todos) em empreitadas civilizatórias por meio de tecnologias específicas de governo, tais como: projeto pedagógico, formação continuada, pedagogia de projetos, gestão democrática, dentre outras práticas cujo fim último é a produção de individualidades autogeridas.
This study aims to give visibility to the associations of power in modern-day education, and to shed light on the knowledge-power-truth nexus that flows through it. It takes practices of school administration, as they are presently asseverated and which act like a lookout from which to observe the working of power. The concept of governmentality was operative in the development of this study, which has references to the academic works of Michel Foucault, Gilles Deleuze, Nikolas Rose, Peter Pál Pelbart, Jorge Ramos do Ó and Alfredo Veiga-Neto, among others. The analysis is based on statements extracted from publications on school administration, as well as speeches delivered by the principals of county schools located in the capital city of the state of São Paulo. It aims to investigate the regimes of truth extolled by these practices. The systems of knowledge and reasoning that have guided the direction of conduct in schools since the beginning of the century were investigated with the aid of five images, considered here to be analytical portals. In the first portal, Between lives, the intention was to demonstrate the actualization of pastoral power and the insertion of Psi knowledge into administrative practices which have been responsible for the adoption of a suitable vocabulary for the current reasoning: leadership, persuasion, motivation. In the portal The Scream, the validity of the freedom ethic that harks back to the illustrative project and the liberal reformers, which still resounds in modern times and makes for more sophisticated forms of government that, more and more, stimulates individuals to volunteer for the techniques of power. In the third portal, The Persistence of Memory, the time regime that is currently in force was explored. It is linear, progressive, finalist and has led to fairly widespread practices in the educational field. In Integrity, the fourth image, the issue of liberalism as a modus operandi was revisited, in this approach, expanding on the dissertation of democracy. And, in the portal The Lone Horsemans Weapons, an attempt was made to execute the role of the experts who announced what may have constituted the new mottos of pastoral power in present-day society: entrepreneurialism. Finally, upon scrutinizing the ethics of freedom in the meandering tomes analyzed, which has guided the currently fashionable educational rationality, the study investigates the moral topography that these dissertations shape, the policy of responsibility inherent to it and the manner in which these dissertations, in an inspirational characteristic of power, arrange individuals (each and every one) into civilizing ventures through specific governmental technologies, such as pedagogic projects, further education, pedagogy of projects and democratic management, among others. These are practices whose final objective is the construction of self-gestating individuals.

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Broderick, Jane Tingle. "The Power of Materials." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4236.

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Chirwa, Catherine Sekanayo. "Partnership for education in Malawi : power and dynamics within the education sector wide approach." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/40520/.

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This thesis investigates the sector wide approach (SWAp) partnership in the education sector in Malawi. In my study, I utilized interviews with key actors and a questionnaire for selected development partners (DPs), government officials and members of civil society. In so doing, my aim was to gain an insight into the origins of the SWAp as a critical partnership strategy for funding sectors in developing countries based on the conceptual understanding that it would prove to be a more effective aid modality than the project approach. Being a typical basis for partnership collaboration in the wake of the 2005 Paris Declaration on Aid Effectiveness, the Malawian education SWAp, which was initiated as a response to the demands of changes in international aid during the 1990s, provided the focus of the study. The findings of the study show evidence of how partnership interactions affected the SWAp process. This thesis demonstrates that the SWAp process has experienced challenges around power relations, as DPs seem to be either unwilling or unable to comply with the principles and partnership model prescribed in the Paris Declaration. Funding constituted the main source of power relations in this SWAp process. DPs that donated more money to the government created an imbalance of power and influenced the interactions of other actors, which adversely influenced the decision-making process, including policy design and implementation. This in turn affected the participation of government officials, civil society and those DPs that donated less money. The thesis argues that as long as those who loan or donate the most fail to use their influence positively and facilitate adherence to the principles of the Paris Declaration, the SWAp process is bound to continue to be adversely affected. It also shows that although the SWAp differs fundamentally and conceptually from the project approach, in reality, nothing much has changed. The thesis further argues that the initial assertion that a SWAp is a more effective aid modality than the project approach is optimistic, and is made without due consideration for the practice on the ground. In addition, the thesis demonstrates that the role of civil society as a watchdog in this SWAp was constrained and, although expected to constitute one of the main actors in the process, it was rarely viewed as part of the main partnership. It also found that even though DPs seemed to embrace the innovations that a SWAp necessitated, their internal systems were too slow to change and adapt to the requirements of the modality. It argues that, moreover, DPs‟ own government mandates and internal systems restricted their operations in the SWAp process; which, in a sense, created conflict not only with their role as DPs, but also around the setting of national priorities. Finally, a key finding of the study is that minimum capacity – a “capacity base” – is required if the government is to engage meaningfully in a SWAp, even though such a modality intrinsically includes state capacity building. Indeed, capacity was an area of great concern, particularly in terms of the ability of government officials to engage in the SWAp process according to the principles of ownership and leadership – as a certain amount of capacity is required to lead the SWAp process by bringing together DPs and civil society, and clearly advancing government priorities.

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Marino, Filho Armando [UNESP]. "Relações de poder e dominação no processo educativo." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/91270.

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Esse trabalho de pesquisa examinou as relações de poder e dominação no processo educativo, com o objetivo de estudar possibilidades de alteração nas relações de dominação, por meio da produção coletiva de um regulamento orientador das relações sociais no interior da sala de aula. Foi realizado em uma escola pública, em uma classe de Ensino Fundamental, com 30 alunos e um professor como sujeitos da pesquisa. Desenvolveu-se como uma pesquisa-ação, pela utilização de entrevistas, observações durante as aulas e com a colaboração do professor, em uma intervenção no processo de regulamentação da atividade em sala de aula. A fundamentação teórica do presente estudo foi a teoria Histórico- Cultural, baseada essencialmente em Vygotski e Leontiev, inspirada pelo Materialismo Histórico e Dialético marxista, além de outras fontes da psicologia, antropologia, sociologia e pedagogia. Foi observado o desenvolvimento de um processo de estruturação das atividades na sala de aula, que reproduz a estrutura de relações de poder e dominação presentes na sociedade. Também foi possível observar que as relações de dominação aparecem como contradição nas relações no interior da sala de aula e que, portanto, podem ser objetos de reflexão conjunta de aluno e professor. Nota-se que as contradições da regulamentação só aparecem para os alunos e para o professor no processo de produção coletiva da regulamentação quando as necessidades afetivas e emocionais dos alunos são consideradas. Isto não ocorre quando mecanismos de dominação prevalecem na construção das regras; nesta situação, verifica-se uma aparente concordância ou submissão a elas.
The present study examined power and domination relationships in the educational environment, aimed to investigate mechanisms of change in these relationships through collective production of rules for social behavior in the classroom. The study was carried out in a public elementary school, with a teacher and his 30 students as subjects, using an action research approach with the aid of recorded interviews and assistematic observations during the process of rule building in the classroom. The theoretical foundations of the present analysis was the Cultural Historical theory , based essentially on Vygotski and Leontiev’s work (inspired by the marxist historical and dialectic materialism), as well as other psychological, anthropological, sociologicaland pedagogical sources. It was observed that the development of a rule production process mainly reproduces the structure of power and domination relationships present in the surrounding society. It was also noted that domination relationships appear as contradictions in the classroom, which can thus be object of collective reflection by teacher and students. These contradictions appear to the students and teacher only during the collective production of rules, when the student´s affective and emotional needs are considered. They are absent when domination mechanisms are used, leading to an apparent acceptation of, or submission to, the rules produced so far.

