Navegando por Palavras-chave "Educational Policies"
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- ItemAcesso aberto (Open Access)Conselhos municipais de educação do Alto Tietê: constituição e funcionamento(Universidade Federal de São Paulo (UNIFESP), 2019-08-28) Silva, Andrea Araujo De Arruda [UNIFESP]; Benedicto, Celia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This dissertation aimed to map the constitution of the Municipal Education Councils (CME) of the Alto Tietê region. A balance of the normative and organizational production of the Collegiate of this region was produced; From the documentary base accessible for 2017-2018, the Suzano City Council was selected and presented the volume of data that best evidenced the performance of its functions, thus allowing a more in-depth study on the participation of civil society in the formulation. of educational policies in this municipality. The constitution of the MEC in most Brazilian municipalities is due to the decentralization policies produced by the State reform, especially since 1990. As a theoretical reference was used the writings of Dropa (2004) and Adrião (2006); to contextualize the course of the Municipal Education Councils, Bordignon (2009), Lagares (2008) and Cury (2000). Fundamental documents for the understanding of educational policy also make up the sources of this research, such as: LDBEN 9394/96, CF 1988, CNE Opinion No. 30/2000 - CEB, among others. The work was developed in four (4) chapters; The first is the State Reform framework as an induction policy for decentralization and creation of Municipal Education Systems; The second chapter covers the democratic management through the bias of the Municipal Education Councils and the particularities of the constitution of the CME of each municipality of the Alto Tietê Region; The third chapter presents, based on the mapping analysis, the municipality with the largest volume of data available for further research; and finally, the fourth chapter shows an initial outline of the handling of the Suzano Municipality CME documents between 2017 and 2018. These data were analyzed in order to answer the following question: What can be verified regarding the participation of society? in the formulation of educational policies for the municipality of Suzano? Therefore, it is understood that the participation of civil society is essential to establish greater assertiveness regarding local educational policies, thus, analyzing how participation is effective in the WEC is essential for the improvement of educational quality and is therefore, the main focus of this dissertation.
- ItemAcesso aberto (Open Access)A Educação Escolar Indígena No Estado De São Paulo: Uma Análise Sobre Aproximações E Distanciamentos Em Relação Às Diretrizes Nacionais(Universidade Federal de São Paulo (UNIFESP), 2017-01-06) Silva, Rafael Afonso [UNIFESP]; Benedicto, Celia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The purpose of this research is to investigate public policies implemented and effected in the state of São Paulo for the education of indigenous peoples. Those policies are based on those developed on a national level after the promulgation of the Constitution in 1988 regarding the education of indigenous people, which established that indigenous education should be based on principles of differentiation and specificity, interculturality and bilingualism. This work attempts to establish how closely or remotely what is practiced in the state relates to what is established nationwide. The starting point of the work is a corpus of legal and normative documents, handled using the methodological approach of the policy cycle as described by Stephen J. Ball, which allows the identification and understanding of the different contexts that, according to the author, comprise the process of policy production from its conception to its implementation. Analysis of the documents show a continuous movement towards normatization as well as the establishment of directives that must be respected by the states during the implementation of the policies, always with the aim of guaranteeing the offer of an appropriate education in accordance to the specificities of the communities served. In the state of São Paulo, indigenous primary and secondary education only started to receive a specific management in 1997, with the creation of the Núcleo de Educação Indígena (Center for Indigenous Education). However, in 2003, after a public audience by the Ministério Publico Federal (National Public Ministry – the body of public prosecutors) to check the state of primary and secondary indigenous education in the state, Terms of Adjustment of Conduct were instituted between the Ministry of Education (MEC), the Department of Education of the State of São Paulo (Secretaria Estadual de Educação de São Paulo), the Department of Education of the Municipality of São Paulo (Secretaria Municipal de Educação de São Paulo) and the National Indian Foundation (FUNAI) which defined joint obligations necessary to guarantee that primary and secondary indigenous education in the state fulfilled constitutional precepts and was aligned with nationwide policies. Thereafter there is a rapid shift in policies in the state, with the creation of dozens of indigenous schools, the establishment of a course of higher education for the intercultural training of indigenous professors as well as the creation of a Statewide Policy of Attention to Indigenous Peoples (Política Estadual de Atenção aos Povos Indígenas). Despite the progress, the lack of assurance of adequate infrastructure for the running of the indigenous schools, in addition to the lack of regulation of indigenous instructors which hinders the creation of new courses for the training of instructors in the state, constitute major impediments for the effectuation of an indigenous education in the state that fully respects what is determined by national policy.
