Navegando por CNPq "CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL"

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Acesso aberto (Open Access)
A democratização da gestão escolar no município de Santa Bárbara do Pará a partir do PDE
(Universidade Federal do Pará, 2007-04-26) CASTRO, Maria Rosana de Oliveira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study is on schools management democratization in Santa Bárbara do Pará promoted by PDE. It intended to identify PDEs contributions to school management , based on analyses of actions done at Escola Municipal do Livramento. It presents a discussion on State reform and the new proposal of public management, wich is more flexible and able to adapt itself to the tecnological development and to the new global economy needs, that made the State reform to give more importance to values like effient and qualitative services as well as management culture in the organizations. This work shows the connections between educational system and capitalism, that demanded, because of the agrarian exportation crisis (1920) and the improvement of urban-industrial field, better access to schools, mainly to the cities population, relationing education to development and to economy to solve the crisis. It is possible to observe, trhough the research, that educational public policies, originated from international organizations created new forms of regulation and management in the country, in this context appear Fundescola/PDE proposal of management, that reforces the principals role as a leader. The study verified that educational attendance at Pará and at North Region is centred over the eight first years in school (period called fundamental teaching), revealing a great difference from infantile education (little children) and middle teaching (teenagers) that receive few economic attentions. The discussion, presented, on management modernization focus the importance of autonomy and of the participation in the public school as a way to achieve the desired quality in education. The study revels, too, the impositive character of PDEs proposal that ignores external and internal school community in its formulation, being different and contradictory with the proposal established by brasilian educational laws, despite the speech of people who idealized it to affirm it as a participative and democratic proposal.
Acesso aberto (Open Access)
A política de municipalização do ensino fundamental no estado do Pará e suas relações com a reforma do Estado
(Universidade Federal do Pará, 2005-06-07) GUTIERRES, Dalva Valente Guimarães; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The study focus the politics of Municipalização of Primary Schools in the state of Pará and their relations with the State Reform starting from an analysis of the proposal of Municipalização of Primary Schools in the state, which is understood as part of the decentralization politics of educational management, which started during the 90s. The main objective of this study was to try to establish possible connections between the politics of Municipalização of schools and the proposal of management project rendered by the State Reform. The methodology used during this study was helped by the documental analysis, the collecting of the theoretical production of this subject, as well as the analysis of the statistical results of basic education offer between 1996 and 2004. The study shows that the politics of decentralization and management modernization defended by the State Reform have guided the politics of decentralization and that of focusing on the financing of education, such as the one created by the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério FUNDEF, which has influenced the Municipalização of primary schools in Brazil because of its characteristics, specially in the state of Pará. The proposal of Municipalização of the state government has today the participation of 61,1% of the towns and has as its objective to universalize this process through all the one hundred and forty three towns until the year 2007. The concern which makes the state government come up with this politics is based more on the economical-financing scenario, typical of the management proposed by the State Reform, then the improvement of the democratic management of the public politics made possible by the proximity of the local authorities, demands which were required by the social manifestation of the 80s. The participation of the local governments itself, once this participation mainly happened in 97 and 98 (the years when the FUNDEF was implanted in Pará), shows the little time given to planning by these authorities who overloaded themselves with a lot of responsibilities without an accurate assessment of the educational management conditions for the new demands. If, at one side, there is, on the proposal, an extreme concern with the aspects that envolve the rationalization of the resource uses, one of the main aspects of the management, at another side there is a huge fragility not only regarding the social control of these resources shown by the denounces of FUNDEV resources deviation, but also by the non-existence of a Local Education Council in more than 90% of the towns, which makes it difficult the feasibility of a democratic management in these places. The efficiency of the educational management, one of the basic principles of the management and the proposal of Municipalização of the teaching in Pará is, furthermore, compromised by the SEDUC conclusion; that towns, with rare exceptions, act, in general, managing only the present.
