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Browsing by Subject "Brasilia"

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  • Mikä muiden maiden koulutuksessa kiinnostaa? : brasilialaisen median kuva suomalaisesta koulusta 
    Lahtela, Ilari (2016)
    This research examines the depictions and discourses concerning Finnish education in Brazilian print and web journalism between 2009 and 2015. In the field of comparative education researchers have traditionally mostly worked with government sources and official documents. This research has sought to use and develop tools of analysis that could be applied to written media sources as well. There were three main research questions. 1) How has Finnish education been depicted in Brazilian journalism? 2) Which internal and external factors could explain the attraction towards Finnish education? 3) How have the discourses on Finnish education been utilized in the media? The research material (n136) consisted of news stories and articles published by the website of the Brazilian Ministry of Education, newspaper Jornal do Brasil, weekly news magazine Veja and news portal Terra. The data was analysed qualitatively using different models of analysis developed by Jeremy Rappley, David Phillips and Kimberly Ochs. Selected parts of the material were also analysed in more detail using concepts derived from New rhetorics. The study indicated that the models developed by Rappleye, Phillips and Ochs can to a large degree also be applied to journalistic analysis. However, at least in Brazilian context, one should also take into account the impact of exchange programmes and various educational events with news value. Most importantly, the effect of PISA studies and other international surveys and rankings should also be acknowledged. The attraction towards Finnish education seems to depend, to a large extent, on internal forces of dissatisfaction and economic competition. When applied rhetorically "Finnish education" appeared as a flexible concept with the generic meaning of good/quality education. Due to its undetermined nature "Finnish education" could be used in the media in various, often contradictory ways. For example, both the proponents and opponents of meritocratic policy goals and ideals could refer to Finnish education in positive ways.
  • "They don't need our money; what they want is knowledge" : Maailmanpankin, OECD:n ja UNICEFin tietoon pohjautuva legitimiteetti Brasilian koulutuspolitiikassa 
    Klutas, Anni (2016)
    In my thesis, I scrutinized the World Bank, OECD and UNICEF's aims to achieve legitimacy in Brazilian education policy by using knowledge-related governance strategies. In theoretizing the concept of legitimacy, I've employed perspectives from soft governance and knowledge governance. Thus, I was empirically interested in the question of which strategies international organizations (IOs) use to construe knowledge and 'truth' about Brazilian education, as well as how they rationalize and constitute meanings and essentiality of knowledge. My analytical angles to investigate knowledge governance are different strategies of quantification and comparison, so-called 'best practices', depolitization and acting as a spokesperson. The research is stemming from Foucauldian governance studies and is inspired by the triangle of knowledge, truth and power. I used discourse analytical analysis method with an understanding of discourse as a historical and cultural concept that displays, produces and re-produces different power relations. My method of analysis lies in between theory- and data-driven; on one hand, I used comprehension of knowledge governance and legitimacy in reading the data, on the other hand, the final theoretical perspective came to be as it is only after initial analysis. The data consisted of both interviews with the IOs and documents produced by the IOs. According to my study, there are seven different strategies of knowledge and truth governance. Those are capacity building, evidence-based policymaking, national sovereignty, public and local advocacy, external evaluator, global competition and numeric truth. The essential and intriguing part in those strategies is the positioning of oneself in relation to Brazil: knowledge is often produced either together, involving local actors, or clearly from outside, by performing as a neutral and distant expert. However, from perspective of governance studies, these positions are all different strategies of governance, which constitute the truth that serves also – or foremost? – IOs' own agendas. Therefore, I conclude the research in a discussion on how knowledge production could, at least in theory, become more democratic.

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