Bernad Lahire

Bio: Bernad Lahire is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 42 citations.

A cultura escolar como categoria de análise e como campo de investigação na história da educação brasileira

Abstract: The concern with the issue of school culture has arisen in the context of a turn taken by the works in the history of education and of an ever so fruitful confluence with the discipline of History, be it for the practice of gathering, organization and expansion of the documental mass of data to be used in the analyses, be it by the acceptance of legitimacy protocols from the historiographic narrative. The article represents a synthesis of the investigations that have been conducted by researchers, and intends to apprehend how school culture has been taken on board by the field of History of Brazilian Education as a category of analysis and as a topic of study. To such purpose, the paper is composed of three parts. The first part deals with the most commonly used definitions of school culture. Works by Dominique Julia, Andre Chervel, Jean-Claude Forquin and Antonio Vinao Frago are focused here in an attempt to establish similarities and differences between the ideas of the various authors. The dissemination of these texts in Brazil is also discussed in this first part. The second part of the article, without any intention of representing a complete bibliographic review or a comprehensive listing of titles and authors, draws attention to some of the dimensions of the Brazilian education reality, which the researchers have been trying to understand with the aid of the notion of school culture. Finally, the article points out some of the challenges that have to be faced in carrying on these studies and in strengthening the theoretical-methodological foundations of the studies that use the general framework discussed here.

A internalização da exclusão

Abstract: This paper aims at showing the concealed forms that the neoliberal public policies implemented in order to reduce the economical, social and political costs of the objective forms of exclusion (repetition and desertion). Without modifying the essence of school selectivity, they created a field of subjective exclusion (auto-exclusion, exclusion between cycles, "trilhas de progressao continuada differenciadas"), in which the very person excluded is responsible for their exclusion. Three theses are presented in an attempt to understand this movement. The first one deals with the conversion of the objective exclusion into subjective exclusion. The second one shows how the mechanisms of informal assessment function to create "trilhas de progressao continuada diferenciadas" in the organization proposals by cycles of continued progression. Finally, the last one pinpoints the "deresponsibilization" of school with regards to the schooling of the lower classes ("learn to learn"), in the wake of the "deresponsibilization" of the very minimal State proposed by the current public policies. Finally, by contrast, the author presents some elements for an alternative policy directed to the training responsibility of school; elements aimed at transforming the relationship among people and between them and nature.

La escuela en la encrucijada del cambio epocal

Abstract: La escuela es una produccion institucional de otro momento historico y que, por lo tanto, nacio asociada a otras circunstancias sociales, politicas y culturales. El articulo presenta y analiza aquellos items que la autora considera de peso para mesurar las asimetrias existentes entre la institucion escolar y el momento historico y cultural en el que esta se inserta. Para ello se analizan los cambios en el entramado institucional construido a partir de la sociedad industrial haciendo especial referencia a las transformaciones en la familia, el Estado y la propia escuela. Se discute el contexto cultural contemporaneo y las distancias existentes entre este y la cultura letrada que moldeo la escuela moderna. Por ultimo se plantea que la escuela es una institucion que se penso en base a una secuencia temporal asociada a la idea de progreso social e individual que privilegia la construccion para el futuro y hoy esta sometida a una demanda de generar un presente gratificante para los jovenes.

Educação escolar na primeira república: memória, história e perspectivas de pesquisa

Abstract: O presente artigo desenvolve uma reflexao sobre a educacao escolar, enfocando os debates, projetos e iniciativas voltadas para a disseminacao da escola primaria, no periodo da Primeira Republica (1889 a 1930), e problematizando a producao historiografica sobre a educacao republicana. Pretende-se contribuir para a abertura de um novo espectro de perguntas e problemas aos pesquisadores que se preocupam com a constituicao da cultura escolar moderna e com os processos de socializacao, transmissao, circulacao, criacao, apropriacao e re (invencao) culturais a partir da escola.

A avaliação e as reformas dos anos de 1990: novas formas de exclusão, velhas formas de subordinação

Abstract: Examina-se o impacto das reformas neoliberais e da pos-modernizacao ingenua do pensamento educacional como instrumentos articulados de desconstrucao do pensamento progressista e de retorno a teses positivistas/pragmatistas no campo da educacao. Mascaradas como incertezas, exaltadas como diferencas e justificadas como caos, sua funcao e impedir-nos de pensar o futuro e abrir espaco para que ele seja planejado na otica das necessidades do capital, com plena liberdade de valorizacao. Procura-se ainda mostrar como as reformas educacionais dos anos de 1990, desenvolvidas nesse contexto, viabilizaram, apoiando-se na avaliacao informal, novas formas de exclusao pelo interior do sistema educacional, mantendo intacta sua tarefa de formar para a submissao, por meio da ocultacao do debate sobre as finalidades da educacao.