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Marino, Filho Armando. "Relações de poder e dominação no processo educativo /." Marília : [s.n.], 2007. http://hdl.handle.net/11449/91270.

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Orientador: Suely Amaral Mello
Banca: Stela Miller
Banca: Lígia Márcia Martins.
Resumo: Esse trabalho de pesquisa examinou as relações de poder e dominação no processo educativo, com o objetivo de estudar possibilidades de alteração nas relações de dominação, por meio da produção coletiva de um regulamento orientador das relações sociais no interior da sala de aula. Foi realizado em uma escola pública, em uma classe de Ensino Fundamental, com 30 alunos e um professor como sujeitos da pesquisa. Desenvolveu-se como uma pesquisa-ação, pela utilização de entrevistas, observações durante as aulas e com a colaboração do professor, em uma intervenção no processo de regulamentação da atividade em sala de aula. A fundamentação teórica do presente estudo foi a teoria Histórico- Cultural, baseada essencialmente em Vygotski e Leontiev, inspirada pelo Materialismo Histórico e Dialético marxista, além de outras fontes da psicologia, antropologia, sociologia e pedagogia. Foi observado o desenvolvimento de um processo de estruturação das atividades na sala de aula, que reproduz a estrutura de relações de poder e dominação presentes na sociedade. Também foi possível observar que as relações de dominação aparecem como contradição nas relações no interior da sala de aula e que, portanto, podem ser objetos de reflexão conjunta de aluno e professor. Nota-se que as contradições da regulamentação só aparecem para os alunos e para o professor no processo de produção coletiva da regulamentação quando as necessidades afetivas e emocionais dos alunos são consideradas. Isto não ocorre quando mecanismos de dominação prevalecem na construção das regras; nesta situação, verifica-se uma aparente concordância ou submissão a elas.
Abstract: The present study examined power and domination relationships in the educational environment, aimed to investigate mechanisms of change in these relationships through collective production of rules for social behavior in the classroom. The study was carried out in a public elementary school, with a teacher and his 30 students as subjects, using an action research approach with the aid of recorded interviews and assistematic observations during the process of rule building in the classroom. The theoretical foundations of the present analysis was the Cultural Historical theory , based essentially on Vygotski and Leontiev's work (inspired by the marxist historical and dialectic materialism), as well as other psychological, anthropological, sociologicaland pedagogical sources. It was observed that the development of a rule production process mainly reproduces the structure of power and domination relationships present in the surrounding society. It was also noted that domination relationships appear as contradictions in the classroom, which can thus be object of collective reflection by teacher and students. These contradictions appear to the students and teacher only during the collective production of rules, when the student's affective and emotional needs are considered. They are absent when domination mechanisms are used, leading to an apparent acceptation of, or submission to, the rules produced so far.
Mestre

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Côrtes, Alex Sandro Barcelos. "O Panóptico de Yone: astúcias e táticas contra o poder disciplinar nos espaços de controle da escola." Universidade Federal Fluminense, 2004. http://www.bdtd.ndc.uff.br/tde_busca/arquivo.php?codArquivo=249.

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Esta dissertação trata, a partir de pressupostos teóricos foucautianos, das relações de poder e das tecnologias políticas em funcionamento dentro da Escola Municipal Professora Yone Nogueira, situada em Arraial do Cabo - RJ, particularmente do poder disciplinar e seus mecanismos de controle do tempo, do espaço e dos corpos. Tal escola tornou-se objeto de estudo não só por ser onde estudei e onde atuo como professor de História, mas também por ter uma arquitetura sui generis, herança do modelo panóptico construído para ser a realização da utopia de um controle perfeito. Dentro desta arquitetura de poder circular onde todos os corpos têm seus espaços reservados como forma de mantê-los sob controle permanente, muitos professores, estudantes e funcionários acabam se perdendo ou mesmo se sentindo mal. Além disso, os agentes disciplinadores estão permanentemente em ação e através da vigilância hierárquica, do exame e da sanção normalizadora os corpos vão sendo desenvolvidos ao máximo em seu potencial produtivo ao passo que vão sendo reduzidos em seu potencial de rebeldia. A escola fabrica sujeitos através de intensos e permanentes processos de sujeição. Michel de Certeau é de grande valia para a compreensão das muitas formas astuciosas que são inventadas cotidianamente pelos membros da comunidade escolar que não são meros consumidores passivos, mas transformam nas práticas cotidianas aquele espaço, inventando novas relações, intensificando a vida. Ao buscarem realizar experiências de liberdade que tornam a vida obra de arte e reforçarem os laços de amizade horizontalizada alguns usuários da escola acabam por desenvolverem uma estética da existência, fruto de um trabalho coletivo e não hierarquizado de uns com/nos outros. Mesmo dentro de instituições disciplinares planejadas para serem perfeitas em seu funcionamento é possível criar zonas autônomas temporárias, verdadeiras heterotopias onde experiências reais de liberdade podem ser vividas. Este trabalho relata toda essa realidade, e aponta o teatro libertário e experimental como alargador das brechas no poder disciplinar e potencializador de processos singulares de subjetivação.
This paper deals stating from Foucautian theoretical assumptions with the power relations and political tecnologies at work in the Escola Municipal Professora Yone Nogueira, located in Arraial do Cabo, Rio de Janeiro State, Brazil, particularly on the disciplinar power and its mechanisms on time, space and body control. Such school has become study object, not only because it is where I have studied and work as History Teacher, but also because its sui generis achitecture, heritage of panoptical model, built to be a realization of the perfect control utopia. Within this achitecture of circular power, where all bodies have their reserved spaces as a form to keep them under permanent control , many teachers, students and administrative workers end by losing their work perspectives and objectiveness or even presenting feelings of discomfort at work. Besides, disciplinatory agents are permanently acting, and, by hierachical vigilance, the exam and normalizing sanction, bodies are developed at maximum productive potential, while rebellion potentials are reduced. The school manufactures subjects through intense and permanent subjection processes. Michel de Certeau is of great value to comprehend many subtle forms, which are daily invented by the school community members who are not mere passive consumers, but transform that space with their daily praxis, inventing new relations, intensificating life. On the attempt to realize experiences of freedom which turn life into art, and to reinforce horizontalized friendship bonds, some school usuaries turn out to develop an aesthetics of existance, result of a collective and not-hierarchical work upon each other. Even within disciplinary institutions planned to be perfect in working it is possible to create temporary autonomous zones, true heteropias, where real experiences of freedom can be lived. This work reports all that reality and points out the experimental and libertary theatre as an widening display of gaps in disciplinary power, and potentializer of singular subjectivation processes.

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Ohlweiler, Mariane Inês. "No labirinto da transmissão : a herança do conceito de autoridade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/95669.

