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Master's Dissertation
DOI
10.11606/D.48.2010.tde-27082010-101148
Document
Author
Full name
Eliezer Gomes Camizão
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2010
Supervisor
Committee
Abdounur, Oscar Joao (President)
Marafon, Adriana Cesar de Mattos
Valente, Wagner Rodrigues
Title in Portuguese
Educação comparada e antropologia: "educational borrowing" em escolas internacionais no Brasil
Keywords in Portuguese
antropologia
educação comparada
escolas internacionais
transferências culturais
transferências educacionais
Abstract in Portuguese
Em escolas internacionais de São Paulo, currículos e metodologias de ensino internacionais e transnacionais são utilizadas. Em Matemática, estas escolas ensinam, por exemplo, um algoritmo para divisão que não é normalmente utilizados no sistema educacional brasileiro. Como a maioria dos alunos destas escolas são brasileiros, isto é caracterizado como educational borrowing. No entanto, ao estudar alguns destes elementos não tradicionais na cultura escolar brasileira, percebemos que suas origens não são facilmente identificáveis. Com a intensificação da globalização nas últimas décadas, influências estrangeiras têm se tornado mais complexas. No caso de alguns métodos, em face das dificuldades em estabelecer o país emprestador, se faz necessário complementar as teorias da Educação Comparada para que pesquisadores possam utilizar tais subsídios teóricos e entender o fenômeno com coerência. Complementos que são obtidos à luz da Antropologia, especificamente através da teoria de antropólogos como Michel de Certeau, que nos ajuda a melhor compreender a maneira com que os alunos individualizam estes produtos da educação internacional. A seguir, de volta ao domínio da Educação Comparada, os modelos típicos ideais de Brian Holmes podem auxiliar na decisão sobre o que pode ser copiado de um sistema educacional e as prováveis consequências destas ações. Ao fim da pesquisa, conclui-se que de fato os consumidores da educação internacional aqui mencionada nem sempre tomam posse deste produto conforme o anunciado pelos seus produtores.
Title in English
Compared education and anthropology: educational borrowing at international schools in Brazil.
Keywords in English
anthropology
comparative education
cultural transfers
educational transfers
international schools
Abstract in English
At international schools in São Paulo, international and transnational curricula and methodology are utilized. In mathematics, these schools teach, for instance, an algorithm for division that is not normally adopted in the Brazilian educational system. Since the majority of the students of these schools are Brazilian, this is identified as educational borrowing. However, as we study some of these non-traditional elements in the Brazilian School Culture, we realize that their origins are not easily determined. With the intensification of the globalization during the last decades, foreigner influences have become more complex. It is hard to determine the lender country in the case of some methods and because of these difficulties it is necessary to complement the theories of Compared Education so that the researchers can make use of such theoretical resources and understand the phenomenon with coherence. Such complements are obtained in the light of the anthropology, specifically through the theory of anthropologists such as Michel de Certeau, who help us to better understand the way students individualize these products of the international education. Then, going back to the grounds of Compared Education, the ideal typical models of Brian Holmes can give us aid to decide what can and what can not be copied from other educational systems and the possible consequences of such actions. At the end of this research, it is concluded that in fact the consumers of the international education mentioned here not always take poss of it according to what is announced by its producers.
 
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Publishing Date
2010-09-09
 
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