Teses em Educação (Doutorado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736

O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 16 de 16

Acesso aberto (Open Access)
O adoecimento dos trabalhadores docentes na rede pública de ensino de Belém-Pará
(Universidade Federal do Pará, 2014-06-16) REIS, Maria Izabel Alves dos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This thesis investigates the illness of teachers working in elementary education from Public Education Network in Belém - RME in Pará State, from the educational reforms implemented in the period 2005-2012. The overall objective consisted in analyzing the causes of illness of teachers in Public Education Network of Belém RME, noting the following specific objectives: to analyze educational policies of RME; identify the effects of educational policies and their relation to the illness of the teacher; analyzing the working conditions of teachers; identify the occurrence of intensification and casualization in teaching and possible relations with the illness. The survey was conducted in two stages: the first stage was the realization of literature to better understand the topic. To understand the concept of Work, World of Work, Work, Work and Education Market studies were performed in authors such as Marx (2006), Alves (2010); Antunes (2006), Frigotto (2003), who bring a deep understanding of the subject matter, why are references for analysis in historical-dialectical perspective. On Educational Policy and Teacher Labor, has been taken based on studies of Oliveira (2003); Maués (2006); Shiroma et al. (2007) and others. The authors used to discuss health and illness in general and school were: Bravo (2010, 2011), Codo (2006, 2010), Was (1999), Benevides-Pereira (2006), Minayo (1998) and others. The second stage of construction of this thesis was to field research that served to supplement and clarify questions and doubts about the object of study, structured and semi-structured interview questionnaire being used and the third stage is configured in the definition of categories, from research field. This phase has been characterized by decomposing texts into units, reclassifying them for reunification and was performed in three steps: a preliminary analysis, which consisted of the organization of the material, the exploratory analysis, consisting of coding and classification, and finally the treatment of the results and interpretation, which focused on tabulation and application of descriptive and analytical techniques of data. The survey results indicated that the causes of illnesses in RME are related to: a) working conditions in its broad sense, indicating the existence of processes of intensification and casualization of teaching; b) policies for continuing education requirements with steep grades rating in the Index of Basic Education Development - IDEB; c) the existence of teacher malaise, corroborating the wear and low job satisfaction.
Acesso aberto (Open Access)
O Banco Mundial e a contrarreforma da Educação superior Brasileira no governo Lula da Silva (2003-2010)
(Universidade Federal do Pará, 2016-02-29) MOTA JÚNIOR, William Pessoa da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This study aims at analyzing the relationship between expressed elaborations of World Bank documents on Brazilian education and the counter-reformation of higher education system performed by Lula da Silva in the period of 2003 and 2010. It also seeks to identify and analyze the conception of higher education project by World Bank for Brazil, besides describing and analyzing the policies that are in the counter-reformation of Brazilian higher education system in Lula da Silva's Government (2013 - 2010) in the light of World Bank formulations for education in such period. To this end, it was analyzed World Bank's of official documents that deal with higher education policies in Brazil. A research on educational legislation of the counter-reformation was also conducted. It is argued that the World Bank has played a prominent role in the definition of the content of policies that composed the counter-reformation in higher education during the Lula da Silva's Government, with the aim of increasing economic opening to private capital of education sector through the expansion of private Height Education Institutes (HEIs) and maintaining of a public funding standard for this level of education that was not so expensive for the Government, driving the trend to private business on public higher education sector through the establishment of management contracts and public-private partnerships. It is also argued that the counter- reformation process of higher education has as more general causes the structural crisis of the capital system and the neoliberal reform of the Brazilian State in the context of globalization of capitalist economy.