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Esta tese tem como tema central o conceito de autoridade e as relações de poder ligadas à família e aos discursos sociais de diferentes períodos históricos e das últimas décadas do século XX e começo do século XXI. O objeto de pesquisa constitui-se a partir da pergunta: “De que modos têm se construído discursivamente as figuras de autoridade?”. O referencial teórico principal abarca os conceitos de: autoridade, de Hannah Arendt; relações de poder, de Michel Foucault; memória, de Henri Bergson; experiência, de Walter Benjamin; narrativa e transmissão, em um sentido mais amplo, pelo viés filosófico e psicanalítico, a partir de vários autores. Como metodologia de pesquisa, além da revisão de dados históricos, adotou-se a perspectiva de inspiração genealógica de Michel Foucault, aliada à análise de narrativas intergeracionais. O material empírico foi obtido a partir de doze entrevistas abertas em forma de narrativa, com pessoas oriundas de quatro famílias diferentes, e com a seguinte relação familiar: avó, pai ou mãe, filho ou filha (até dez anos de idade). Os dados obtidos indicam que é possível analisar a transmissibilidade inerente às relações familiares, que perpassam as gerações, no que diz respeito ao tema da educação e às relações de poder. As narrativas obtidas dão visibilidade a vários processos de instauração, afirmação, questionamento e negação de figuras de autoridade; de definição dos lugares de poder, de quem pode mandar e quem deve obedecer; de saudosismo em relação à própria infância. A autoridade foi observada e compreendida como construção de realidades discursivas, as quais podem se apresentar e ser verbalizadas por dimensões corporais ou afetivas, em narrativas intergeracionais. Conclui-se que a paulatina abdicação de castigos físicos e a intensificação do diálogo na relação entre pais e filhos provocaram mudanças consideráveis nos processos educativos. O espaço à fala concedido às crianças tem reconfigurado as relações com os adultos, os quais procuram estabelecer modos de construir-se e narrar-se como figuras de autoridade, que se pautem para além do autoritarismo e do medo infligido às gerações de outras décadas. Defende-se a tese de que a autoridade encontra-se atualmente em um lugar de desejo, em uma busca por responsabilidades parentais que almejam ser alcançadas e de um lugar que se deseja ocupar. Os pais têm se sentido incumbidos de se assumir como figuras de autoridade, de afeto, de diálogo e de relações mais democráticas; tudo em um mesmo lugar, em uma só pessoa – persistindo, ainda, impressões um tanto negativas e com teor de autoritarismo sobre o conceito de autoridade. Essas impressões dizem respeito à construção conceitual e a suas respectivas rupturas e descontinuidades, bem como à memória coletiva dos conceitos, transmitida a diferentes gerações.
This dissertation is focused on the concept of authority and power relations connected to family and social discourses of different historical periods and the last decades of the twentieth century and early twenty-first century. The object of research is constituted from the starting question: "In what ways have the authority figures constructed discursively?". The main theoretical framework embraces the concepts of authority, by Hannah Arendt; relations of power, by Michel Foucault; memory, by Henri Bergson; experience, by Walter Benjamin; narrative and transmission, in a broader sense, through the philosophical and psychoanalytic bias from various authors. As a research methodology, besides historical data review, we adopted the perspective of genealogy inspired from Michel Foucault, associated with the analysis of intergenerational narratives. The empirical material was obtained from twelve open interviews in narrative form, composed by people from four different families, and the following family relationship: grandmother, father or mother, son or daughter (up to ten years old). The acquired data indicate that it is possible to analyze the inherent transferability to family relationships that pervade the generations, regarding the issue of education and relations of power. The obtained narratives give visibility to several processes of establishment, affirmation, questioning and denial of authority figures; of definition power positions, who can order and who must obey; of nostalgia related to one's own childhood. The authority has been seen and understood as a construction of discursive realities, which can be presented and verbalized by bodily or affective dimensions, in intergenerational narratives. The conclusion is that the gradual abdication of physical punishment and the enhancement of conversation on the parentchild relations caused considerable changes in the educational processes. The opportunity of talking given to children has reconfigured their relationships with adults, who seek to establish ways to build and narrate themselves as authority figures, that are molded beyond the authoritarianism and the fear inflicted on past generations. The paper defends the idea that the authority is currently in a place of desire, in a quest for parental responsibilities that aims to be achieved and a place that is desired to be taken. Parents have been feeling entrusted to take over as figures of authority, affection, conversation and more democratic relations; everything in one position, in one person – remaining, yet, somewhat negative impressions and with the content of authoritarianism on the concept of authority. These impressions are concerned to the conceptual construction and their respective ruptures and discontinuities, as well as the collective memory of concepts, transmitted to different generations.

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Meireles, Gabriela Silveira. "A infância nas tramas do poder: um estudo das relações entre as crianças na escola." Universidade Federal de Juiz de Fora (UFJF), 2008. https://repositorio.ufjf.br/jspui/handle/ufjf/3491.

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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
Considerando os avanços relativos aos estudos da infância na contemporaneidade, bem como o surgimento de novos campos teóricos para o seu estudo, busco investigar neste trabalho os diferentes modos de ser criança a partir das relações por elas estabelecidas na escola. A pesquisa foi realizada em uma escola pública na cidade de Juiz de Fora/MG, em uma turma de Educação Infantil, com crianças de 4 e 5 anos de idade que se encontravam no início do processo de escolarização. O principal objetivo foi o de compreender o que as relações de poder entre as crianças poderiam nos revelar a respeito das configurações que a infância pode assumir a partir das práticas discursivas e não discursivas produzidas no contexto escolar. Neste trabalho, me proponho a fazer uma análise do discurso à moda foucaultiana, a partir da leitura de obras de Michel Foucault e de outros autores como Maria Isabel Bujes e Alfredo Veiga-Neto, que adotam esta perspectiva. Entendendo que a escola foi construída para as crianças e que esta se constituiu como um dos espaços mais importantes para a produção da infância, este trabalho buscou compreender quais seriam as infâncias possíveis neste modelo de escola disciplinar existente ainda hoje. Assim, proponho as seguintes questões: Que infâncias estão sendo produzidas atualmente neste espaço destinado às crianças? Que saberes foram construídos sobre elas e que relações de poder as estão constituindo? Quando e por meio de quais mecanismos estas subjetividades foram e estão sendo instauradas? Foram problematizações como estas que me conduziram neste estudo e que me permitiram perceber como as infâncias são produzidas historicamente nas relações estabelecidas entre os sujeitos.
Considering the advancement related to childhood studies in contemporaneity, as well as the appearance of new theoretical fields for its study, I have looked forward to investigate in this work the different manners to be a child since the relationships for them established in the school. The research has been done in a public school in Juiz de For a, MG, in a class of the first year of Child Education, with four and five year-old children that were in the beginning of the school process the main objective has been to comprehend what the relations of power among children could reveal in relation to the configurations that the childhood can assume since the discursive and non discursive pradices produced in school context. In this study, I propose to analyze discourse in the Foulcaultian fashion, from the reading of masterpieces by Michel Foucault and by other authors like Maria Isabel Bujes and Alfredo Veiga-Neto, who have adopted this perspective. Understanding that the school was constructed for children and that it constitutes it self as one of the most important spaces for children production, this work has looked forward to comprehend which would be the possible childhood for this disciplinary school pattern that still exists nowadays. Thus, I propose the following questions: which childhood has been produced nowadays in this space destinated to children? Which knowledge ha been constructed about them and which relationships of power have been constructing them? When and from which mechanisms these subjectivities have been established? Questions like these ones have conducted myself through out this study and have allowed myself to notice childhood has been produced historically in the relations established among the subjects.

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Nunes, Mario Luiz Ferrari. "Educação fisica e esporte escolar: poder, identidade e diferença." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062007-160843/.

