Distribution of School Knowledge and Social Reproduction in a Brazilian Urban Setting

Silva, Tomaz Tadeu da

doi:10.1080/0142569880090104

Cited by 10 publications

(2 citation statements)

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“…Research has also noted the correspondence between the process of work and the role of workers and that of study and the role of students (Bowles and Gintis 1976;Anyon 1981;da Silva 1988). The latter are generally involved in tasks which have only an extrinsic validity; just as people work hard in order to earn a living, so do students "learn" in order to ensure access to a job.…”

Section: Ideological Aims Of the Trade Schoolsmentioning

confidence: 99%

Education and social transition: Vocationalism, ideology and the problems of development

Sultana¹

1995

Int Rev Educ

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-In the early 1970s the socialist government of Malta embarked on a re of vocational education. This reform programme had two aims: first, to build u country's industrial base; second, to bridge the gap between intellectual and ma labour, as advocated by Marx and other socialist thinkers. This article argues Malta's failure to achieve the second goal holds important lessons for those w continue to advocate socialist ideas. Sumario -En los primeros afios de la d6cada de los 70, el gobierno socialista d Malta emprendi6 una reforma de la educaci6n vocacional. El programa de reform tenia dos objetivos: el primero era crear la base industrial del pais; el segundo, salva la distancia entre el trabajo manual e intelectual, tal como lo habian propuesto Mar y otros pensadores socialistas. El articulo sostiene que el intento fallido de Malta en lograr el segundo objetivo contiene ensefianzas para los que siguen defendiendo ide socialistas.PcayMc -B Haqane 1970-x ro,oB coniaJInHcTrqecKoc npasBTCJbCTBO MaJlT,rm npHCTynHiO K pepopMC npo4eccHHaJnHoro o6pa30BaHia. 9Ta nporpaMMa pc4opM MeCJa eIBC enJH: Bo-nepBmx, co03aTb npOMHTmUJHHYIO 6a3y CTpaHI; BO-BTOpEIX, yMCHMHITL nponacTb MCmAxy HTCeJJICKTyaJIhHM H (K3HeCCKKM TpyIOM, KaK 3TO npoBo3rnamanoc MapKcoM N ApyrHMH MUcnHJTejIfIM-coManHacj TaMH. B craTbe yTsepxaaeTcs, qTO HeyjaqHl ManbTMl B AOCTHXeCHKHH THX ueneAi HCCCT B ce6e ypOKzH AiI TCX, KTO npoAojnacT nponoBeaoBaTb coaIIHaa CTHIeCKeC iHCeH.

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Section: Ideological Aims Of the Trade Schoolsmentioning

confidence: 99%

Education and social transition: Vocationalism, ideology and the problems of development

Sultana¹

1995

Int Rev Educ

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“…Baudelot and Establet (1971) and Bowles and Gintis (1976) were among the most influential economic reproduction theorists to argue that students from different social class are differentially processed in schools and this in turn predisposes them to fit positions in the occupational structure accordingly. A number of ethnographies -such as those provided by Anyon (1980Anyon ( , 1981 and Da Silva (1988) for instance -have provided qualitative and empirical evidence to show that in different schools characterised by different social class membership there are differences between school tasks, pedagogy and control. Bourdieu and his colleagues (1977) explained societal reproduction by showing ho'.,\, schools imposed a cultural arbitrary on all students, so that those coming from top socio-economic groups found the cultural system of the school approximating closely to their own values, attitudes and perceptions.…”

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confidence: 99%