Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais.
In this dissertation, we are interested in focusing on the socio-spatial context of some public schools in Araguatins, Tocantins State, seeking to think about the extent to which certain socio-spatial differentiations specific to this context may tend to certain socio- spatial inequalities, with...
| Autor principal: | Ferreira, Eneila de Cassia Maia |
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| Grau: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Tocantins
2023
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| Acesso em linha: |
http://hdl.handle.net/11612/5536 |
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ir-11612-5536 |
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ir-11612-55362023-08-08T06:01:57Z Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. Ferreira, Eneila de Cassia Maia Leite, João de Deus Desenvolvimento Regional Território Indicadores. Educação Regional Development Territory Indicators Education. CNPQ::CIENCIAS SOCIAIS APLICADAS In this dissertation, we are interested in focusing on the socio-spatial context of some public schools in Araguatins, Tocantins State, seeking to think about the extent to which certain socio-spatial differentiations specific to this context may tend to certain socio- spatial inequalities, with educational indicators as a reflection observatory. We are not losing sight, in this approach, that the school figures as a means of collective consumption in which aspects, such as: infrastructure, equipment and urban-rural services, among others, are revealing for the policy of access and permanence of students in the school context. There are involved material and immaterial relations, producing urbanities and ruralities surrounding the socio-spatial context of the 04 (four) privateschools for analysis, being 02 (two) schools belonging to the municipal network and 02 (two) members of the state network. Of the total set of 22 (twenty-two) schools of the two educational networks, located in the territory of Araguatins, the cut-out for these four schools is based on the character of the regularity of aspects that occurred in the situation of the schools, since the data of all schools were collected and tabulated. However, for this dissertation, we mobilized the data on this clipping. The theoretical contribution to the incursions that we weave, throughout the dissertation, comes, in addition, from the considerations of David Harvey (2006, 2014, 2015) on the perspective of "unequal geographical development". The theoretical dialogue, too, is established from the crossing of the considerations of the following authors: Souza (2009), Andrade and Alves (2014), Santos (1999, 1988), Cavalcanti (2012), Lefebvre (1991) and Katzman (2008). It is, from this perspective, that we are dimensioning, theoretically-aaliically, the issue of socio-spatial differentiations and socio-spatial inequalities surrounding the focused schools, in order to make, for example, the student's belonging to the school. In the wake of Harvey (2006, 2014, 2015), in other words, we can say that the scale of the individual is not coincident with the scale of the city and the rural, also implying a disjunction with the scale of educational policies. From the methodological point of view, we produce thematic maps about the location of schools, subdividing them into: rural area and urban area. We also adopted tables, tables and maps with a view to presenting data on: (1) school infrastructure, (2) geographical trajectory of students, thinking about starting point and point of arrival, (3) educational indicators, also focusing on the Basic Education Development Index (IDEB). These data served as a methodological basis for organizing analytical considerations in three thematic analyses. The qualitative method involved the generation of primary data, based on the availability of these by the public bodies responsible for schools in Araguatins, and secondary data, given the consultations on official federal, state and municipal websites. These data were tabulated and exposed homogeneously, not opening possibility for the personal idenification of the social actors concerned by them. The analyses show that the socio-spatial differentiations of schools, in their urbanities and ruralities, depending on the focused school, are marked by socio- spatial inequalities, which slip into educational indicators. In this game of spatializations, the individual, urban-rural and educational policies are littered by fragmentations. Nesta