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O atual debate sobre identidade e a diferença está associado ao processo de transformação social. Nesta perspectiva, a identidade é construída à medida que os sistemas de significação e representação cultural se ampliam permitindo ao sujeito localizar-se de diferentes formas na sociedade. Por outro lado, a discussão educacional é como o currículo influencia nas identidades de forma a reproduzir as relações de poder. Diante deste quadro, realizamos uma pesquisa com objetivo de investigar quais posições os sujeitos assumem diante das práticas discursivas da Educação Física e como estas podem contribuir para a constituição de identidades e a enunciação da diferença. A fundamentação teórica baseou-se nas análises produzidas no campo dos Estudos Culturais, priorizando as reflexões sobre a identidade cultural e as discussões sobre o currículo. Relacionamos estas temáticas com as práticas curriculares da Educação Física a partir das críticas de alguns autores da área que embasam suas obras nas Ciências Humanas. O método de pesquisa empregado foi a coleta de história de vida divulgado por Poirier et.all. (1999). Foram realizadas entrevistas com pessoas escolarizadas e buscou-se subsídio, em suas histórias de vida, para estabelecer relações entre as atividades vividas nas aulas e a construção da identidade. Como resultado, pudemos inferir que, além da afirmação das identidades hegemonicas, cada sujeito atribuiu às suas práticas significados diferentes, e que a luta pela validação de suas formas de ser confrontaram-se com relações de poder, privilégios e desigualdades construídos na cultura escolar. Consideramos que, dentro dos pressupostos das teorias educacionais atuais, a busca pelo rendimento e a superação - característicos de abordagens tecnicistas - facilita apenas aqueles que já trazem determinados saberes validados socialmente, deixando lentamente à margem do conhecimento os que não se apresentam de forma hegemônica. Além disso, percebemos que as proposições das abordagens críticas não colocam em cheque as questões que permeiam a sociedade multicultural em que vivemos. Pois, nesta pesquisa, pudemos inferir que o aumento de manifestações culturais nas aulas, sua contextualização histórica e valorização da pluralidade cultural não constituem condições suficientes para os grupos subordinados lutarem para serem representados no jogo do poder cultural. Perante nossas análises, inferimos que as relações culturais entre grupos dominantes e subordinados implicam na construção de repertórios de resistências, e, estes ocorrem em um campo de luta pela significação. As práticas culturais de transgressão e resistência presentes no currículo da Educação Física desestabilizam, porém, não conseguem deslocar a ordem hierárquica que regula qualquer domínio cultural, e que se expressa nas aulas deste componente por meio da proficiência, do saber fazer mais próximo das representações dominantes das técnicas esportivas. Diante deste quadro, supomos também que, é própria configuração e especificidade da Educação Física que contribui para construção de relações assimétricas de poder no interior da suas aulas e que estas se ampliam para outras esferas da cultura escolar.
The present debate about identity and difference is associated to the process of social transformation. By this perspective the identity is constructed as the systems of meaning and cultural representation broaden, allowing the subject to locate himself in different forms in society. On the other hand, the educational discussion is how the curriculum influences the identities in such a way to reproduce the relationships of power. Facing this we developed a research with the objective of investigating which positions the individuals take in the presence of the discursive practices of Physical Education e how can these contribute to the constitution of identities and the enunciation of the difference. The theoretical ground was based on the analyses produced in the field of Cultural Studies, prioritizing the reflection about the cultural identity and the discussions of the curriculum. We related these themes with the curricular practices of Physical Education from the starting point of critics of some authors of the area that based their work in the Human Science. The method used in the research was the compilation of life history told by Poirier et. all. (1999). Interviews were done with educated people and subsidy were searched, in their life history, to establish relationship between the lived activities in the classroom and the construction of identity. As a result we were able to infer that beside the affirmation of hegemonic identities, each individual gave different meanings to the practices, and the struggle for validation of its forms of being, confronted with the relationship of power, privileges and inequalities constructed in the Scholar Culture. We considered, in the presumptions of the present educational theories, the search results and overcome - characteristic of the technical approach - facilitate only those that already bring determined knowledge socially valid, leaving slowly on the boarder of knowledge those that do not present themselves in a hegemonic form. Furthermore, we perceive that the propositions of the critical approaches do not confront the questions that consent with the multicultural society in which we live. In this research we could infer that the increase of the cultural manifestations in the classrooms, its historical context and the value of culture plurality do not constitute sufficient conditions for the subordinate groups to stand up to be represented in the game of cultural power. By our analyses we inferred that the cultural relationships between dominant and subordinate groups imply in the construction of repertories of resistance, these occur in a field of struggle for meaning. The cultural practices of transgression and resistance present in the curriculum of Physical Education tremble, although they are not able to dislocate the hierarchic order that regulates any cultural domain, and that express itself in the classrooms of this component through proficiency, through the knowledge of doing best the dominant representation of sport techniques. Facing this, we also suppose that the Physical Education configuration and specificity contribute to the construction of asymmetrical relationship of power inside the classrooms and these broaden to other spheres of scholar culture.

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Oliveira, Meire Rose dos Anjos. "A educação e a luta no Araguaia (Mato Grosso)." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-02052016-114128/.

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O presente estudo buscou compreender a relação entre a educação e as lutas desenvolvidas no Araguaia como instrumentos para constituição de poder popular e uma tentativa de elaboração de um modelo educacional popular para a região. Ou seja, uma educação voltada para as características locais a partir de dois projetos, o Inajá, curso de formação em nível médio para professores não habilitados, e as Licenciaturas Plenas Parceladas, formação em nível superior. O Norte-Araguaia se localiza no Leste matogrossense, limitando-se com Goiás, Tocantins e Pará. É uma região de diversos acontecimentos culturais, educacionais e políticos. Na segunda metade do século XX tornou-se polo atrativo para migrantes de algumas áreas brasileiras, sobretudo do Nordeste e do Sul do país. Na época, eram migrantes à procura de terras e oportunidades frutíferas de vida. No processo migratório os indígenas acabam por perder seu território para os posseiros e, logo depois, para as grandes empresas agropecuárias. É, também, por esta razão que o Araguaia viveu um processo intenso de ebulição política e busca de direitos; ainda hoje, há conflitos entre indígenas, posseiros e latifundiários por causa de interesses diferentes do uso da terra e de como se desenvolvem as relações de trabalho. Para a análise delimitamos um período de tempo que vai desde a origem do Inajá ao último ano das primeiras duas turmas das Parceladas, ou seja, de 1987 a 2002. Para compreender o anseio do povo do Araguaia por um processo educacional que valorizasse a história e as relações constituídas, partimos do entendimento de conceitos importantes, como região, migração, territorialidades, educação e poder. Verificamos que os dois projetos se transformaram em instrumentos para o fortalecimento do povo, uma vez que formavam professores a partir da vivência das escolas, do campo e da cidade, e da comunidade onde estavam inseridos. Apesar das experiências estarem localizadas em um período da história do Araguaia, elas ainda ressoam nos encontros e discussões educacionais, o que leva à possibilidade de construções, que talvez não sejam subversivas à ordem estabelecida, mas, ao menos formem cidadãos críticos e que reconheçam qual é a intenção do modelo educacional instituído no estado e no país
This study aims to investigate the relationship between education and the struggles developed at the Araguaia as tools for the constitution of a popular power and an attempt to draw up a popular educational model for the region. That is, an education conducted for the local characteristics from two projects, Inajá, mid-level training course for teachers not qualified and the Undergraduate Plenas Parceled, training at the college level. The North Araguaia is located in the eastern of Mato Grosso limiting with Goiás, Tocantins and Pará. It is a region of diverse cultural events, educational and political. In the second half of the twentieth century it has become attractive hub for migrants from some Brazilian areas, particularly northeast and south of the country. At the time, were migrants demand for land and chances of fruitful life. In the migration process, the indigenous eventually lose their territory to settlers and soon after for big agribusiness companies. It is also for this reason that the Araguaia lived an intense process of political boiling and rights search, even today, there are conflicts between indigenous, squatters and landowners because of different interests in land use and how has developed the work relation. For the analysis it was defined a period of time ranging since the origin of the Inajá to the last year of the first two classes of Parceled, that is, from 1987 to 2002. To understand the yearning of the Araguaia people in search of an educational process that valued the history and established relationships we start from the understanding of important concepts such as region, migration, territoriality, education and power. We verified that both projects became instruments for the strengthening of people, once they have formed teachers since the experience from schools, the countryside and the city, and the community where they were inserted. Although that experiences are located in a period of history do Araguaia, they still resonate in the meetings and educational discussions, that leads to the possibility of constructions, which perhaps aren\'t subversive to the established order, but at least form critical citizens and that they can recognize what is the intention of the educational model established in the state and in the country

