Publicação
Biographical dimensions, community responses: Tensions of a socioeducational policy in Portugal
| Resumo: | In this article we discuss the meanings of educational micro-intervention carried out in community-based projects. We aimed to study the implications of the new rationales of public management the management of social school inequalities, present in the Programa InovAção [Innovation Program] (PI). The analysis of the data suggests the ambivalence of meanings results of community micro-intervention: we observed practices, supported by broad social commitments, of collective construction of individual empowerment (the management of the self, learning the task of the pupil, normalising academic biographies) these practices were inhabited by tensions coming from the connection to remedial educational responses guidelines towards the individualization localisation of interventions facing school problems, which have by object the subjects excluded. |
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| Autores principais: | Antunes, Fátima |
| Outros Autores: | Barros, Rosanna |
| Assunto: | governance school drop-out school failure socioeducational inequalities governação fracasso escolar abandono escolar desigualdades socioeducativas gouvernance échec scolaire décrochage inégalités scolaires gobernancia fracaso escolar abandono escolar desigualdades socioeducativas |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | In this article we discuss the meanings of educational micro-intervention carried out in community-based projects. We aimed to study the implications of the new rationales of public management the management of social school inequalities, present in the Programa InovAção [Innovation Program] (PI). The analysis of the data suggests the ambivalence of meanings results of community micro-intervention: we observed practices, supported by broad social commitments, of collective construction of individual empowerment (the management of the self, learning the task of the pupil, normalising academic biographies) these practices were inhabited by tensions coming from the connection to remedial educational responses guidelines towards the individualization localisation of interventions facing school problems, which have by object the subjects excluded. |
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