Acesso aberto (Open Access)
Controle social e descentralização na gestão da política educacional de Castanhal – PA
(Universidade Federal do Pará, 2014-06-04) LIMA, Francisco Willams Campos; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This thesis has as its object of study the Municipal Board of Education, in order to understand the role played by this body, the decentralized educational policy Castanhal - PA. The problem of limited research on the organization and management of the educational policy of the municipality, as well as the political institutions of the Board in reference to the exercise of social control; the form of participation of civil society, especially the subaltern classes in the definition, implementation and evaluation of educational policies; and educational policies pursued since 2000 when starting the process of delegation of powers conferred upon the municipality locus of research, by the year 2011, comprising six (06) terms of two (02) years, which makes a total of twelve (12) years of management decentralization of educational policies, the institutionalization of Municipal Education System. For both, it was established as guiding hypothesis: the Municipal Board of Education Castanhal - PA, even with the delegation of powers, continued playing a role that approximates a control-management in the management of educational policies, rather than constitutive dimensions of social control, such as: monitoring, assessments and proposals. Were elected as axes of analysis for understanding the phenomenon investigated dimensions: technical inspection; political-ethical-evaluative and purposeful. This is a qualitative research, which focuses on a case study, whose data were revealed by means of bibliographic and documentary research, interviews with the social subject. The survey results confirmed the hypothesis that the working class could not exercise social control, in the analyzed period, from the dimensions aired this work, because of the bureaucratic state management model, which went on to influence the actions and procedures of the Board sometimes alluded. Indeed, the scale technical inspection ended at the micro level, the management of educational policy, without the effective participation of the working class; political and purposeful, dimension in turn was more related to the need to reduce bureaucracy of accreditation processes and approval of educational institutions; and the ethical-evaluative dimension was not possible because of some problems that were identified, including the methodology used for evaluation of educational policies, thus leaving the favor the more direct involvement of key users of educational services.
Acesso aberto (Open Access)
Do plano de escola à escola do plano: implicações do Plano de Desenvolvimento da Escola (PDE-Escola) na qualidade do ensino nas escolas municipais de São Luís/MA
(Universidade Federal do Pará, 2016-03-23) GOMES, Albiane Oliveira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/950268159459195
This study discusses the educational policies focused action has been directed at the school level with centrality in school management as a prerogative to achieving improvements in the quality of education in the country, such as the School Development Plan (EDP School). This plan was implemented in the late twentieth century, under the Fundescola, and since 2007 has become an integral part of the range of actions of the Education Development Plan (EDP) in combating the precariousness of the quality of Brazilian public education. The study highlights that education policy from the last decade of the century, are circumscribed in a context of strong suitability of the State to the demands of the market, which began to enter the school under mercantile logic, supported by the rhetoric of modernization of school organization as needed to raise improvements in the quality of education in public schools in the country. the methodology favored a Marxist approach, especially the contributions of Gramsci on the school's role in the construction of counter-hegemonic actions. The methodological procedures used were literature, document analysis and field research, with the locus of the Secretaries of State Education and Municipal de São Luís / MA and two schools that municipal schools, in which they were applied semi-structured interviews with Committee Members evaluator PDE-School, to / the manager / school, coordinators / as, teachers / as and members of the School Board those surveyed schools, with the aim of analyzing the PDE-School repercussions on improving school management, seeking to understand their contributions to changes in school with regard to changes in the decision-making dynamics from the perspective of democratization of school management and its implications for improving the quality of education in municipal schools of São Luís / MA, with the time frame the period 2012 to 2015. the study emphasizes that education policy to take as a quality parameter so only the education Development Index (IDEB), disregarding the complexity inherent in the basic education and leave aside other aspects essential to analyze the quality of education in country, among them, the process of democratization of school management, and democratic management key indicator for the achievement of a quality beyond the IDEB. The research concluded that the ludovicense reality the actions promoted by the PDE-School to have paid less to promote the democratization of management in schools, and more for the intensification of accountability of school subjects by school destinations, with occasional reflections on improving the quality of teaching in these schools. The survey found also that the quality heave the School Plan to prove as an adaptation mechanism and school adjustment to market, it has legitimized the School of Planning one indicista quality, at the expense of quality in all perspective, here called quality qualitative.
Acesso aberto (Open Access)
As estratégias discursivas sobre políticas educacionais da ditadura militar: O caso da Revista de Cultura do Pará
(Universidade Federal do Pará, 2014-08-21) SILVA, Rosângela Maria de Nazaré Barbosa e; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This thesis aims to analyze the discursive strategies of nationalism and national identity in the present educational documents and of the Revista de Cultura do Pará and its convergence in the definition of Pará educational policy in the period 1970-1985. This paper argues that the converging arguments as discursive strategies of educational documents and of the Revista de Cultura do Pará in the period 1970-1985, due to the political and cultural moment of the game, setting the senses imposed educational policy (and respectively cultural policy) , based on the ideology of nationalism (and regionalism), and built in this period a national and regional identity set on a notion of citizenship, which contributed to the legitimacy and hegemony of the military regime. From a methodology focused on documentary analysis of the Revista de Cultura do Pará in the period 1970-1979, and based on the theory of Pierre Bourdieu and the postulates of the theory of nationalism, Anderson and Hobsbawm, the study concludes that these intellectuals undertook discursive strategies of integrative and conciliatory character of a national policy aimed at national integration, and therefore were quite harmonious with the policy guidelines of civil-military dictatorship and became an obligatory reference in the education process citizens, for its potential to build a positive outlook regarding their nationality, their history and their space.
