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Análise das despesas de bens e serviços de educação e do desempenho escolar
(Universidade Federal de São Carlos, 2015-11-24) Souza, Ricardo da Silva; Figueiredo, Adelson Martins; https://lattes.cnpq.br/2582161065438214; https://lattes.cnpq.br/1907887583854517
The object of this research is to work was analyze the spending cof individuals that consume goods and educational services, and school performance. The comparison of these two quantities was motivated by the expectations created by individuals in the acquisition of the such good in relation to the pursuit of their economic product that according Buckhan and Hannun (2001), is defined by mobility, occupational status and income. The product happens from the evolution of the individual through the gain or technical, academic and knowledge improvement, based on theories such as human capital (Schultz, 1973), market segmentation (Doering and Piore, 1971) and reproduction (Bordieu, 1978). From the empirical theories surveyed by Pinheiro and Fontoura (2007), Carvalho and Kassouf (2008), Santana and Menezes (2008), among others, which analyzed characteristics of individual or the individual’s families such as gender, color, inclusion of elderly, the and size of families that have influenced the distribution of funds for allocation of expenses and, indirectly, the expectations. In this context, a model for the evaluation of these characteristics associated with per capita income over expenditure using data from the Consumer Expenditure Survey (POF) was built. The model showed that the characteristics affect the educational spendings. The POF data about the expenditure data were compared to the data of educational performance of the tests conducted by the National Institute for Research Studies (INEP) such as Prova Brasil and ENEM, by geography region. The data for this comparsion showed similarities between five of six possible comparisons in relation to the Brazil average. These similarities may indicate in order to answers that satisfy the expectations of the individuals about educational products
"Só vencem os fortes": a barbárie do trote na educação agrícola
(Universidade Federal de São Carlos, 2015-11-24) Silva, Rosiane Maria da; Zuin, Antônio Álvaro Soares; https://lattes.cnpq.br/5543562307373287; https://lattes.cnpq.br/4862541915156784
SILVA, R.M. “Only the Strong Win”: The Hazing Barbarism in Agricultural Education. Dissertation (Doctorate in Education) - Programa de Pós-Graduação em Educação da UFSCar, Federal University of São Carlos, São Carlos, 2015. Traditional hazing practices in educational institutions date back to the 15th century in the first European universities and continue to the contemporary college hazing. Through literature review, gaps have been pointed related to this subject in the context of Brazilian agricultural schools. Adorno state that to “fight barbarism", hazing used in the German holocaust should be avoided. Based on this perspective, this research discusses the revival of the Nazi-fascist authoritarian personality nowadays. The research hypothesis is that the institutional culture medium in an agricultural school supports hazing barbarism. This study aimed to analyze the traditional hazing in the former Colégio Agrícola de Uberlândia (Agricultural College of Uberlândia) from 1969 to 1985, investigate the relations between institutional culture, hazing and the development of students' subjectivity in a hazing context. Therefore, the theoretical ground and discussions were based on the writings of Adorno, Horkheimer and collaborators about the "Authoritarian Personality Syndrome" and on Adorno's and Freud’s sociological works. The research methodology consisted of the semistructured interview with 10 participants. Empirical data were compared with the theory. The hypothesis was confirmed: the culture medium of Colégio Agrícola carries features that supports hazing. Five categories were applied to the interviews. The data were submitted to content and document analysis. It was observed that a committee consisted of students and public servants institutionalized hazing. Traditional hazing such as nicknaming and mud bathing were pointed. Due to hazing violence that resulted in some serious injuries, the hazing committee was disbanded in 1983. The institutionalized hazing expressed prejudices and the thinking of the ticket, by means of group exclusions and derogatory nicknames. The culture of machismo was detected in the viewpoint of student and hazing, masculine institutions. The Freudian ground to the concept of mass based the evidence that the student leaders were the ablest to conduct hazing; however, their involvement was reinforced by hazing institutional elements. The academic community was divided into segments in the context of hazing, but on the in general it was widely institutionalized. The conclusion is that hazing was an institutional phenomenon in Colégio Agricola de Uberlandia. Furthermore, hazing served students as a training for academic life and job market, by means of Taylorist and Fordist Technical Education. Hazing, courses and the teaching and learning processes of Technical Education during the time range under consideration was in compliance with military principles. In the last stage of this research, a CPI (Parliamentary Inquiry Commission) set up to investigate hazing in São Paulo universities revealed injuries and sexual abuses. To definitely stop hazing, it depends on a change in mind of students and leaders who disseminate prejudice and barbarism. Thus, the idea that "only the strong win", that shapes the human subjectivity and supports the hazing practices in the Technical Education, must be understood and immediately fought.