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Rodrigues, Cristiani Graciano. "FOUCAULT: EDUCAÇÃO E PODER." Pontifícia Universidade Católica de Goiás, 2008. http://localhost:8080/tede/handle/tede/1265.

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The school, among all of the disciplinary institutions, is the result of a historical process and transformations sinces the XVIIth century, being considered mainly as a educational space, that it seeks, the individual's formation. The modifications for the which it passed, were very important in relation with the school practices, taking us to a better understanding about what is today the modern school. Although Foucault has not made a detailed analysis of the schools, he saw them - as well as he saw the formal education - playing a relevant part in the growth of the disciplinary power. This study parts of the subject of how Foucault themed the power about the subject and the relationships of it, specifically in the XVIIth to XIXth centuries, from the difficulties to the appearance of the disciplinary institutions, and, taking out from the disciplinary power, in the institution school, the way those relationships of power are and the use of the mechanisms of discipline in the contemporary school institution. The present study aimed at to explore the meaning and the importance of the idea of power over the body in the analysis "foucaultiana" starting from the XVIIth century, and also to analyze the contribution that the genealogical studies of Foucault had starting from the relationships of power for the education in the school institution, because it is believed that the analysis of disciplinary power guides us to a better understanding of the disciplinary transformations, the relationships of power and the mechanisms used in the institutions, specifically here, in the institution school. The approach proposed in this study is historical, therefore it is a bibliographical study centered in the genealogical texts of Foucault with literature revision, having as main reference the work to Watch and to Punish (FOUCAULT, 1987). In front of the proposed discussion, it was possible to consider that the relationships of power were always present in the education, mainly because the place where, mainly it happens is at the school, and the institution school is fruit of a historical process of hierarchy, disciplines, normalizations among others. Therefore, note could be that the model of the disciplinary institutions presented by Foucault, from the appearance of the institution school, didn't change a lot, because it is what still today is developed with certain adaptations and innovations, but it doesn't flee to the traditional structure. The society equally, didn't change a lot. It is observed that there were just a change of pictures and government representations, but the hierarchical relationships of power continue, maybe, on a subtler and diplomat way.
A escola, entre todas as instituições disciplinares, é o resultado de um processo histórico e de transformações advindas desde o século XVII, sendo considerada como o espaço, primordialmente, educacional que visa à formação do indivíduo. As modificações pelas quais passou, foram importantíssimas em relação às práticas escolares, nos levando a uma melhor compreensão do que é hoje a escola moderna. Embora Foucault não tenha feito uma análise detalhada das escolas, ele as via - como também via a educação formal - desempenhando um papel relevante no crescimento do poder disciplinar. Este estudo parte da questão de como Foucault tematizou o poder sobre o sujeito e as relações do mesmo, especificamente nos séculos XVII ao XIX, desde os suplícios até o surgimento das instituições disciplinares, e, partindo do poder disciplinar, na instituição escola, como são essas relações de poder e a utilização dos mecanismos disciplinares na instituição escolar contemporânea. O presente estudo objetivou explorar o significado e a importância da idéia de poder sobre o corpo na análise foucaultiana a partir do século XVII, e também analisar a contribuição que tiveram os estudos genealógicos de Foucault a partir das relações de poder para a educação na instituição escolar, pois se acredita que a análise do poder disciplinar nos orienta a uma melhor compreensão das transformações disciplinares, as relações de poder e os mecanismos utilizados nas instituições, especificamente aqui, na instituição escola. A abordagem proposta neste estudo é histórica, portanto trata-se de um estudo bibliográfico centrado nos textos genealógicos de Foucault com revisão de literatura, tendo como principal referência a obra Vigiar e Punir (FOUCAULT, 1987). Diante da discussão proposta, foi possível considerar que as relações de poder sempre estiveram presentes na educação, principalmente porque o lugar onde, por excelência, esta ocorre é na escola, e a instituição escola é fruto de um processo histórico de hierarquia, disciplinas, normalizações entre outras. Portanto o que se pôde perceber foi que o modelo das instituições disciplinares apresentado por Foucault, desde o surgimento da instituição escola, não mudou muito, pois é o que ainda hoje é desenvolvido com certas adaptações e inovações, mas que não foge à estrutura tradicional. A sociedade igualmente, não mudou muito. Observa-se que houve apenas uma troca de figuras e representações governamentais, mas as relações hierárquicas de poder continuam talvez de uma forma mais sutil e diplomática.

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Cortes, Maria de Fátima Cóias Faztudo. "Perfis de liderança em contexto escolar: delegação ou concentração de poder e seus reflexos motivacionais." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10949.

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RESUMO: A cultura empresarial tornou-se extensível a outras áreas da sociedade, às escolas reconhecemos hoje uma dimensão empresarial da qual depende o sucesso educativo sendo-lhes, assim, exigidas novas competências e níveis de desempenho cada vez mais elevados, para além de uma gestão rigorosa e um funcionamento organizacional sustentado, moderno e assente em gestores atentos, informados e atualizados. A capacidade de inovação e de adaptação, são fonte real de competitividade, e o líder é um dos principais intervenientes desta mudança organizacional. Esta investigação pretende ampliar o conhecimento da relação existente entre chefias escolares e colaboradores, analisando a forma como a concentração ou a delegação de poder influenciam e / ou são fatores determinantes na (des)motivação, aferindo a dicotomia entre centralização e descentralização e a sua repercussão na governação, a caminho da autonomia educativa. Na investigação utilizou-se uma pesquisa de natureza descritiva, com recurso a uma investigação quantitativa e qualitativa; realizamos questionários aos docentes, não docentes, pais e alunos de ambos os agrupamentos escolares bem como entrevistas aos diretores dos mesmos. Podemos concluir que o líder escolar contribui fortemente para a motivação dos empregados; da sua direção apreendemos que existe um processo de influência caracterizado por um relacionamento recíproco entre líder e liderado, não necessariamente por um processo de domínio e poder, mas sim, através da cooperação e motivação dos membros; Profiles of Leadership in School Context Delegation or Concentration of Power ant Its Reflections on Motivation ABSTRACT: The corporate culture has become extended to other areas of society. Schools nowadays have achieved an entrepreneurial dimension upon which the educational success greatly depends on. Thus, they are required new skills with higher performance levels, besides a strict management and sustainable organizational functioning that is at the same time modern and based on attentive, well informed and updated managers. The capacity for innovation and adaptation are the real source of competitiveness, the leader being one of the main players of this organizational change. This research aims to enhance the knowledge of the relationship between school managers and employees, analyzing how the concentration or delegation of power influence and/or are determinant factors in (de)motivation, assessing the dichotomy between centralization and decentralization and its impact on management, leading towards educational autonomy. The methodology used was a case study, conducting a descriptive research, using a quantitative and qualitative research. We can conclude that the school leader contributes greatly to the motivation of employees; their direction apprehend that there is an influence process characterized by a reciprocal relationship between leader and follower, not necessarily by a process of domination and power, but through cooperation and motivation of members.