Acesso aberto (Open Access)
A política de participação na educação de jovens e adultos no município de Belém (1997 - 2004)
(Universidade Federal do Pará, 2006-12-27) ARAÚJO, José Carlos Ferreira; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This work analyzes the Politics of participation in the Education of Youths and Adults (EJA) in the context of Brazilian capitalist development, focalizing the programs and the experiences implemented in the municipal district of Belém, State of Pará, during the period from 1997 to 2004. In the analysis we will privilege the relationships among the level macro (Calculation Partition and Congress of the City) and the level micron (PROALFA and MOVE) implemented by the City hall of Belém, that are known as patterns of instances characterized by the participation of the population in the discussion and elaboration of politics and development projects and the historical ransom of the experiences and programs executed in that teaching modality. It is still our intention to identify like SEMEC and other municipal organs were restructured, to create and to strengthen responsible sections for that teaching modality. In the investigative process we will use the research, of qualitative character. This way, to trace a panorama concerning the thematic the following procedures we used: bibliographical researches, documental researches. We will be using the conceptual categories of power-participation and of the controlled participation. To level macro, in spite of the progresses observed in the popular participation in Belém, one cannot affirm that the civil society has assumed the control about the municipal planning. It can be inferred that this happened in shared way between the municipal power and the civil society in which the organization and the dynamics of operation of the Calculation Partition and the Congress of the City allowed the decentralization of the decisions on the public politics that they started to happen inside of the Council of the City, maximum organ of decision in the Congress of the City. That was the way found by the Municipal Power of legitimating the participation of the civil society. PROALFA and MOVA were it part of the educational politics of the Government of the People and their political and cultural action is affirmed, getting important the partnership concept and dialogue among being able to public and civil society. The first paper of the Government of the People in relation to PROALFA and MOVA was to be placed as propeller of the creation and of the implement of the Movement, what was constituted as controlled participation, therefore it had origin in the government's concession. Those instances as the Calculation Partition and the Congress of the City and PROALFA and MOVA had their limitations, in the same way that is recognized that they are still very far away from a participation full massive – powerparticipation, because of its complex construction. But it is necessary to recognize that there was advance in the democratization process and decentralization in Belém, existing an enormous progress in the construction of public politics for that teaching modality.
Acesso aberto (Open Access)
A ação pedagógica de professores ribeirinhos da Amazônia e sua relação com a concepção freireana de educação: um estudo do Projeto Escola Açaí em Igarapé-Miri/PA
(Universidade Federal do Pará, 2012-05-31) GERONE JUNIOR, Acyr; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The current research investigated the way how river people teachers, who work with the Açaí School Project, in Igarapé-Miri/PA, develop their pedagogical performance, and if these practices are related to Freire’s assumptions of education. The methodological option is based on qualitative research, configured in a case study with questionnaire application, documentation analysis and interviews for data collection with river people teachers. In the study, theoretical productions which focus on pedagogical practices from Paulo Freire’s ideas were used, along with other references that search the Amazon River people context in relation to socio-educational and cultural aspects. The results of this work showed that the pedagogical performance developed by the Açaí School teachers is grounded in Freire’s conceptions, in such a way that these performances are close and adequate to the river people reality, pointing out the knowledge, the culture and the experiences of these populations, restoring and assuring the cultural values of these subjects who live in the Amazon Region. It also proved that the pedagogical performance allow socio-educational inclusion of river people students’ families to take place into several community activity projects, through cultural elements related to Amazon river people context.
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)
“Aqui na escola não mudou em nada nosso cotidiano, tudo é como antes”: um estudo sobre a prática pedagógica dos professores após a implantação da lei 10.639/2003 na escola do Campo do Patuá na Amazônia paraense
(Universidade Federal do Pará, 2016-08-30) ARAÚJO, Ana Keuria Merces; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This master dissertational study has as parameters work two fights fields with recent and constant curriculum changes in education: the field education and ethnic-racial relations education, from the implementation of the Law 10.639 / 03. For comprehensiveness and effectiveness purposes, this dissertative study aim to analyze how happen the pedagogical practices of teachers in the school routine after the implementation of the Law 10.639 / 03. From the observance in the school routine and dialogues with coordination, teachers, parents and students, to identify actions that to reveal or seek to ensure the involvement in the ethnic-racial issue at school, as the school located in the countryside has been dealing with the curricular changes through pedagogical practices of teachers in the community. Being the locus of research a school field located in agrovila the Pataua in the municipality of São João de Pirabas/PA, I seek a dialogue with the literature on the field education and ethnic-racial relations, with reflections on the curriculum changes within these parameters as well as what is prescribed in political texts. Methodologically it was decided to conduct a qualitative research, with contributions from elements of the critical and dialectical method that has its ontological and epistemological assumptions in the valuation of social subjects that constitute real sources of information capable of presenting the social educational movements, enabling an interpretation to some of the contributions and the complexity present in the given reality, where they perceive the materialization or not of the issues linked to ethnic-racial theme, allowing reveal the reality through of the data collected with semi-structured interviews and observations on the spot. I believe a study with such propositions have social relevance, because we can, in the end, suggest reflective paths as boosting strategies of ethnic-racial relations in the field education in Pará Amazon.
