Navegando por Assunto "Educational policy"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Da escola campeã ao programa Rede Vencer: um olhar sobre suas repercussões na gestão e na organização curricular e pedagógica da educação municipal em Altamira-Pará
(Universidade Federal da Grande Dourados, 2012-08) MILÉO, Irlanda do Socorro de Oliveira; CHIZZOTTI, Antonio
Concerning discussions about the administration of education in the Champion school program, now called the Network Wins program, this article intends to reflect on the administration of this educational policy for the society of Altamira, meaning to analyze if the strategies adopted by the SEMEC make possible not only an improvement in the quality of local education, but also the participation in this program of the students, teachers, directors, parents and the local community in its establishment and implementation during the period from 2001 to 2005 in the city of Altamira. This study was centered on qualitative research (CHIZZOTTI, 2006) and on some principles of the analysis of discussion, theoretic support obtained from authors such as Oliveira (2002, 2004), Ferreira (2004), Paro (1998, 2001), Lima (2001). This research showed that the centralized character of the manner of administration of this policy favored a rational/bureaucratic model, founded in the control of the results of performance, and also favored a concentration of decisions with the SEMEC and the Municipal government itself, consequently distancing itself from participation by the schools themselves and from society.
Acesso aberto (Open Access)
Educação e sociedade: o papel das Políticas de Ensino Médio na formação de estudantes em escola pública da Amazônia paraense
(Universidade Federal do Pará, 2018-06) NASCIMENTO, Afonso Welliton de Sousa; CORDEIRO, Yvens Ely Martins; TAVARES, Francinei Bentes; BELTRAO, Norma Ely Santos
The research aimed at the study of the educational policies of High School in the State of Pará and its role in the training of students in a public school in the Amazônia Paraense, in the Municipality of Abaetetuba, from 2007 to 2012. The universe of research is from a school Which receives students from the outlying districts of the city and from the countryside: roads and islands. The negative reflection of the educational policy in the training reflected in the fragility of the content taught, especially for the continuity of the studies.
Acesso aberto (Open Access)
Homossexualidade e o contexto educacional paraense: a importância de políticas públicas específicas
(Universidade Federal do Pará, 2013-09) SIMONIAN, Ligia Terezinha Lopes; CRUZ, Jasson Iran Monteiro da
Through this paper it is discussed the importance of the creation and the implementation of a Coordination to deal with GLBT education in the context the Education Secretary of the State of Para. Especially in the political sphere, it is known in such State the GLBT do not persist in formal education, which weak them as individuals and citizens. Documental and bibliographic research was done (involving mainly Law, public policies and social movements), as well as it was incorporated existing research material of the authors that were produced in Para and in the Amazon. So, it is evidenced not only the necessity of an affirmative paraense public policy to the GLBT, which is essential to the empowerment of such citizens vis-à-vis themselves, the society and the State.
Acesso aberto (Open Access)
Privação de escolaridade: a situação do jovem em conflito com a lei e a escolarização
(Universidade Federal do Pará, 2017-06) FREITAS, Riane Conceição Ferreira; SILVA, Gilmar Pereira da
This article aims to reveal how are redefined the current educational policies for the young person who committed an offense and is serving a socio-educational and freedomdepriving sentence in a confinement unity. Through documentary research, we analyzed the official reports which reveal the promotion of schooling or non-schooling to these young people in the period serving the measure. Our theoretical and methodological reference is historicaldialectical materialism. Our conclusions indicate that the current model of rehabilitation has little effectiveness for the reintegration of the young person after the confinement period for the fulfillment of socio-educational measures.