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Wexler, Dara H. Biklen Sari Knopp. "Shifting pedagogies: intersections of computer-supported technologies, education, and power." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.

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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

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James, Nickolas John. "Power-Knowledge And Critique In Australian Legal Education : 1987 - 2003." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15910/.

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While the word 'critique' appeared frequently in Australian legal education texts between 1987 and 2003, the meaning and the emphasis accorded critique varied widely. Michel Foucault's ideas about the close relationship between knowledge and power provide a theoretical framework within which this inconsistency of meaning and emphasis can be described, analysed and explained. Rather than monolithic, the discipline of legal education was by 2003 a dynamic nexus of distinct and competing discourses: doctrinalism, vocationalism, corporatism, liberalism, pedagogicalism and radicalism. Each of these six discourses was simultaneously a form of knowledge and an expression of disciplinary power within the law school. As a form of knowledge, each discourse accorded critique a different meaning and a different emphasis as a consequence of a range of historical, social and political contingencies. As an expression of power, each discourse was an attempt to achieve a set of objectives including the universalisation of a particular approach to the teaching of law and the enhancement of the status of a particular role within the law school. Critique, in a variety of forms, was a strategy employed by each discourse in order to achieve these objectives and to dominate and displace competing discourses.

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Cockman, Rachel. "Leadership, downshifting and the experience of power in higher education." Thesis, Sheffield Hallam University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.691342.

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The world of higher education is changing and as such what academics must do is different, they must be different. Academic identity is thus considered to be a necessary site of change. This thesis explores what academics are, their identities, as well as what they might be. Identities are considered to be sites of power, in which processes of power, specifically interactions with discourses, produce subjects who think, act and speak in particular ways. Identities allow academics to exert power, both over themselves and others. They are sites of struggle, as particular identities are constrained or enabled by the exercise of power. Focusing on two discourses, leadership and downshifting, this study explores the identities of nine Principal Lecturers within one post-1992 university. Through a discursive analysis of focus group and interview data, and institutional points of contact including; consultation documents, strategy documents and employee opinion survey results, the thesis renders as problematic both the premise for change and the reorientation itself, of what it means to be an academic. The thesis concludes that the focus on the individual and their need to take personal responsibility for change, to in effect change themselves, averts attention from the institution and its practices as necessary sites of change. Instead, academics are encouraged to focus on the notion of performance and to monitor themselves and others in relation to ever more elaborately refined ‘markers of development’, which diverts their attention from their pedagogical and scholarly practices. This creates the potential for a collective misrecognition, as people battle workloads, and the proliferation of these ‘markers of development’, but fail to recognise, what that work does. My hope is that this thesis provides a place to begin the process of developing an understanding of how identities are limited.

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Haig-Brown, Celia. "Taking control : power and contradiction in First Nations adult education." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31014.

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This dissertation is an ethnography. It explores the ways that people within a First Nations adult education centre make sense of taking control of education. Michel Foucault's open-textured analysis of power frames the research. He argues power not only represses but also "forms knowledge and produces discourse." Control and power as used by the "new" sociologists of education, and the National Indian Brotherhood in its policy statement Indian Control of Indian Education further locate the study. Extensive use of the participants' words allows a consideration of meanings inscribed in discourse. The study is based on a year of fieldwork including interviews, observations and the researcher's direct participation as a teacher in the centre. It places expressions of people's understandings of control within a series of contextualizations. The centre exists in contemporary Canadian society. Documentary evidence of British Columbia's First Nations efforts to control formal education and re-presentation of the centre's twenty years of growth and development illuminate an historical context. The study examines the current significance of the building where students find "a safe place to learn." Biographies, furnishing additional context for people's words, situate the study in relation to life history. Their engagement in a variety of the centre's programs provides the immediate context. Students and teachers explore what it is to be First Nations people seeking knowledge which will enable them to make choices about employment and education in First Nations or mainstream locations. References to the document Indian Control of Indian Education reveal its continuing significance for those people who are taking control. Study participants identify as crucial many of the issues raised within the document such as Native values, curriculum, First Nations and non-Native teachers, jurisdiction and facilities. At the same time, their discourse reveals the complex process of refining the original statements as policy translates to practice and people ponder the implications. A final chapter, something of an epilogue, argues that the dialectical contradiction is a useful analytical tool for examining the dissonances which arise in attempts to meet First Nations needs and desires within a predominantly non-Native society.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Ukwuani, Godwin Chinedu. "Neutralizing Boko Haram Resurgency: Power of Targeted Holistic Education Policies." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6748.

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Boko Haram (BH) insurgency is driven by Islamist ideology and hegemony, nurtured mainly on failed education and sociopolitical policies and less by economic realities in Nigeria. Military counterinsurgency (hard COIN) successes are necessary but not sufficient to neutralize resurgence. The framework for this study was behavior modification by targeted holistic education policy (THEP) over ruminated frustration-aggression of drive theory. The purpose of this cross-sectional study was to conduct a survey of educated participants (N = 95), randomly selected from education campuses in Nigeria, to estimate the power (relationship) of THEP over time to neutralize BH resurgence (NBHR). The data from a survey developed for this study were analyzed with descriptive, ANOVA, ANCOVA, and MANCOVA statistics. The powers of THEP applied from nursery through college (age 21) to NBHR or reduce the foot soldiers' recruitment pools (FSRP) and correlations were evaluated. All 7 regression models rejected the null hypotheses. THEP and covariables including illiteracy (IL), political conspiracy (PC) or Islamic hegemony (IH), religious extremism (RE), and economic realities (ER) were related to NBHR. PC correlated inversely with THEP and IL inversely with reducing FSRP. ER had the least impetus (power) to drive resurgence. The results of this study can be used to promote positive social change by providing information on the prospects (estimated power) of THEP, acting with other COIN measures, to NBHR. The study may contribute to a better understanding of the impetus and solution to BH resurgence, but calls for further investigation into the power of nonmilitary COIN, particularly THEP, in Nigeria.

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Thompson, Greg. "The good student : subjectivities and power in secondary schools /." Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090831.142044.

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Ashkettle, Bryan L. "The power of the provocative| Exploring world history content." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618923.

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This study addresses how my freshman world history students come to understand controversial issues as provocative within the secondary social studies classroom, and in what ways does their engagement with provocative issues influence their understanding of the content and the world around them. In addition, this research study seeks to discover in what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students. The three research questions were established to guide this study.

1. How do my world history freshman students come to understand provocative materials in regards to the historical content?

2. How does my students' engagement with these provocative materials influence their understanding of historical events and the world around them?

3. In what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students?

Self-Study methodology was selected as a way to personally explore and examine my students understanding of provocative issues as well as my instruction. Grounded theory was utilized exclusively as a coding and analyzing device. To address these questions, thirteen student participants were selected for this study based on the criteria assumed by the questions. Data was collected from individual interviews, group interviews, student blog posts, and my own journal.

