O objetivo do trabalho foi caracterizar academicamente a educacao fisica no Brasil. Primeiro, fez-se um paralelo entre os eventos desse processo ocorridos nos Estados Unidos e no Brasil. A seguir, os programas de pos-graduacao brasileiros foram analisados do ponto de vista de suas areas de concentracao e de sua vinculacao com o corpo docente, as linhas e os projetos de pesquisa. Educacao fisica e o termo predominante na denominacao da maioria dos programas brasileiros, diferentemente dos Estados Unidos, onde se privilegia cinesiologia. A analise das areas de concentracao dos programas de pos-graduacao permitiu-nos identificar tres subareas: biodinâmica, sociocultural e pedagogica. A biodinâmica sobressai-se pela dimensao do corpo docente e pela quantidade de linhas e projetos de pesquisa, sempre mais numerosos em comparacao com as subareas sociocultural e pedagogica. Tal hegemonia expressa a valorizacao atribuida as pesquisas orientadas pelas ciencias naturais em detrimento daquelas fundamentadas pelas ciencias humanas e sociais, alem da dificuldade em problematizar a intervencao, particularmente no âmbito da escola. Esse quadro guarda semelhanca com a realidade norte-americana, haja vista que academicos norte-americanos das subareas sociocultural e pedagogica apontam os obstaculos para compatibilizar suas concepcoes teoricas e metodologicas com os modos hegemonicos de pensamento, investigacao e acao no campo da cinesiologia. Tanto os acontecimentos nos Estados Unidos quanto a caracterizacao academica predominante nos programas de pos-graduacao no Brasil indicam a forte presenca da biodinâmica em prejuizo da educacao fisica, no que ela compreende e agrega, sobretudo, como pratica social e pedagogica de longa data.

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Pós-graduação na educação física brasileira: a atração (fatal) para a biodinâmica

The objective of this work is to reflect on unequal schooling opportunities in Brazil, focusing on certain characteristics that mark, nowadays, the schooling trajectories of young people from middle- and high-income families. Our previous researches showed that an important part of these families are increasingly investing in international resources, seen as a vital tool for their kids’ success. This led to questions about the repercussion of this phenomenon in the strategies used by schools to fulfil parental demands. The research focuses on private schools in high-income neighbourhoods in Belo Horizonte. Interviews with school staff, an analysis on their website and other printed materials revealed that: (a) around half of the researched schools develop internationalisation initiatives such as: special programmes of foreign language learning; bilingual pedagogical projects; and trips abroad and (b) these initiatives could start in a precocious age (since kindergarten), especially foreign language learning.

Internationalisation strategies of Brazilian private schools

The aim of this article is to reflect on the use of the concept of cultural capital in explaining contemporary school inequalities. Starting from two recent reviews of the use of the concept among English-speaking researchers and in the francophone sociological literature, the article seeks to answer the following questions: is the possession of cultural wealth still a decisive asset for achieving school success? To what extent does that still occur after decades of deep social and educational changes? Our analysis showed that: (i) established cultural practices are now less profitable and less transferable than in the past; (ii) parents’ financial investments have increasingly emerged as a driving force for their children’s school success.

https://dialnet.unirioja.es/descarga/articulo/7974983.pdf

O capital cultural e a produção das desigualdades escolares contemporâneas

This paper aims to understand the effect of international mobility in higher education on Brazilian education inequality by examining the Science Without Borders programme for undergraduate students. The SWB aimed to award 101,000 scholarships for Brazilian undergraduate students to conduct part of their studies in a foreign university between 2011 and 2015. This paper draws on research on education inequalities and international mobility to investigate the patterns of inequality among undergraduate students participating in the SWB, considering the period of higher education expansion in Brazil. Using the ENEM datasets, inequality of access and inequality within the programme were analysed. The results show that students with parents with higher levels of education and higher income were more likely to participate in the SWB programme. Moreover, students with higher parental education and family income tended to study at a prestigious university during the programme.

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International mobility and education inequality among Brazilian undergraduate students

O presente estudo tem como objetivo analisar as motivacoes de alunos e professores universitarios para realizacao da mobilidade academica internacional, podendo contribuir com um melhor aproveitamento pessoal, profissional e institucional dessa experiencia. A pesquisa empirica foi conduzida com 30 estudantes, brasileiros e estrangeiros, e professores brasileiros que optaram pela mobilidade internacional como parte da sua formacao academica. O material obtido foi submetido a analise de conteudo tematica, cujo tratamento foi auxiliado pelo software Ethnograph. A perspectiva teorica de Bourdieu foi adotada para interpretacao. Os resultados apontaram motivacoes pessoais, academicas e profissionais nos tres grupos de entrevistados, embora entre os alunos brasileiros os fatores pessoais tenham se manifestado com maior forca, o que pode estar vinculado a propria idade e ao estagio de formacao que vivem. Entre os alunos estrangeiros, a grande maioria de pos-graduacao, e entre os professores, as motivacoes academicas e profissionais prevalecem.

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Motivações para mobilidade acadêmica internacional: a visão de alunos e professores universitários

This text approaches international experiences in the schooling process as a new dimension of the contemporary educational reality that marks the upper-class youngsters' schooling trajectories. We discuss results of recent national researches that start to reveal the characteristics of the phenomenon in the Brazilian context. An expansion of the demand for this cultural good is detected among middle-class groups that consider the international dimension of cultural capital as a vital ingredient to the reconversion of their assets. Such family strategies are part of a distinction logic, that is, the reinforcement of frontiers between groups that are more or less provided with economic and cultural capital.

/pdf/fronteiras-desafiadas-a-internacionalizacao-das-experiencias-4vdnbdd4ok.pdf

Fronteiras desafiadas: a internacionalização das experiências escolares

The text approaches the international experiences in the schooling process as a new dimension of the contemporary educational reality that marks the schooling trajectories of young people from upper social classes. We discuss results of recent national researches that start to unveil the characteristics of the phenomenon in the Brazilian context. An expansion of the demand for this cultural good is detected among the middle classes that see in the international dimension of the cultural capital an inevitable ingredient to the reconversion of its assets. Those family strategies are inserted in the logic of distinction, that is, the reinforcement of the frontiers between the groups that are more or less provided of economic and cultural capital. 

Key words: education and social inequality; strategies of international schooling; international dimension of cultural capital.

Fronteira Desafiadas: A Internacionalização das Experiências Escolares

Cet article etudie le Programme ESCALA, un programme de mobilite latino-americain cree en 2000 pour des etudiants de 28 universites publiques d’Argentine, Bresil, Bolivie, Chili, Paraguay et Uruguay. Dans le cadre de ce programme, des etudiants de licence peuvent poursuivre six mois de cours dans l’une des universites partenaires tout en beneficiant de la quasi totalite des depenses couvertes par le programme. L’examen des donnees empiriques fait etat d’une participation croissante des etudiants a ce type de programme de mobilite, en particulier aupres des filles et des etudiants du champ des humanites, ayant l’Argentine et le Bresil pour principaux pays de destination. Des entretiens avec des etudiants bresiliens du programme ESCALA soulignent que les etudiants percoivent l’Amerique latine comme un destin possible, mais non le plus convoite, ce dernier etant represente par les pays du nord. En outre, ces entretiens temoignent une claire preference pour les universites et les pays consideres comme les “plus developpes” a l’interieur du groupe de pays etudie.

Viviane Coelho Caldeira Ramos

Papers

Fronteiras desafiadas: a internacionalização das experiências escolares

Fronteira Desafiadas: A Internacionalização das Experiências Escolares

Mobilité des étudiants sud-américains : le cas du programme ESCALA