Author
Jefferson Mainardes
Other affiliations: Institute of Education
Bio: Jefferson Mainardes is an academic researcher from Ponta Grossa State University. The author has contributed to research in topics: Education policy & Policy analysis. The author has an hindex of 12, co-authored 59 publications receiving 774 citations. Previous affiliations of Jefferson Mainardes include Institute of Education.
Papers published on a yearly basis
Papers
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TL;DR: In this article, the authors discuss the contributions of the "policy cycle approach" to analyze educational policies and present a set of questions to the trajectory analysis of educational policies or programs, and argue that this approach is a useful analytical framework that allows a critical and contextualized analysis of programs and educational policies from their formulation to their implementation.
Abstract: This paper discusses the contributions of the 'policy cycle approach' to analyze educational policies. Formulated by Stephen Ball and Richard Bowe, such approach has been applied in different contexts as a theoretical and analytical framework to examine educational policies. This paper presents the main ideas of this approach, the debate surrounding it, and its contribution to the analysis of educational policies. Based on the five contexts of the policy cycle, namely: influence, text production, practice, outcomes and the political strategy; this paper also presents a set of questions to the trajectory analysis of educational policies or programs. It argues that this approach is a useful analytical framework that allows a critical and contextualized analysis of programs and educational policies from their formulation to their implementation in the context of practice as well as the policy effects.
302 citations
TL;DR: In this paper, an interview with Professor Stephen J. Ball, the Karl Mannheim Professor of Sociology of Education at the Institute of Education, University of London, is presented.
Abstract: It is an interview with Professor Stephen J. Ball. The questions are related to the concept of social justice, research and education policy. Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education at the Institute of Education – University of London. He is one of the most eminent scholars in the field of education policy. He provides interesting intellectual resources for understanding how education policy is produced, what it seeks to do and what its effects are.
108 citations
TL;DR: In this paper, the authors present an analysis of the research carried out in six Latin American countries and published between 1993-2001, and conclude that the epistemological perspectives cannot be applied in a pure way in the field of educational policy.
Abstract: This article presents partial results of an inquiry that aims at characterizing and describing epistemological perspectives applied in research on educational policy in Latin America. It presents an analyses of the research carried out in six Latin American countries and published between 1993-2001. The references to authors in this paper as ‘referring authors’ where identified and these authors can be included in specific epistemological perspectives. Thus, the paper presents discussions on the neo-Marxism and ‘Globally Structured Agenda for Education’ developed by Roger Dale, epistemological pluralism and ‘perspectivism’ from the Social Cartography of Rolland Paulston, and post-structuralism and ‘policy cycle approach’ of Stephen Ball. However, in all papers analyzed the use of theoretical frameworks were posed in terms of methodology, isolated from its epistemological foundations in which they were produced. On the other hand, the analysis could not clearly elucidate the presence of epistemological positioning of the researchers even when the authors of the papers analyzed were applying those theoretical frameworks. Methodologically, the research presented in this paper was carried out from a qualitative and descriptive-analytical perspective, based on secondary sources of a bibliographical nature. After the conceptual description of each of epistemological perspectives, the paper concludes that the epistemological perspectives cannot be applied in a ‘pure’ way in the field of educational policy. However, this assumption does not negate the need for the presence of the researcher's epistemological positioning.
35 citations
DOI•
08 Aug 2010TL;DR: Palorama da teoria de Basil Bernstein and suas principais contribuicoes for a pesquisa sobre politicas educacionais and politicas curriculares as discussed by the authors.
Abstract: Este artigo apresenta um panorama da teoria de Basil Bernstein e suas principais contribuicoes para a pesquisa sobre politicas educacionais e politicas curriculares. Em especial, evidencia-se o conceito de recontextualizacao do discurso (teoria do dispositivo pedagogico) e suas contribuicoes para as pesquisa desses referidos campos. O artigo apresenta alguns exemplos de pesquisas que se baseiam na teoria de Bernstein e argumenta que essa teoria possui uma estrutura conceitual forte e uma linguagem de descricao que oferece relevantes e consistentes contribuicoes para as pesquisas sobre politicas educacionais e curriculares.
Palavras-chave: Basil Bernstein; Politicas educacionais; Politicas curriculares; Teoria do dispositivo pedagogico.
30 citations
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Book•
01 Jan 1994
TL;DR: This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.
Abstract: List of figures Acknowledgements Preface 1. An Introduction to classroom observation 2. The use of quantitative methods 3. The use of qualitative methods 4. Classroom observation in context 5. Research into classrooms 6. Observation and action Bibliography Index
353 citations
TL;DR: The authors argue that a associacao entre as politicas educacionais do Banco Mundial for os paises em desenvolvimento e os tracos da escola dualista represent a substantivas explicacoes for o incessante declinio de escola publica brasileira nos ultimos 30 anos.
Abstract: O texto aborda o agravamento da dualidade da escola publica brasileira atual, caracterizada como uma escola do conhecimento para os ricos e como uma escola do acolhimento social para os pobres. Esse dualismo, perverso por reproduzir e manter desigualdades sociais, tem vinculos evidentes com as reformas educativas iniciadas na Inglaterra nos anos 1980, no contexto das politicas neoliberais; mais especificamente, ele esta em consonância com os acordos internacionais em torno do movimento Educacao para Todos, cujo marco e a Conferencia Mundial sobre Educacao para Todos, realizada em Jomtien, na Tailândia, em 1990, sob os auspicios do Banco Mundial, do Programa das Nacoes Unidas para o Desenvolvimento (PNUD), do Fundo das Nacoes Unidas para a Infância (UNICEF) e da Organizacao das Nacoes Unidas para a Educacao e Cultura (UNESCO). Com base em pesquisa bibliografica, este estudo argumenta que a associacao entre as politicas educacionais do Banco Mundial para os paises em desenvolvimento e os tracos da escola dualista representa substantivas explicacoes para o incessante declinio da escola publica brasileira nos ultimos 30 anos. Ao final do texto, retoma-se a discussao sobre a necessidade de uma pauta comum dos educadores em torno dos objetivos e das funcoes da escola publica.
160 citations
Book•
01 Jan 2003
TL;DR: In this article, the authors discuss the social revolution of our time and two theories of Democratization: Generative Politics and Positive Welfare, Poverty and Life Values, and Modernity under a Negative Sign: Ecological Issues and Life Politics.
Abstract: Preface. Introduction. 1. Conservatism: Radicalism Embraced. 2. Socialism: The Retreat from Radicalism. 3. The Social Revolutions of Our Time. 4. Two Theories of Democratization. 5. Contradictions of the Welfare State. 6. Generative Politics and Positive Welfare. 7. Positive Welfare, Poverty and Life Values. 8. Modernity under a Negative Sign: Ecological Issues and Life Politics. 9. Political Theory and the Problem of Violence. 10. Questions of Agency and Values. Notes. Index.
118 citations
TL;DR: In this paper, an interview with Professor Stephen J. Ball, the Karl Mannheim Professor of Sociology of Education at the Institute of Education, University of London, is presented.
Abstract: It is an interview with Professor Stephen J. Ball. The questions are related to the concept of social justice, research and education policy. Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education at the Institute of Education – University of London. He is one of the most eminent scholars in the field of education policy. He provides interesting intellectual resources for understanding how education policy is produced, what it seeks to do and what its effects are.
108 citations