Acesso aberto (Open Access)
As políticas de formação dos profissionais da educação e a profissionalização docente
(Universidade Federal do Pará, 2005-06-08) COSTA, Edinilza Magalhães da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This essay deals the impact of the reforms, made by the State, which have been happening in Brazil since 1990, regarding the formation of education professionals. It also discusses the formation and the professionalizing of these professionals in inside the reformulation politics for the formation of teachers, which, starting at its implementation look forward to having a new kind of professionalizing conception, rendering teachers new demands, giving them the responsibilities for the improvement of quality in education, imputing a new conception of professionalizing. In this context, the education presents itself as a social public politic which undergoes meaningful reforms, setting important changes on the teachers formation courses. The analysis made here starts from the premises that the formulation of public educational politics suffers influences from international organisms, which can be seen in the guiding principles of the project of modernization of the Brazilian State. However, due to the fact that the definitions of these politics are locked inside social issues, resistance is aroused - from education related people movements - against the external impositions looking forward to effective teachers professionalizing politics. For this research reach the objective proposed, an analysis of teachers formation politics was carried out, finding the conception expressed by the official rhetoric regarding the teachers professionalizing, starting from a new paradigm of teachers formation, it was observed that the conception about professionalizing shown redefines concepts and practices, stating that the new paradigm of formation must be shared by all the basic education professionals. These actions, not only try to reach the great need for teachers, due to the expansion of basic school, but they also aim to develop a new professional profile, one who might be able to assist the productive and market needs, result of the changes in the labor world. With these perspectives, this essay was prepared in a way that might allow an approach of the context in which the Brazilian state Reform is made, in the 90's, recalling, later, the sociology of professions and the debates about profession and professionalizing, observing the different highlights that guide the reforms in the formation of teachers. At last, it analyses official documents which consolidate, in Brazil, the educational reforms and spread the professionalizing of teachers. As result of the investigation made, we can point out that: 1) the politics of teachers formation translate a new conception of professionalizing and improve the formation of new professional profiles, in which the State uses various mechanisms to improve the logic of regulation and control of the profession; 2) the repercussion over the salary conditions, career and working conditions, clearly showing the degradation of real conditions for an educational professional work; 3) the enormous lack of satisfaction and resistance from education related people movements, regarding the imposing of these politics, once placed in a counter-hegemonic proposal fight in search of a global formation politic, which might observe the salary and the adequate work condition issues, as well as the recognizing and the valuing of the profession, by means of politics guaranteed and put by the public State powers and the professionalizing of the teachers.
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)
A carreira docente na rede municipal de ensino de Belém-Pará sob a ótica dos professores
(Universidade Federal do Pará, 2014-08-22) FARIAS, Adriana de Jesus Diniz; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
This study addresses the Teaching Career in Municipal Education Network Perspective on Belém teachers. We sought to answer the following questions: How do teachers assess your career? It is an attractive career? The study's general objective: to analyze the careers of teachers regarding the attractiveness from the perspective of some teachers, from 1991 until 2014. And as specific objectives: a) to analyze the Statute of the Municipal Education Network for Teaching Belém and related laws regarding the movement, encouraging the formation, working hours, working conditions and remuneration; b) systematize the educational policy of the municipality of Belém in regard to career teachers ; c) analyzing the views of teachers about their career. For the research a literature review on faculty compensation and career was made. An analysis of the career of teachers from the Statute of the City of Belém Teachers (Law No. 7.528/1991) and related laws was also performed. To grasp the perspective of teachers interviews with teachers and representatives of SINTEPP were performed. The survey concluded with regard to the movement that RMEB career is not attractive, since in practice the functional progressions were never effected. In regard to encouraging the formation, it was concluded that the normative field RMEB offers attractive because it guarantees paid leave for improvement and payment of bonuses. With regard to working hours, we can conclude that according to the testimony of teachers, the composition of the journey is not attractive element, because there is not enough time to prepare their classes or perform other important activities within the time period required for Time activity. Regarding working conditions it is concluded that they are inadequate, especially with regard to the physical and material conditions of educational units and do not constitute the attractiveness of career factor. Regarding the remuneration we may consider that it does not translate to attractive career factor, given that remuneration is constituted mostly of bonuses. Therefore, we can conclude that teachers of RMEB does not consider its attractive careers.
Acesso aberto (Open Access)
Ciclos escolares, Escola Cabana e temas geradores
(Universidade Federal do Pará, 2006-04-05) CARMO, Luiz Felipe do; LIMA, Rosângela Novaes; http://lattes.cnpq.br/7214773520293909
This academic work of end of the master's degree course tried to capture how it comes if processing the reorganization of the Brazilian fundamental school with the perspective of the implantation of the regime of cycles, in peculiar of the regime of formation cycles. He tried to detach the relationships between education and politics with the intention of revealing the difficulties that intervened in the transition of the serial regime to the regime of cycles. He marked the experiences that more they stood out in the implementation of the cycles, especially those that more radicalized this change possibility in the school structure. This road was adopted in the understanding that the space of the representations and of the culture, as well as of the theoretical foundations and of the political intentions that composed the list of the configurations in that they were based the different ones proposed of cycles, they advanced, in some measured, the possibilities and the limitations of those proposals. Some experiences of the second half of the century XX, and, especially, of the decade of 1990, they are recovered. Pioneering initiatives in the adoption of school cycles, in different times and spaces, they are revisited, making possible a panoramic vision of the same ones, their multiple determinations and the contradictory scenery in that the same ones got entangled. Tends as methodology the semi-structured interview, the observation and the documental and bibliographical analysis, it accomplished a historical recovery of the political-pedagogic foundations of the implantation of the cycles in the city Belém of the Pará, with prominence for Escola Cabana's proposal (1997-2004), ending with a case study in an outlying school of the Municipal Net of Belém, where it investigated on the pertinence of the Project Interdisciplinary with Temas Geradores as center of the construction of the school curriculum. This work also reveals that the distance between the official proposal and the school practice, between the plan of the orientations and the school daily practice in itself, needs of more attention of those than they have responsibility with the education public politics, under penalty of they just capture the phenomenon and the superficiality, leaving the concrete-real in the twilight.
Acesso aberto (Open Access)
O Ciência Sem Fronteiras na Universidade Federal Rural da Amazônia: perspectivas entre a internacionalização da educação superior e a política de ciência, tecnologia e inovação
(Universidade Federal do Pará, 2018-05-02) PONTES, Luma Barbalho; KATO, Fabíola Bouth Grello; http://lattes.cnpq.br/5914699246880638
This study investigates the Science without Borders Program, and its mediations with the internationalization of higher education process and the Science, Technology and Innovation Policy. This is a case study about Science without Borders at the Federal Rural University of Amazonia (UFRA). The main objective of the research is to analyze the implementation and execution of academic mobility process, with undergraduate students, provided by Science without Borders at UFRA, with emphasis on the students' experience and its relation with the Science, Technology and Innovation Policy. For the development of the dissertation, it has been done bibliographical and documental research. The main primary sources analyzed were: Decree 7.642 of December 13, 2011, Senate Science without Border report, the information contained in Science without Borders Official Website, and the Science, Technology and Innovation Policy documents: Decree 91.146/1985; creation of the Ministry of Science and Technology, books or memories of National Conferences on Science, Technology and Innovation (2002, 2001, 2010); the guidelines of the Industrial, Technological and Foreign Trade (PITCE), published in 2003; National Postgraduate Plan (2011-2020); and the Science, Technology and Innovation National Strategy 2012 – 2015. To obtain the information on the execution of the academic mobility, a semi-structured interview was conducted with a group of 12 Science without Borders students; an online questionnaire, with objective questions, about the international exchange experience was applied, and 85 replies were received; in addition, CAPES and CNPq were requested to send the beneficiaries final report. The results presented in this study showed that that the internationalization model promoted by Science without Borders Program was mostly traditional, marked by the market logic with unequal relations, where peripheral countries seek training in central countries, and with a tendency towards passive internationalization, since the program was based on the sending students and researchers abroad. The research on the Science, Technology and Innovation Policy indicates that the objectives set for Science without Borders follow the same alignment of the documents analyzed, especially from the Lula government (2003-2010), both seek to strengthen the relationship between university and industry, and thus foster the country's productive sector. Finally, the facts about the beneficiaries of the program shows that they did not have a significant academic production, this is associated with the lack of planning and control of the exchange and the low levels of proficiency in the foreign language.