As the data was analyzed and coded, nuanced constructs of the students' thinking began to coalesce on three distinct perceptions of provocative issues which evolved into the findings of this study. The first finding involved students who advocated for the inclusion of provocative issues. Their rationales for this inclusion were; Real World Phenomenon, Provocative for Grade Sake, Provocative for Interest Sake. A second finding involved a student who opposed the inclusion of provocative issues. This student's rationales were labeled Oppositional. The first two findings were partnered with the six students' rationales. The third finding involved the other seven students who had a varying range of nuanced articulation, varied their opinion across time, or lacked a clear robust rationale. This finding was labeled developing rationales. These students' perspectives were labeled other voices.

In addition to the student data, journaling was utilized to explore my own rationale for using provocative issues within my world history classroom. These journals provided a space for reflection on my practice in regards to the teaching of provocative issues, thus addressing my third research question. The journals, like the other data sources, were coded using grounded theory as the main analytical device. Upon completion of the data analysis of my journals, themes began to emerge that progressed into findings. The self-study findings were categorized as; The Closed Space of Sexuality, The Banality of Violence, and Anti-Americanism Linked to Racism to Foster Critical Thinking.

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Senicato, Renato Bellotti [UNESP]. "Na grade do discurso, na teia dos poderes: o sequestro dos sentidos de infância na educação." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152046.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa objetiva compreender a constituição discursiva da educação infantil tomando como base o conjunto textual enunciativo normativo expresso nas diretrizes curriculares nacionais para a educação infantil (1999; 2009). Para este intento, relacionamos o conjunto das normativas aos princípios teóricos conceituais discursivos apresentados em algumas obras de Michel Foucault (1926-1984). Busca-se, dessa maneira, compreender as ressonâncias existentes entre tais normativas e os pressupostos conceituais discursivos concernentes às categorias de saber e poder inscritas e mobilizadas pela prática discursiva da educação infantil. Partimos do pressuposto de compreensão que recobre a atividade da educação formal como derivada do princípio legalista de governo através da hipótese de que, para formar um indivíduo acabado para os termos da relação política, a educação assenta a prática disciplinar sobre as crianças num movimento que sequestra seus sentidos de infância ao passo em que infantiliza especificamente como condição de produção e controle.
This research aims to understand the discursive constitution of early childhood education, based on the normative enunciative textual set expressed in the national curriculum guidelines for children's education (1999; 2009). For this purpose, we related these norms to the conceptual principles written in some papers by Michel Foucault (1926-1984). In this way, we seek to consider the existing resonances between such normative and the conceptual discursive assumptions concerning the categories of knowledge and power inscribed and mobilized by the discursive practice of early childhood education. We started from the assumption that the understanding that covers the formal education activity, as derived from the legal principle of governmental administration through the hypothesis that to create a finished individual in the terms of the political relationship, the education combine with disciplinary practice over children in a movement that kidnaps his childhood senses while infantilizing them specifically as a condition of production and control.

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ANDRADE, Fellipe Almeida de. "Controle social na política de financiamento da educação: uma análise da atuação dos conselhos do FUNDEB na Região Metropolitana de Campina Grande – PB." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18267.

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O presente estudo realiza uma análise da atuação dos Conselhos Municipais de Controle Social – CACS da principal política de financiamento da educação no Brasil: o Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais do Magistério – FUNDEB. O principal objetivo é investigar o grau de contribuição destes colegiados – que contam com a representação de diversos segmentos ligados ao ensino e também de seus principais beneficiários – para o cumprimento das finalidades do financiamento educacional, tendo como referência a administração municipal. São analisadas a estrutura organizacional, as regras de funcionamento, os meios de execução do controle social e os impactos da atividade do CACS diante do que a legislação outorga-lhe como prerrogativas. O campo da pesquisa é a Região Metropolitana de Campina Grande, no Estado da Paraíba, e o marco temporal é o período compreendido entre os anos de 2010 a 2014. O exame realizado permitiu verificar que os Conselhos existem e são relativamente atuantes, mas padecem de limitações causadas pela sua dependência junto ao Poder Público, pelos vícios persistentes na eleição de seus membros, pela precariedade da formação inicial e continuada dos conselheiros e pelo escopo restrito das informações a que, obrigatoriamente, têm acesso.
This study conducts an analysis of the performance of the main Municipal Social Control Councils (CACS) of education financing policy in Brazil: the Fund for the Development of Basic Education and the Magisterium of the Professional Valuation – FUNDEB. The main objective is to investigate the degree of contribution of these councils - which have representation from various sectors linked to education and also its main beneficiaries - for the fulfillment of the purposes of educational funding, with reference to the municipal administration. Were analyzed the organizational structure, operating rules, the means for the implementation of social control and the impact of the Council's activity before the law grants you as prerogatives. The field of research is the metropolitan area of Campina Grande, in the state of Paraiba, and the timeframe is the period between the years 2010-2014. The examination has shown that the Councils exist and are relatively active, but suffer from limitations caused by their dependence on the government, the persistent flaws in the election of your members, the precariousness of initial and continuing training of counselors and the restricted scope of the information must have access.

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Godoy, Elenilton Vieira. "Currículo, cultura e educação matemática: uma aproximação possivel?" Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20012012-094632/.

