Educational policy in Brazil and France: a study of labor relations in the territory

• Grant number: 19/01552-3
• Support Opportunities: Regular Research Grants
• Duration: July 01, 2019 - June 30, 2022
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Selma Borghi Venco
• Grantee: Selma Borghi Venco
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This project aims to analyze the work relations practiced - together with the teachers and teachers who work in primary and secondary education - by the public bodies responsible for education in two countries: Brazil and France. In spite of the economic and social disparities that distinguish them, both adopted the New Public Management (NGP) as a political option that guides their actions. It is hypothesized that the flexibilization in the hiring of teachers and teachers accompanied the precarious movement from the private sector and affects more strongly the teachers who work in the schools of the periphery. The methodological procedures outlined for the research aggregate the compilation of geo-referenced data - in two French administrative regions, the Hauts-de-France, which registers the lowest income per capita; and Ile de France (Île de France), for the opposite reason and the expressive economic dynamism of this region for the country; in Brazil, given the continental dimension and the characteristic of the decentralized educational policy, the state of São Paulo was chosen to be analyzed, more specifically the Metropolitan Region of Campinas (MRC), which brings together a dynamic industrial pole and, at the same time, important concentrations of low-income population - with a view to apprehending demographic data, particularly those related to income, compared to the presence of the number of non-effective teachers. Besides this stage, the study brings together the qualitative research, providing, on the one hand, the examination of the legal documents that regulate and inform the educational policy; and, on the other hand, semi-structured interviews with teachers and other management segments, which formalize the construction and implementation of the policy. (AU)