Acesso aberto (Open Access)
Uma experiência do Programa Ensino Médio Inovador em Ananindeua – Pará
(Universidade Federal do Pará, 2017-02-22) CASTRO, Maria Rosana de Oliveira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
“An experience of Innovator High School Program in Ananindeua—Pará” is a result of a doctor degree project which had the goal of analyze the process of the implementation of ProEMI at EEEFM Prof. Antônio Gondim Lins, in Ananindeua—Pará, from 2009 to 2015, mainly about the school management and the improvement in the students’ learning results. It was followed the methodological focus on the qualitative approach, through a case study, using as data achievement tool the literature review, document analyses and semi-structured interview. The text opens a discussion about the role of the State in front of the public-private partnerships in its process of regulation and implantation, and about the structural crises of the capital which ended up in the redefinition of the State’s role, which transferred the public services considered essential to the private sectors. It also debates the public and private concepts, highlighting the public-private partnerships in the Brazilian education in Brazil and Pará. It was realized a contextualization in the State of Pará, showing its social and cultural diversity , where it is focused the countryside violence, social inequality, the poverty and a educational system which deserves more attention and public investments, mainly in the basic education. The paper shows the national policy to the High School in Brazil, with information about this level of education and contextualized with the current educational legislation, approaching to experts who defends this level of education integrated with all life situations. It is also discussed the process of implementation of ProEMI at EEEFM prof. Antônio Gondim Lins revealing the unfamiliarity of the scholar community about this Program, showing that it was not discussed in this school and that SEDUC-PA did not accomplished its role in the guarantee of right conditions to implement ProEMI which, despite having destined resources to the school twice, it was used unduly.
Acesso aberto (Open Access)
O FNDE e os recursos públicos da educação básica, suas formas de controle e intervenção: o programa dinheiro direto na escola (PDDE) no Estado do Pará
(Universidade Federal do Pará, 2019-02-22) REIS, Antônio Cláudio Andrade dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The purpose of this thesis is to analyze the financing of basic education in Brazil, highlighting the role of the National Fund for Education Development (FNDE) as a budget executor of public educational policies and their control mechanisms, with emphasis on the Direct Money in School Program (PDDE) , its pattern of delinquencies, its causes and effects between the years 2011 to 2016. In order to reach this objective, the role of FNDE in the financing of education throughout its institutional trajectory, its decentralization strategy of the resources transferred, its mechanisms of control in the viabilization of the financing policy of the educational programs and their effects related to the PDDE in the municipal education network. It is accepted that the control exercised by the body, the lack of training of school administrators and counselors, impacts on the delinquency of PDDE accounts, culminating in retention of basic education resources. In this research we intend to approach the historical-dialectical materialism in the categories totality, mediation and contradiction, because it is a theoretical, methodological and analytical approach capable of understanding the dynamics and transformations that occurred in Brazilian basic education in the period in question, although admitting its complexity. The categories of the object are decentralization, autonomy and control. The research locus is located in the municipality of Santo Antônio do Tauá because it presents a higher frequency of PDDE processes in the State of Pará. In addition to the collection of theses and dissertations with thematic content of interest, documentary analysis was also adopted. the processing of data on PDDE processes with public consultation in the Accountability Management System (SiGPC) regarding the recidivism of executing agencies and school councils in pending and defaulting cases. Based on the identification of school boards with recidivism in defaulted PDDE processes, a semi-structured interview was used with former school counselors (coordinators, managers, treasurers, members) and those in the Municipal Department of Education directly responsible for the issues of control of the PDDE accounts. The results show a differentiated situation in the municipality of Santo Antônio do Tauá in relation to delinquency in the PDDE, conditioned by the lack of technical / pedagogical training of the members of the school councils, by the incidence of temporary servants as members of the councils, by the interference of the municipal secretary of education in the school board, which hurt their autonomy as a collegiate body, and political conflict, with constant changes in municipal management, which paralyzed the normal flow of supporting documentation in the rendering of accounts, besides the systematic changes in the staff. Situations that penalized the municipality that did not receive PDDE resources for basic education since 2016.