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O presente estudo insere-se na linha de pesquisa Currículos, ensino e aprendizagem em Matemática, do Grupo de Estudos e Pesquisa em Educação Matemática e Educação (GEPEME), da área de Ensino de Matemática e Ciências do Programa de Estudos Pós-Graduados em Educação da Faculdade de Educação da Universidade de São Paulo (USP) e tem como objetivo investigar em que medida o conhecimento matemático é usado na sociedade contemporânea e como se manifesta nas relações de poder; e compreender sobre e como as práticas de significação interferem na organização e construção do currículo da Matemática da Educação Básica. Metodologicamente, inclui-se numa abordagem qualitativa de pesquisa, na modalidade ensaio teórico e articula práticas discursivas que têm sido pouco confrontadas com a Educação Matemática, mais precisamente, com o currículo da Matemática escolar, ao longo dos últimos anos. Teoricamente, fundamenta-se em estudos sobre as diferentes teorias de currículo procurando analisar o papel que as disciplinas escolares ocupam em cada uma dessas teorias; em estudos sobre a centralidade da cultura para discutir as questões da contemporaneidade; e em estudos na área de Educação Matemática, tais como Etnomatemática, Enculturação Matemática, Educação Matemática Crítica e Modelagem Matemática por serem estudos que articulam-se, sobremaneira, com o cultural, o político e o social da Educação Matemática. Ao tratar-se das disciplinas escolares, recuperando os conceitos de conhecimento poderoso, legítimo, de status elevado e não elevado, da relação mútua entre saber e poder, do currículo como prática de significação, conceitos esses que dão sentido às ações e permitem interpretar ações alheias e que quando tomadas em seu conjunto formam as culturas, pensou-se na Matemática escolar, nos saberes matemáticos institucionalizados ou não. Matemática escolar essa que como prática social, cultural e política deveria privilegiar e dar mais atenção aos menos favorecidos, fazendo ecoar as suas vozes. É por essa Matemática escolar, mais igualitária e menos representante do pensamento hegemônico que se construiu uma proposta alicerçada em conceitos-chaves estruturados em teorias curriculares e educacionais em consonância com a Etnomatemática, que auxilia no fortalecimento da ideia de que o conhecimento matemático é hibridizado e fundamenta-se, sobretudo, na reestruturação e fortalecimento das raízes das vozes silenciadas; com a Educação Matemática Crítica, que preocupa-se sobremaneira com os aspectos políticos da Educação Matemática, isto é, com as questões relacionadas à temática do poder; com a Modelagem Matemática, que é uma importante peça constituinte das discussões envolvendo a Matemática escolar e as relações de poder; e com a Enculturação Matemática, que apresenta uma proposta de currículo da Matemática escolar com a centralidade na dimensão cultural.
This study is part of the research line \"Curriculum, teaching and learning in mathematics\", developed by the Group of Studies and Research in Education and Mathematics Education (GEPEME) from the Teaching of Mathematics and Science area in the Post-Graduation in Education Program of the Faculty of Education - University of São Paulo (USP) and aims to investigate the extent to which mathematical knowledge is used in the contemporary society and how it manifests itself throughout power relations; and also to understand how practices of meaning interfere in the organization and construction of the mathematics curriculum of basic education. Methodologically, this study is a theoretical essay and has adopted a qualitative approach to research. It articulates discursive practices that have rarely been confronted with mathematics education, more precisely, with the curriculum of school mathematics. Theoretically, it is based on studies on different curriculum theories seeking to analyze the role that school subjects play in each of these theories: in studies on the centrality of culture to discuss contemporary issues; and, in studies in the area of mathematics education such as ethnomathematics, mathematical enculturation, critical mathematics education and mathematical modeling, because they are articulated, above all, with the cultural, political and social aspects of mathematics education. When we dealt with school subjects, recovering the concepts of legitimate, powerful knowledge, high and not-high status, the mutual relationship between knowledge and power, the curriculum as a practice of meaning; concepts that give meaning to actions and allow us to interpret others actions and that when understood as a whole, form cultures; we thought about school mathematics and mathematical knowledge whether institutionalized or not. As a social, cultural and political practice, school mathematics should give priority and more attention to the less privileged ones, echoing their voices. It was for such school mathematics, more egalitarian and less representative of the hegemonic thinking, that a proposal was built based on key concepts grounded in educational and curriculum theories in line with: Ethnomathematics, which helps to strengthen the idea that mathematical knowledge is hybridized and is based mainly on restructuring and strengthening the voices that were silenced; with the Critical Mathematics Education, which is largely concerned with the political aspects of mathematics education, that is, issues related to power; with Mathematical Modeling, which is an important part of the discussions involving school mathematics and power relations, and with the Mathematical Enculturation, which proposes a school mathematics curriculum centered on the cultural dimension.

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Mullan, Deirdre. "#The feminization of poverty' : education - the inequality of access and opportunity." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242010.

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49

Delgado, Antonio. "A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/562.

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Higher education is a distribution center of knowledge and economic, social, and cultural power (Cervero & Wilson, 2001). A critical approach to understanding a higher education classroom begins with recognizing the instructor’s position of power and authority (Tisdell, Hanley, & Taylor, 2000). The power instructors wield exists mostly unquestioned, allowing for teaching practices that reproduce the existing societal patterns of inequity in the classroom (Brookfield, 2000). The purpose of this hermeneutic phenomenological study was to explore students’ experiences with the power of their instructors in a higher education classroom. A hermeneutic phenomenological study intertwines the interpretations of both the participants and the researcher about a lived experience to uncover layers of meaning because the meanings of lived experiences are usually not readily apparent (van Manen, 1990). Fifteen participants were selected using criterion, convenience, and snowball sampling. The primary data gathering method were semi-structured interviews guided by an interview protocol (Creswell, 2003). Data were interpreted using thematic reflection (van Manen, 1990). Three themes emerged from data interpretation: (a) structuring of instructor-student relationships, (b) connecting power to instructor personality, and (c) learning to navigate the terrains of higher education. How interpersonal relationships were structured in a higher education classroom shaped how students perceived power in that higher education classroom. Positive relationships were described using the metaphor of family and a perceived ethic of caring and nurturing by the instructor. As participants were consistently exposed to exercises of instructor power in a higher education classroom, they attributed those exercises of power to particular instructor traits rather than systemic exercises of power. As participants progressed from undergraduate to graduate studies, they perceived the benefits of expertise in content or knowledge development as secondary to expertise in successfully navigating the social, cultural, political, and interpersonal terrains of higher education. Ultimately, participants expressed that higher education is not about what you know; it is about learning how to play the game. Implications for teaching in higher education and considerations for future research conclude the study.

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Carvalho, Alexandre Filordi de. "Da sujeição as experiencias de construção de si na função-educador : uma leitura foucaultiana." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251522.

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Orientador: Regina Maria de Souza
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O propósito central da pesquisa consiste em investigar a problematização das abordagens voltadas para as experiências de subjetividades na trajetória genealógica do pensamento de Michel Foucault. A hipótese é a de que o sujeito pode mudar de estatuto à medida que seus campos de experiências singulares nos acontecimentos históricos que ele é capaz de produz e nos quais está envolvido se transformam: da sujeição às experiências de constituição de si. Com isto, problematizar-se-á quais são os canais possíveis para ir além das forças normativas, disciplinares, reprodutivas e de dominação que perpassam as experiências de formação humana. A possibilidade de reposicionamento dos sujeitos nestas experiências está ligada com o questionamento de determinadas posições históricas dos sujeitos envolvidos na educação. Deste modo, procurar-se-á desenvolver a noção de função- educador como indicador reversível da dinâmica operatória em que dois ou mais sujeitos se põem em relação, cujo enfoque de formação prepondera. A função-educador tentará problematizar certas perspectivas que podem ser tomadas como canais de criação e produção de experiências dessujeitantes, a partir do campo da educação. Para tanto, serão analisados o papel dos jogos de verdade presentes nas experiências históricas de constituição dos sujeitos; os processos e campos de subjetividades implicados em certas relações de forças cujos domínios de saber-poder, ao serem questionados, liberam alguns canais para que os sujeitos, envolvidos nas experiências educativas, passem a constituir relações consigo mesmos, ou seja, outras subjetividades. A perspectiva de uma relação educativa parrhysiasta, de um posicionamento como intelectual específico, infame e crítico por parte do educador serão preponderantes neste contexto.
Abstract: The main goal of this research is to investigate the way the approaches to the experiences of subjectivity become issues themselves in the genealogical trajectory of Michel Foucault's thinking. The hypothesis is that the subject can cange his condition as the fields of his particular experiences in the historical events he can produce and in which he is involved themselves change: from subjection to the experiences of self-constitution. Thus issues will be made of the matter of which are the feasible channels to go beyond the normative, disciplinary, reproductive, and domination-oriented power that pervade the experiences of human formation. The possibility for subjects to change their position through such experiences is connected with the questioning of certain historical positions of the subjects involved in education. In that way an attempt will be made to developed the idea of the role of educator as a reversible indicator of the working dynamics in which two or more subjects are confronted and whose formation approach preponderates. The educator-function will make issues of certain perspectives which can be taken as channels for creation and the production of desubjectizing experiences starting from the field of education. To that end an analysis will be conducted of the part played by the truth games present in the historical experiences of subject building; the processes and fields of subjectivity implied in some relations of power whose knowledge-power domains, when questioned, open channels for the subjects who are involved in educational experiences to start building relations with themselves, that is, new subjectivities. The perspective of a parrhysiastic educational relation, or a position taking as a specific, infamous, and critical intellectual on the part of the educator will be decisive in this context.
Doutorado
Psicologia Educacional
Doutor em Educação

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Dissertations / Theses on the topic 'Educative power'

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