- ItemAcesso aberto (Open Access)Pobreza e municipalização da educação: análise dos resultados do IDEB (2005-2009)(Fundação Carlos Chagas, 2012-12-01) Andrews, Christina Windsor [UNIFESP]; Vries, Michiel S. de; Universidade Federal de São Paulo (UNIFESP); Radboud Universiteit Nijmegen Faculdade de Ciências AdministrativasThis paper presents the results of an empirical research that sought to estimate the impact of poverty on the Brazilian School Performance Index - Ideb - for elementary schools in more than 5,500 Brazilian municipalities, comparing the performance of state and municipal schools. The investigation examines Ideb data for 2005, 2007, and 2009 through simple linear regressions, residue analysis, and partial correlation analysis. The results showed that poverty has a strong impact in students' performance, explaining up to 60 percent of the variation of Ideb scores. The authors discuss the results vis-à-vis the current trend in educational policies, such as those based on input factors and teachers' accountability, pointing out their shortcomings.
- ItemSomente MetadadadosPolíticas Públicas De Formação Inicial De Professores De Educação Básica: Um Estudo Sobre O Pibid(Universidade Federal de São Paulo (UNIFESP), 2017-06-28) Ros, Cristina Vitorino Da [UNIFESP]; Abreu, Claudia Barcelos De Moura [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Abstract: This thesis analyzes the historical, political and pedagogical bases of the Institutional Program of Initiatives for Teaching (Pibid), and also seeks to understand how the process of implementation of the program occurs, considering the reports of the subjects that Participate - specifically the students and teachers of the school. The Pibid was implemented in 2007, in the context of correlations of social and political forces, both internal, in which the enlarged state manages Brazil's fragile social, educational and political situation in favor of the economic as well as the external bases, as regards the orientation of multilateral bodies in the international context. One of the main objectives of Pibid is to establish a system of collaboration between university and public school to train new teachers, creating as locus of production of knowledge and teaching knowledge both educational spaces involved. Faced with the precarious conditions of teaching work, in which technological rationality predominates, the program commits itself to narrow the relations between theory and practice through the formative experience of the graduates in formation with the training teachers both those who work in the university and those who work in public school. The thesis that is intended to defend is to denaturalize the Salvationist character attributed to the Pibid and attentive to the regulatory role of public educational policies. To do so, the paths of qualitative research were traced through a case study. In the data collection, the observer's field diary was used, along with semi-structured interviews to listen and analyze the subjects that compose the program, since it is considered of paramount importance to analyze and apprehend the considerations coming from the undergraduate students and the regent teachers in the school Public. The research was carried out with fifteen subjects, in a determined subproject of the Pedagogy course, involving a public university and a public school of basic education, both located in the periphery of the metropolitan region of São Paulo. The approach with the subjects of the research made it possible to access the context of the educational policy execution, to apprehend the subjectivity of the subjects and to cross the data with the observations of the field diary, in a spiral movement of reflection and critical analysis, from the moment of the collection of data, going through deepening of the theory, which culminated in the analysis of the subjects' point of view. It is concluded that the hypothesis is confirmed, since although the Pibid points, through small fissures, some emancipatory possibility supported by collective work, the character of conformation reigns through the current state of flexibility of working conditions on the school floor. The concrete conjuncture to which public school workers are exposed successively conditions the look and action of the undergraduate students, in accordance with the current state of precarious working conditions and training in the face of the rationality of time and space, naturalizing the veiled proposition of the minimum learning for the students of the public school of basic education.