Acesso aberto (Open Access)
A gestão educacional no plano de ações articuladas do município de Macapá-AP: concepções e desafios
(Universidade Federal do Pará, 2015-06-23) BARLETA, Ilma de Andrade; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study has as general objective to investigate the model of management educational express in the Plan Action Articulated (PAR) of the municipal system of teaching of Macapá-AP, to analyze the features that the municipal administration has been assuming in the context of counter reform of the State and of the education. This study identifies and it analyzes the conception of present management in the counter reform of the State and of the education, because the brazilian Government began in the years of 1990 a change process in administrative structure, under the orientation of the multilateral capital organizations that, concerning the education, it proposes managerial changes for the organization and administration of that sector, inspired by the organizational practices of the private sector. This theoretical appropriation supported in the understanding of this management model present in the educational policy of PDE / Target Plan as well as its development in municipal teaching system, using the PAR. The hypothesis presented in this research was that the PAR brings conforming elements of an educational management in line with the management model of enterprise sector, based on the pursuit of efficiency, effectiveness and productivity of services. Although the indicators and actions of the PAR present aspects that coincide with the educators‟ speech on behalf of the democratization of the education, in practice the autonomy, the participation and decentralization, it has distorted concepts and they begin to guarantee space for the accomplishment of an management thought by the logic of the capital, which seeks to signature contracts administration, to control results, to centralize the decisions and decentralize / deconcentrate the accomplishment of tasks without, however, to have their support political-ideological support questioned by the local subjects. The theoretical-methodological foundations of this scientific investigation allowed a critical reading of the social reality. The intention was to identify the management model brought by the PAR, starting from the categories: decentralization, autonomy and participation. To this end, documents were used and accomplished interviews semi-structures with the subjects that integrate the Local Technical Team and the Local Committee of the Commitment, which were interpreted through the Analysis of the Speech. The results obtained in this study showed that the PAR of Macapá brought conforming elements of the gerencial management, because the conception of subjacent management to the politics of PDE/PAR includes the decentralization as synonym of decentralization of tasks; autonomy is used for practice of actions of the management contract; the participation is limited to oversight and responsabilization. The local subjects consider the PAR an important and necessary instrument for the municipal education, without identifying their limits and contradictions for the construction of the democratic management in the education field.
Acesso aberto (Open Access)
Institucionalização da gestão democrática da educação como política pública no Sistema Municipal de Ensino de Igarapé-Açu, Pará
(Universidade Federal do Pará, 2015-06-24) PAZ, Vanilson Oliveira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This thesis deals with the democratic management institutionalization process of public education at the Municipal System of Education in the municipality of Igarapé-Açu, State of Pará, whose general objective consisted in analyzing how to announce the democratic management of education within the texts law that sustain the Municipal System taught and its effectiveness as a practice management in municipal education over the period 2009-2014, from a qualitative research with case study, with the privileged data sources document analysis and semi-structured interviews with eight individuals involved in the construction process, implementation and evaluation of educational policy in the municipality studied. The study confirmed the hypothesis that the mere creation of the Municipal System of Education and the entire legal apparatus that supports it does not indicate expansion, innovation and installation processes that enable the development and implementation of policies for the democratic management of education pubic locally. Through the effect analysis it was found that the municipality opted for the creation of a Municipal System of Education and the institution of the principle of democratic management through elaborate legal texts collectively; the theme of social and political participation has been highlighted as base aspect of the institutionalization process of democratic management and constituting as a major challenge for the municipal education ensure and expand the local citizenship. Also for understanding the phenomenon of democratic management of education elect some axes that served as the theme for the empirical research (the collective creation, dissemination and knowledge of legal texts, management education to under the body responsible for organizing and managing the Municipal System Teaching, participatory and decentralized management of the City Board of Education, school autonomy with the creation of the election process for school administration and pedagogical proposal of the school and the democratic management in the Municipal Education Plan) demonstrating that the collective construction of texts Legal occurred amid a broad debate and mobilization of local society; education management under the body responsible for organizing and managing the Municipal System of Education is set through a legal framework that historically marks the management of the education system; participatory and decentralized management in the City Board of Education is still long to show how effective practice; promoting school autonomy has its greatest expression in the institution of the election process for school administration and development of the pedagogical proposal of the school, which, however, has not been effective practices in school environments; and, finally, the Municipal Education Plan that has guided the definition, implementation and evaluation of educational teaching policies, resulting in losses for the promotion of quality education at all levels, arrangements and bodies.