dissertação, estamos interessados em focar o contexto sócio-espacial de algumas escolas públicas de Araguatins, Estado do Tocantins, buscando pensar em que medida certas diferenciações sócio-espaciais próprias desse contexto podem tender para determinadas desigualdades sócio-espaciais, tendo os indicadores educacionais como observatório de reflexão. Não estamos perdendo de vista, nesse enfoque, que a escola figura como meio de consumo coletivo em que aspectos, tais como: infraestrutura, equipamentos e serviços urbano-rurais, entre outros, são relevantes para a política de acesso e de permanência dos alunos no contexto escolar. Há aí implicadas relações materiais e imateriais, produzindo urbanidades e ruralidades entorno do contexto sócio- espacial das 04 (quatro) escolas particularizadas para a análise, sendo 02 (duas) escolas pertencentes à rede municipal e 02 (duas) integrantes da rede estadual. Do conjunto total de 22 (vinte e duas) escolas das duas redes de ensino, localizadas no território de Araguatins, o recorte para essas 04 (quatro) escolas está fundamentado no caráter da regularidade de aspectos que ocorreram na situação das escolas, já que os dados de todas as escolas foram levantados e tabulados. Contudo, para esta dissertação, mobilizamos os dados atinentes a esse recorte. O aporte teórico para as incursões que tecemos, ao longo da dissertação, advém, mormente, das ponderações de David Harvey (2006, 2014, 2015) sobre a perspectiva do “desenvolvimento geográfico desigual”. O diálogo teórico, também, está estabelecido a partir do atravessamento das ponderações dos seguintes autores: Souza (2009), Andrade e Alves (2014), Santos (1999, 1988), Cavalcanti (2012), Lefebvre (1991) e Katzman (2008). É, a partir dessa perspectiva, que estamos dimensionando, teórico-analiticamente, a questão das diferenciações sócio-espaciais e das desigualdades sócio-espaciais do entorno das escolas enfocadas, de modo a rarefazer, por exemplo, o pertencimento do aluno à escola. Na esteira de Harvey (2006, 2014, 2015), em outros termos, podemos dizer que a escala do indivíduo não é coincidente com a escala da cidade e do rural, implicando, também, uma disjunção com a escala das políticas educacionais. Do ponto de vista metodológico, produzimos mapas temáticos sobre a localização das escolas, subdividindo-as em: zona rural e zona urbana. Adotamos, ainda, tabelas, quadros e mapas com vistas a apresentar os dados referentes a: (1) infraestrutura das escolas, (2) trajetória geográfica dos alunos, pensando aí ponto de partida e ponto de chegada, (3) indicadores educacionais, com foco, também, no Índice de Desenvolvimento da Educação Básica (Ideb). Esses dados serviram de base metodológica para organizarmos as considerações analíticas em três análises temáticas. O método qualitativo envolveu a geração de dados primários, tendo por base a disponibilização destes pelos órgãos públicos responsáveis pelas escolas em Araguatins, e de dados secundários, dadas as consultas em sites oficiais federais, estaduais e municipais. Esses dados foram tabulados e expostos de modo homogêneos, não abrindo possibilidade para a identificação pessoal dos atores sociais concernidos por eles. As análises mostram que as diferenciações sócio-espaciais das escolas, em suas urbanidades e ruralidades, a depender da escola enfocada, são marcadas por desigualdades sócio-espaciais, que resvalam nos indicadores educacionais. Nesse jogo de espacializações, as escalas indivíduo, urbano-rural e políticas educacionais são marcadas por fragmentações. 2023-08-07T23:24:47Z 2023-08-07T23:24:47Z 2023-08-07 Dissertação FERREIRA, Eneila de Cassia Maia. Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. 2022. 138 f. Dissertação (Mestrado) - Curso de Programa de Pós - Graduação em Demandas Populares e Dinâmicas Regionais, Universidade Federal do Tocantins, Araguaína, 2023. http://hdl.handle.net/11612/5536 pt_BR Acesso livre. application/pdf Universidade Federal do Tocantins Brasil Programa de Pós - Graduação em Demandas Populares e Dinâmicas Regionais, Universidade Federal do Tocantins Araguaína |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Desenvolvimento Regional Território Indicadores. Educação Regional Development Territory Indicators Education. CNPQ::CIENCIAS SOCIAIS APLICADAS |
| spellingShingle |
Desenvolvimento Regional Território Indicadores. Educação Regional Development Territory Indicators Education. CNPQ::CIENCIAS SOCIAIS APLICADAS Ferreira, Eneila de Cassia Maia Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. |
| topic_facet |
Desenvolvimento Regional Território Indicadores. Educação Regional Development Territory Indicators Education. CNPQ::CIENCIAS SOCIAIS APLICADAS |
| description |
In this dissertation, we are interested in focusing on the socio-spatial context of some
public schools in Araguatins, Tocantins State, seeking to think about the extent to which
certain socio-spatial differentiations specific to this context may tend to certain socio-
spatial inequalities, with educational indicators as a reflection observatory. We are not
losing sight, in this approach, that the school figures as a means of collective consumption
in which aspects, such as: infrastructure, equipment and urban-rural services, among
others, are revealing for the policy of access and permanence of students in the school
context. There are involved material and immaterial relations, producing urbanities and
ruralities surrounding the socio-spatial context of the 04 (four) privateschools for
analysis, being 02 (two) schools belonging to the municipal network and 02 (two)
members of the state network. Of the total set of 22 (twenty-two) schools of the two
educational networks, located in the territory of Araguatins, the cut-out for these four
schools is based on the character of the regularity of aspects that occurred in the situation
of the schools, since the data of all schools were collected and tabulated. However, for
this dissertation, we mobilized the data on this clipping. The theoretical contribution to
the incursions that we weave, throughout the dissertation, comes, in addition, from the
considerations of David Harvey (2006, 2014, 2015) on the perspective of "unequal
geographical development". The theoretical dialogue, too, is established from the
crossing of the considerations of the following authors: Souza (2009), Andrade and Alves
(2014), Santos (1999, 1988), Cavalcanti (2012), Lefebvre (1991) and Katzman (2008). It
is, from this perspective, that we are dimensioning, theoretically-aaliically, the issue of
socio-spatial differentiations and socio-spatial inequalities surrounding the focused
schools, in order to make, for example, the student's belonging to the school. In the wake
of Harvey (2006, 2014, 2015), in other words, we can say that the scale of the individual
is not coincident with the scale of the city and the rural, also implying a disjunction with
the scale of educational policies. From the methodological point of view, we produce
thematic maps about the location of schools, subdividing them into: rural area and urban
area. We also adopted tables, tables and maps with a view to presenting data on: (1) school
infrastructure, (2) geographical trajectory of students, thinking about starting point and
point of arrival, (3) educational indicators, also focusing on the Basic Education
Development Index (IDEB). These data served as a methodological basis for organizing
analytical considerations in three thematic analyses. The qualitative method involved the
generation of primary data, based on the availability of these by the public bodies
responsible for schools in Araguatins, and secondary data, given the consultations on
official federal, state and municipal websites. These data were tabulated and exposed
homogeneously, not opening possibility for the personal idenification of the social actors
concerned by them. The analyses show that the socio-spatial differentiations of schools,
in their urbanities and ruralities, depending on the focused school, are marked by socio-
spatial inequalities, which slip into educational indicators. In this game of spatializations,
the individual, urban-rural and educational policies are littered by fragmentations. |
| author_additional |
Leite, João de Deus |
| author_additionalStr |
Leite, João de Deus |
| format |
Dissertação |
| author |
Ferreira, Eneila de Cassia Maia |
| title |
Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. |
| title_short |
Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. |
| title_full |
Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. |
| title_fullStr |
Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. |
| title_full_unstemmed |
Contexto sócio-espacial de escolas públicas da cidade de Araguatins/TO e implicações para os indicadores educacionais. |
| title_sort |
contexto sócio-espacial de escolas públicas da cidade de araguatins/to e implicações para os indicadores educacionais. |
| publisher |
Universidade Federal do Tocantins |
| publishDate |
2023 |
| url |
http://hdl.handle.net/11612/5536 |
| _version_ |
1787134911739592704 |
| score |
11.674684 |