Acesso aberto (Open Access)
O CME do município de Ananindeua na construção da política educacional: a busca pela participação social
(Universidade Federal do Pará, 2009-02-04) FARIAS, Maria Celeste Gomes de; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The study called the CME in the city of Ananindeua Construction of Educational Policy: the quest for social participation. Aimed to examine how the participation of organized civil society is being developed within the Municipal Council of Education in an attempt to build an educational policy based on principles of participatory democracy and analyze the performance of CME Body while the education system should seek to promote the construction of municipal education. Document Analysis and Semi- structured interviews were the instruments used to meet the goals specified. The processing of data was possible through content analysis (research literature) and analysis of primary sources (Atas; Laws Decrees; Opinions; Rules of Procedure). The results achieved with the investigation lead us to infer that social participation as an educational principle in the CME in Ananindeua is being built gradually, since the democratization of education management through direct involvement, both on the floor of the school as in the other elements that make up the educational system is a process that needs to be built on daily basis. In the case of society's participation in CME represented through the various categories has been a challenge, because the conflicts, tensions, correlation of forces, you can dispute are always present. This is positive in some circumstances since it is also possible the construction of educational policy in the midst of diversity of opinion. The categories of civil society organizations represented on the CME and have varying degrees of participation, some participate more actively while others have a lesser role at meetings of Board and sessions where they discussed and the proposals made with respect to construction of educational policy in Ananindeua. The lack of theoretical training and educational policy in some cases serve as a factor that limits social participation in the actions of the CME.
Acesso aberto (Open Access)
Conflitos ideológicos no texto da Lei 9.795/99: uma análise do discurso ideológico no texto da Lei de Educação Ambiental
(Universidade Federal do Pará, 2011-05-30) ARAÚJO, Claudionor Ferreira; SILVA, Marilena Loureiro da; http://lattes.cnpq.br/7261982145077537
The text of the Law 9.795/99, which establishes environmental education and establishes the National Environmental Education Policy, it is a response from the Brazilian state to the yearnings of traditional communities who depend directly on natural resources such as indigenous and riverine and quilombolas. This research had as main objective the identification of other interests on this Law, which permeate the text and they are prevalent on it. It was thus necessary to analyze the text of the Law as the enabling local for conflict of interests, that were identified as ideological, and how those interests are manifested in discursive form. The Law has been studied in the particularity of each article in order to detect the choices of language, the concrete situation of utterance and the ideological discourse prevalent. There was preference for nominal forms, those with higher load semantic-conceptual, including derivative forms of verbal processes. There was much variety in the configuration of the situation enunciative, with a predominance of imperative character, as in determinations and assignments. At the ideological level, itself, dominated the conservative discourse, ideologically linked to the interests of the dominant class. Another discourse was perceived a lot of in the text, the reformist discourse, inherent to groups mediating the conflict between dominant and dominated. Since the law serves little or nothing to the interests of those further waiting, it concludes that the dominant class is able to absorb the social demands, but turning them for their own benefit. And since, by their interests are put in the form of law, acquire a universal character and, as such, is imposed for everyone, like if they were of everyone , though they really represent only the interests of some.
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)
Educação e desenvolvimento humano em áreas de assentamento agroextrativista: um estudo no assentamento Ilha dos Macacos do Município de Breves-Pará
(Universidade Federal do Pará, 2016-06-21) REIS, Manuelle Espíndola dos; AGUIAR, Ponciana Freire de; http://lattes.cnpq.br/6520306050708912
This study aims analyze the relationship between the effectiveness of educational policies and human development in the agro- extractive settlement Macacos island in the municipality of Breves-PA. It is proposed to also identify the economic, social and environmental aspects of this setllement, understand land management in Breves-PA; analyze the environmental and economic social dimensions in the setllement project agro- extractive Macacos island to establish the relationship between educational public policies for human development in the agro- extractive settlement area in the municipality of Breves-PA. The central issue of this study constitutes in investigate the relationship between the effectiveness of educational policies and human development in agro- extractive setllement areas in the municipality of Breves-PA. Thus, this study concluded that the educational policy carried out in PAE Macacos island is less effective when it comes to promoting human development
Acesso aberto (Open Access)
A Escola Cabana e a concepção de qualidade social de educação como política pública educacional para Belém/PA (1997-2004)
(Universidade Federal do Pará, 2009-06-15) FONSECA, Zaira Valeska Dantas da; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
Taking as reference the political and educational place where the educational policies for basic education, this study examined the concept of social quality of education, adopted by the School Cabana, in the municipality of Belém / PA, in the period 1997 to 2004. Explains the factors and elements necessary to quality education, and analyzes the contributions and limits of the Project School Cabana for construction of the concept of Social Quality Education and public policy. Performed by means of documentary analysis, assuming the critical-dialectical approach as a theoretical framework and methodological. The research was developed, initially with a survey of existing literature on the production of quality designs highlighted in educational policies and the investigations on the School Cabana. The desk review focused on the official documents produced by the Municipal Department of Education - SEMEC, being considered as primary sources to study the plans of government, the terms of forums and conferences, terms of education and the proposed preliminary and final plan of the Municipal Education. In considering such a policy you can point out some considerations that indicate the reference of the Social Quality of Education in a first moment, as a strategy by which to achieve social inclusion in school, with its action centered in the curriculum shift, which involves the organization of educational work through resignificação of time for learning, training focused on citizenship and democracy, establishment of democratic processes of assessing learning, as well as organization of teaching through the collective and interdisciplinary work in order to stay with the student's success in school. In a second time there is a preparation for more extensive and advanced formulation of Social Quality Education as a public policy in view, the important link between the organization built school education and ensuring the financial and structural conditions and responsibility of public authorities in the provision of education as a subjective public right.