Acesso aberto (Open Access)
A Organização para Cooperação e Desenvolvimento Econômico (OCDE) e a política de formação docente no Brasil
(Universidade Federal do Pará, 2011-11-24) FERREIRA, Diana Lemes; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This thesis studies the Teaching Training Policy in Brazil. The subject of this study is teaching training policy rules. The research matter refers to the relation between the Organization for Economic Co-operation and Development (OECD) guidelines and the regulation process of the teaching training policy in Brazil, during the period ranging from 2007 to 2010, presenting the following guidance questions: What are OECD interests and guidelines regarding the education area in Brazil? What is the concept of education for OECD? What is the concept of education framework of the PDE and the Target Commitment Plan “All for Education”? What are the guidelines of the Target Commitment Plan “All for Education” regarding the teaching training policy? Which OECD guidelines features are included in the Brazilian teaching training policy, during the period between 2007 and 2010? What actions within the PDE refer to the teaching training policy? The teaching training logic provided by OECD is being followed by the Brazilian government? The research started with the hypothesis that OECD interferes and guides the Brazilian teaching training policy and this is done through political and pedagogic guidelines imposing new rules for the conduction and materiality of this public policy. Therefore, the goal of this research is to identify and analyze the teaching training policy rules in Brazil for elementary education during the period from 2007 and 2010, as well as its relations with the OECD guidelines. Particularly, we tried to: analyze the OECD teaching training policy; study the Brazilian education laws related to the teaching training policy for the initial grades of elementary education; identify and analyze the relations between OECD education guidelines and prospects and the Brazilian teaching training policy. The methodology used was based on bibliographic and documental research and interviews. Data were analyzed through the content analysis technique. The study indicates that the teaching training policy in Brazil emphasizes the social, economic and educational development agenda from OECD. A Brazilian government concern for “effective” professors is identified, and “successful” schools and content are a central focus in the political and educational agenda, through the “culture of results”, via internal and external evaluations. The teaching training policy approach in Brazil has been designed within the context of a new morphology of labor, emphasizing teachers’ training aiming at the role such professionals may play as core agents in the materialization and success of such policies. The study indicates that OECD does guide the Brazilian education policies, which is a relevant research phenomenon, i.e., it goes beyond the idea that the cooperation and partnership between OECD and the Brazilian government are tenuous because Brazil is not a country member of OECD.
Acesso aberto (Open Access)
A parceria público-privada do Instituto Ayrton Senna e a Prefeitura Municipal de Benevides - PA: entre os desafios (pro)postos e os limites da realidade
(Universidade Federal do Pará, 2014-06-03) POJO, Oneide Campos; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The thesis entitled "A public-private partnership with the Ayrton Senna Institute and the City of Benevides/PA: among the challenges proposed and limits of reality" whose problem concerns the relationship between the guidelines issued by the partnership between Instituto Ayrton Senna (IAS) and the Municipality of Benevides (PMB), implemented through the Program Acelera Brazil and Se Liga, and interference in the municipal education policy and, consequently, the "pedagogical practice" procedure for teachers. As a central issue, set up: What are the implications of programs Acelera Brasil and Se Liga (from IAS), in the city of Benevides/PA in 2010-2012, in the context of redefining the role of the state in municipal education management and in improving the quality of education? The study aimed to analyze the implementation and development of this partnership between the IAS and the PMB, in order to understand the dynamics experienced by different individuals involved in the process, build relationships, forms of action and meaning of the partnership for the municipality. With this perspective we analyze the structural crisis of capital and the emergence of the "third sector" as central to understanding the reforms that followed, mainly from the 1990s. Works to the theme of public-private partnerships with IAS from three angles: management, autonomy and quality of education, addressed in its particulars throughout the text. The theoretical and methodological fundamentation was based on historical and dialectical materialism, assuming the studies and analyzes in that perspective and defended the theoretical and political importance of understanding this phenomenon of public- private partnerships in its entirety, in its materiality in public education, especially experienced for flow correction in Benevides/PA. The study is characterized by being a case study, whose privileged sources for data collection focused on semi-structured interviews with eighteen (18) education professionals who worked in the city for the duration of programs (teachers, supervisors, principals school, former secretaries of education) and in non-participant observation. From analyzes it was found that the partnership between the Municipality of Benevides and the Ayrton Senna Institute met the determinations of the MEC, aiming to reach the levels required in IDEB that beneath the coping of school failure policy, guidelines and prioritized proposals made based on management criteria to promote competition among public institutions; democratic management, although it is the rhetoric of managers, is not observed in practice undertaken by the subjects of the research objects in the Municipality, whose actions were closer to the management model advocated by IAS; that the search for the vaunted quality of education produced intensifying the work of teachers, the level of demand for results and achievement of goals, sometimes unrealistic, proposed by the partnership resulted in the education professionals involved, the impossibility of experiences democratic management and quality socially relevant.