- ItemAcesso aberto (Open Access)Reforma Curricular Da Rede Municipal De Ensino De São Paulo (2013): Concepções De Alfabetização E Letramento Em Duas Escolas Localizadas Em Territórios Vulneráveis(Universidade Federal de São Paulo (UNIFESP), 2017-08-18) Santos, Vanessa Santana Dos [UNIFESP]; Bello, Isabel Melero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The present work had as object of study the implementation of the guidelines of the document Program of Curricular and Administrative Reorganization, Expansion and Strengthening of the Municipal Education System of São Paulo (2013), which restructured the Cycles of Elementary Education in: Alphabetization Cycle – 1 st to 3rd year, Interdisciplinary Cycle - 4th to 6th year, and Authorial Cycle - 7th to 9th year, delimited in the Alphabetization Cycle that proposes that all children to be literate until the age of eight, at the end of the 3rd year of the Alphabetization Cycle (BRAZIL, 2012a). It is understood that the discussion about literacy was more emphatic from the Republic and, over time, the term has undergone changes in its meaning, with implications in the pedagogical practice. In the 1980s, the “literacy” neologism emerged (TFOUNI, 2010) that establishes the relationship between the use of writing and social practices. Considering the changes in the new curricular proposal of the city of São Paulo and the conceptions of literacy and literacy that emerged throughout the reforms, the following problematization is proposed: Which conceptions of alphabetization and literacy are present in the municipal curriculum of the city of São Paulo and the pedagogical practices of the teachers of two schools located in vulnerable territories? For this, the main objective of the research was to comprehend the conceptions of alphabetizing and literacy in the Program of Curricular and Administrative Reorganization, Expansion and Strengthening of the Municipal Education System of São Paulo – More Education São Paulo and their relations to pedagogical practices of the teachers who teach in the two schools located in vulnerable territories. In this sense, the intention was, from a historical perspective, to raise the conceptions of alphabetization in the four moments of its history (MORTATTI, 2000, 2006), as well the insertion of literacy in the end of 19th century. In addition, to identify the influence of international organizations in relation to alphabetization in Brazilian public policies, as well as the influence of certain concepts of alphabetization and literacy derived from the academic field in official documents, among them: National Curriculum Parameters of Portuguese Language (PCNLP), The Program for the training of alphabetizing teachers (PROFA) and the Pro-Literacy and, specifically, at the municipal level; to analyze the curricular and administrative reform of the Municipal Department of Education (SME/SP) and the concepts of alphabetization and literacy contained in it, based on the Curricular Guidelines and proposition of learning expectations for Elementary School-Cycle I, document previous to the reform, and the Conceptual and Methodological Elements to define the Learning Rights and development of the Literacy Cycle (1st, 2nd and 3rd years) of Elementary School and PNAIC, considered, by the official document, as principles of the reorganization of the Municipal Teaching Network of São Paulo; finally, to understand the pedagogical practices of the teachers who teach in vulnerable territories, starting from the official documents already analyzed, from the perspective of alphabetizing through teaching to read and to write. This was a qualitative research that used the Policy Cycle (Ball, 1994) and its contexts: influence, production and practice. In the context of influence, we sought the origin of literacy and literacy and the actions of international organizations in Brazilian documents. In the production, we tried to raise the conceptions of literacy and literacy in official documents. Finally, in the context of practice, through semi-structured interviews, analysis of schoolbooks and observations in loco, we aimed to articulate these research instruments to understand pedagogical practices. It was concluded that the political texts underwent re-creations and recontextualization according to the conceptions and perspectives of the teachers who reformulated the policies of the alphabetizing through teaching to read and write section, in a different way from what was presented.
- ItemAcesso aberto (Open Access)Representação da escola no cinema um estudo sobre o filme Detachment(Universidade Federal de São Paulo (UNIFESP), 2019-08-22) Silva, Carolina Cunha Da [UNIFESP]; Dias, Marian Avila De Lima E [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This research aims to study the representation of the school in the movies, more specifically in Detachment, starting from the following questions: What subjects rise in this representation of the school? What relationships are prioritized: the institutional or the affective ones? The theoretical references adopted were the conceptions of cinema in the works of Walter Benjamin, Theodor Adorno and Max Horkheimer as well as the critical analysis of the society brought in their works, with the comprehension of the decline of experience as an interference of the ideology of the industrial society in the subjectivities. The method consists in the film analysis allied to the literature and documental review of the subjects in the movie. The results point that this representation of the school depictures a strong marketing bias in the school management given by the policies implemented by the reforms in the public educational system of the United States, resulting in a lack of a democratic management, the accountability, that charges the school professionals for the performance of the students by punishments and rewards and a continuing of the social and racial segregation, mainly in gentrified neighborhoods. It is possible to note a criticism upon these reforms, but aiming to redeem an ideal of democracy manifested in the Constitution of the United States, valuing the participation of the civil society; it can be seen in the main character, a substitute teacher by choice, who is not able to act in a transforming way inside the school, symbolized in the suicide of the student Meredith, but as an individual, rescues a young adolescent from the streets and the prostitution. The film prioritize the affective relationships and the emotional states of the characters who are part of the school, with a material and psychological degradation in the depicture of the teachers, as an acknowledgement of a teaching profession malaise, as well as the prioritization of the representation of the violence, through scenes of bullying, prejudicial discourses by the teachers, fights, violence against the teachers, cruelty to animals and suicide. When related to the organization of the society, these events can be seen as a consequence of the coldness of the industrial ideology, in a negligence of the affects, also in the way it thinks about education.