Acesso aberto (Open Access)
Estado e políticas de gestão financeira para a escola pública: a autonomia da escola no PDDE
(Universidade Federal do Pará, 2005-10-06) SILVA, Luizete Cordovil Ferreira da; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This research discusses the autonomy of the school in the program Programa Dinheiro Direto na Escola - PDDE. It has as objective to understand which concept of autonomy guides the above mentioned politics of the school financial management and which implications this perspective sends to the management of Brazilian government public schools. This is a documental study. The sources used for the collecting of data were 35 official documents which give directions to the PDDE, made of resolutions, provisory acts, booklets, direction manuals, among other documents. To sustain the analysis, the studies of Vitor Paro (1995); (2001); (2003); Licínio Lima (2000a); (2000b); (2001); (2002), Ângela Martins (2002), João Barroso (2003), and others regarding the autonomy of the school were adopted as referential. The study covered ten years of the program in use, which goes from the year of its implantation (1995) to 2004. This study has as borderline the analysis of the autonomy of the school in the guiding plan. Therefore, it has no intention to show how the issue is lived inside the school, starting with the actions of its members. It is simply a conceptual analysis of the autonomy, which starts from the analysis of the documents that guide dictates the politics. The results reveal that the conception of autonomy that guides the PDDE is a functional and operative one, and it points to three processes in the management of brazilian government public schools: 1- to the re-centralization of the state power in the control of the use of financial recourses of the school; 2- to the introduction of the market perspective in the organization of the work in the school; and 3- to the non-obligation of the state regarding the financing and the rendering of state services in the education units.
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)
Expansão da educação superior no Pará: programas Expandir e Reuni e a composição de quadros docente dos campi da Universidade Federal do Pará (2001-2010)
(Universidade Federal do Pará, 2011-12-05) SOUSA, Maria Páscoa Sarmento de; ACEVEDO MARIN, Rosa Elizabeth; http://lattes.cnpq.br/0087693866786684
The Higher Education expansion through federal public universities it’s the main opinion of MEC expressed in two programs created by The Lula government: Programa de Expansão da Educação Superior Pública/EXPANDIR (2003-2006) and Programa de Apoio a Planos de Expansão e Reestruturação de Universidades Federais/REUNI – 2007/2012. This present work intends to analyse the implementation of these policies within the Federal University of Pará as subsidies to ensure the expansion policy of IES, based on the philosophy multicampi university and the notion of regional vocations. Assist us in interpreting the authors: Santos (2010), Trigueiro (2003), Dourado (2002) Fialho (2005), Freitas (2005), Yu and Façanha (2011), Lima (2011) Souza and Shibata (2011), and others. The text presents the scenario of higher education policy between 80’s decade and 2010. Explain about the course of multicampi policy construction at UFPA and seeks to establish the relationship between the adoption of this management philosophy and the growth and composition of the teaching staff of the campus. It analyzes the internal processes of management and decision in this complex university organization and structured as a professional bureaucracy, evidenced by the choices and directions taken by their leaders in the conduct of macro policies of the MEC to organize / structure the teaching staff of their academic of the regional unities (the campi). This analysis identifies an inequity in the distribution of vacancies for effective teachers at the UFPA campuses, the result of an organizational strategy, decisions and choices - based on the philosophy of expanding regional economic vocations - who chose to invest in some priority over other campuses. Policy initiated in 1998 on the lines of action for III Projeto Norte de Interiorização 1998-2001 (III PNI) and culminated in the distribution of resources in Programas EXPANDIR and REUNI.