Acesso aberto (Open Access)
As parcerias público/privadas e as feições da gestão gerencial na educação
(Universidade Federal do Pará, 2015-09-25) ALVES, Antonio Sousa; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The thesis "The public / private partnerships and the features of the managerial management in education" has as subject of study the relationship between the public / private partnerships and managerial management and its impact on the school management of the State System in Imperatriz / MA taking into account the public / private partnership between the Government of the State of Maranhão and the Instituto Ayrton Senna - IAS. This study has as its main question: What are the repercussions of the program Gestão Nota 10 - GN10 for the management of state school in Imperatriz / MA? Witn that in mind the following general objective was established: To analyze the repercussions that the GN10 program has left to the management of the state school system in Imperatriz / MA. The theoretical-methodological foundation that guides the analysis is based on a qualitative research, classified under the Case Study method, developed in two schools of the state system in the Regional Unity of Imperatriz - UREI in Imperatriz city / MA, Southwest Region of Maranhão state. In addition, semi-structured interviews were conducted with some education professionals (educational manager, school principals, school supervisors and the coordinator of the program GN10) who worked in the state system in Imperatriz / MA during the program implementation and execution. Interview data were treated out of the analysis of the content in order to triangulate the perception of the individuals with the information revealed by the documents. For the development of this research the contextualization of the origin of the private property and the bourgeois capitalist state took place in order to analyze and understand the characteristics of private and public spheres since the origin of the modern state. The context of metamorphosis of the public administration in Brazil was presented, revealing its differences and its dialectic in patrimonial, bureaucratical and managerial models. It was also shown the process of Reform of the Country identifying the particularities of the Master Plan of Reform of the State Apparatus - PDRAE and establishment of regulatory frameworks which reshaped the public / private partnerships for education among which stand out the law of Social Organizations - OS No. 9,637 / 98 and Law of Civil Society Organizations of Public Interest - OSCIP. The repercussions of managerial reform in the state of Maranhão were analyzed, its peculiarities in economic and social policy were identified. From the analyzes carried out it was found that, in the context of public / private partnership between the IAS and the Government of Maranhão: (i) there was an increase of illiteracy rate; (ii) there was a decrease in approval rates and increased failure rates and truancy, both in elementary school and high school in state school system; (iii) there was a significant reduction in the number of enrollments and close down of state schools; (iv) the school management presents itself weakened under aspects of autonomy, participation and decentralization. Thus, it is concluded that public / private partnerships hide educational reality with the spread of fictitious educational indicators which mask reality and also under the logic of managerial management carry out an ideological cooptation of individuals emptying the possibility of collective and dialogical construction of a democratic school management.
Acesso aberto (Open Access)
O PDRS Xingu e a política de expansão da UFPA no contexto de instalação da Usina Hidrelétrica de Belo Monte: o caso do Campus de Altamira
(Universidade Federal do Pará, 2015-11-27) ARAÚJO, Rhoberta Santana de; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The ideas of capitalism regarding economic development present education as a major factor for competitiveness as well as for the development of global economies. Therefore, a number of State actions materialized in plans, programs, and normative instruments establish connections between education, knowledge, and development, such actions being conformed to the economic demands. Higher education, as analyzed in this dissertation, has been impacted by the mediations of capitalist sociability which incorporates science, innovation, and technology, as much as the preparation of qualified human resources, as strategy for the widening of accumulation and concentration of capital, and as an element for global economic competitiveness. Public universities in particular are incorporated to the dynamics of capitalist reproduction through an approximation with the entrepreneurs and the market, by means of public-private partnerships (PPP). Such a phenomenon has been occurring regularly, and brings implications for the expansion, and the financing of institutions. The research herein submitted sought to investigate the socioeconomic consequences of the deployment of the Belo Monte Hydroelectric Dam Complex (HDC) in the Amazon, in the context of the amplification and reproduction of capital in the region, as well as its repercussion for the policies relative to the expansion and financing of the Para Federal University – UFPA; for such purposes contracts and formal agreements signed between the University and the construction company of the power plant (Norte Energia S.A.) were analysed. The research methodology was based on the contributions of historic-dialectic materialism. Case study was chosen as the pertinent technique. Literature review and document analysis have subsidized the investigative process. The working hypothesis stated that changes, in the socioeconomic scenario, engendered by capitalism as well as by market values and principles have been progressively incorporated by public universities; products and services are requested from these latter by corporations and economic groups involved in the implementation of projects. The State acts in this configuration as mediator of the relationships between public institutions of higher education and the market, by both encouraging partnerships and disseminating the logic of autonomy, anchored in the public institution's capacity to diversify its sources of funding. Within such scheme, market’s demands become central in the bearing of the expansion policy adopted by the studied university - UFPA. Partial results of the ongoing research evidenced that cities and villages in the area of direct influence of the HDC Belo Monte endure poverty, inequality, violence, and poor access to higher education. As for expansion and funding, new resources have been raised by UFPA, which have been allowing for investment in facilities, equipments, and for the development of research and extension activities, by way of faculty’s projects submitted to, and approved by both the Plan for Sustainable Regional Development of Xingu and the Norte Energia S/A.
Acesso aberto (Open Access)
O Plano de Ações Articuladas: o regime de colaboração na relação entre o governo municipal de Belém e o governo federal
(Universidade Federal do Pará, 2017-02-22) FARIAS, Laurimar de Matos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The aim of this thesis is to analyze if the Plan of Articulated Actions makes effective the Collaboration Regime for the attendance and maintenance of Basic Education in the City of Belém-PA. We consider that the developed educational policy in the country, after the modifications promoted by the counterreform of the State, in the years of 1990, presents a multifaceted character of public management, in which the model that is evidenced presents a fluctuation, sometimes of managerial management, sometimes of management Democracy. This dubious management format allows, in a veiled way, an approximation of the molds that serve the capitalist mode of production. The presented relations in the policies directed to Basic Education emphasize managerialist management. This management is evidenced in the signing of terms of commitments or management contracts between the Union and the other federal entities, forming a market relation. We emphasize that such a market trend is not an isolated phenomenon with its beginning and end in itself, but it is the result of the macroglobalized restructuring of the capitalist economic system formulated by the multilateral organizations and their demands for reforms in educational policies in the peripheral countries of capital. We then question: having as parameter the Plan of Goals Commitment All for Education, a pact assumed between the Union and the City of Belém through the Plan of Articulated Actions - PAR, as if the Collaboration Regime for the care and maintenance of Education Basic? As a hypothesis of thesis, we affirm that the PAR, as an expression of a management agreement, does not effect the Collaboration Regime between the Union and other entities in the attendance and maintenance of Basic Education, mainly, because the goals, the Actions and the strategies of the plan are established in a centralized and vertical way, implying in the loss of autonomy of the entities that are submitted to the simple fulfillment of the buoyant instruments that are previously elaborated. Our theoretical-methodological support is aligned with historical-dialectical materialism, since it is necessary to unveil the lines between Brazilian educational policy and its meanders present in the relationship between federated entities and compliance with legal requirements in order to meet the goals established in the Plan of Goals Commitment All for Education through PAR. We define to composse this analysis about the configurations of the Collaboration Regime the specific categories of the object that are: Collaboration regime, autonomy and decentralization / concentration of power, to compose this analysis on the configurations of the existing Collaboration Regime from the implementation of the PAR between the Union and the Municipality of Belém. In the methodological course, we used FNDE statistical data, documents and interviews with technicians from the Education Department of Belém-PA. Finally, the research confirms the presuppositions of the hypothesis announced, in which we verify that the foundations of the Regime of Collaboration are deduced from a true federative principle. Although the laws pertaining to educational policy are directed in this way, such fundamentals are not effective in practice, and the approximation of this policy to the rites of mercantile interests presents itself as a barrier, since it inhibits the effectiveness of the sharing relationship of educational management, but values A business principle in which government agreements are concluded through management contracts.
Acesso aberto (Open Access)
O programa gestão nota 10 do instituto Ayrton Senna e a educação em Santarém-PA
(Universidade Federal do Pará, 2013-03-26) SOUSA, Walter Lopes de; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study examines the public-private partnership agreement between the City Hall of Santarém - PA and the Ayrton Senna Institute, who has implemented management programs in education in this city. Among these programs our study focus on the "Programa Gestão Nota 10" (PGN10), because we have interest to analyzing the changes that occurred in the Department of Education and their schools. To get this target we have developed a research when were reviewing papers about educational legislation, management reports, reports about educational organization, documents about the public-private partnership and also documents that was madding on it. We did field work during the search and we did 21 (twenty one) semi-structured interviews with teachers, council members of social control, educators, directors and coordinators who work in the educational sector of the city. All the information about search were treated using the Discourse Analysis, because it offers the possibility of apprehension speech in the forms of oral and written communication, however, as a tool it’s able to use for analysis of other media - as written in official documents of the partnership IAS-PMS. Because we understand that all communication that brings meanings can be translated by the techniques of Discourse Analysis, and we interpreted with the dialectical materialist method. This study not allowed classifying the occurrence of democratic management, as evidenced by the discussion in this text. Regarding the implementation of the management model, we realize that it cannot be completed because there are still elements of old traditional management in education, besides the model of "nucleation", where there is not even principal or director in many schools. This contributes to delays the successful implementation of managerial organization. We realized, besides introducing market concepts in public education, stimulating competition between classes and schools, this partnership also wok to feed these private sector with public money in exchange for the implementation of certain management techniques in the management education sector. Moreover, there is intensification upon the teacher’s work that happens to be blamed for the results to be achieved, which creates a situation where it is not allowed failure to meet these targets under the accusation of incompetence or even veiled under the warning to face some administrative measure. In this situation can appear a practice of "increasing height" of the indicators that do not always express the real situation. Finally, our study showed that this practice continuous delay the possibility of education for citizenship in schools, because there is a lot of space for increase a competitive spirit than space for developing critical knowledge of an environment capable of discovery. Our study and analysis shows that whole issue is masked by market ideology in the educational sector.
Acesso aberto (Open Access)
Trabalho docente universitário: participação dos professores na materialização da contrarreforma da educação superior na UFPA
(Universidade Federal do Pará, 2014-06-13) GUIMARÃES, André Rodrigues; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The aim of this study is to analyze how teacher work, developed by professors from University Federal of Pará, materializes the counter-reform of higher education that has as one of its centrality privatization/commodification of public university. Believes that research on college teaching job, changed depending on the counter-reform of higher education process requires an understanding of the social totality, with its structural and cyclical conditions, ie, inserted into the capitalist mode of production. Thus, analyzes the teacher work, without disregarding its nature and specificity, while fraction of the class-who-lives-ofwork, in the context of capital's structural crisis and the consequent restructuring process, with the establishment of the regime of accumulation flexible. Highlights the process of counterreform of Brazilian higher education, guided by international organizations, especially the World Bank, and made effective from the current LDB. Thesis presents as hypothesis that it is mainly through the teacher work that the counter-reform of higher education is effective, and in this process, teachers identify changes in their work as a result of privatization/commodification of public university, however, in a manner hegemonic do not perceive that these modifications are articulated in capitalist societal structure, legitimizing thus the same. Thus, based on theoretical and methodological supports the historical and dialectical materialism, analyses the design of university employees (from indicators such as: democracy, autonomy, service, relationship and university market) to understand the fundamentals of the political-ideological work done by university professors. We used statistical data, documents and interviews with teachers of the University Federal of Pará, analyzed on the basis of assumptions Bakhtin, Discourse Analysis. In sum, the research confirmed the hypothesis developed Thesis announced, with the addition of the following conclusion: the university teaching work is within the context of the class struggle and, therefore, this resistance also implies the reaffirmation of a free public university, directly linked to the interests of the class-who-lives-of-work.

Navegar

Navegando Teses em Educação (Doutorado) - PPGED/ICED por CNPq "CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL"