Navegando por Assunto "Financiamento da educação"

Agora exibindo 1 - 11 de 11

Acesso aberto (Open Access)
Custo - aluno - qualidade para escolas do campo da Amazônia tocantina: direito ao acesso e permanência com padrão de qualidade
(Universidade Federal do Pará, 2018-09-13) PEREIRA, Ana Claudia da Silva; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The study was carried out in four rural schools: quilombola, rural settlement, rural and riverside community, belonging to the municipalities of Abaetetuba, Acará, Cametá and Mocajuba; all of the territory of Baixo Tocantins. Its objective was to map and analyze the basic inputs needed to guarantee / ensure quality education in the rural schools, based on the subjects' speech, aiming at the CAQCampo calculation. To do so, we carried out the survey of the basic inputs needed for the education of the Tocantina Amazonian Field; organizing in categories and showing the distance or proximity of these with the parameters established by the opinion CNE / CED Nº 08/2010 and the references of the CAQi. To obtain the information, collective interviews and focus groups were carried out, with subjects directly involved with the schools, as well as form and observation in locus. The axes of analysis have taken as guiding questions: what basic inputs are needed to guarantee / ensure quality education in rural schools? From the perspective of the field subjects what would be the basic inputs needed for the operation of quality schools? Are these inputs included in the CNE / CED Opinion No. 08/2010 and in the Operational Guidelines for Basic Education in the Field Schools Are there specific inputs in the rural schools? Are they covered in studies of costs of school work? The research carried out the survey of the educational and financial data of the municipalities, of the existing supplies in the schools, of the necessary inputs for a school with a quality standard, of student-spending / year and the calculation of Cost-Student-Quality for the rural schools (CAQ Field). The inputs considered in the survey were: facilities (building and land), staff salaries (teaching and non-teaching staff); consumables; Personnel (teaching and non-teaching), Goods and services, support to the political pedagogical project, food, other inputs and cost in the central administration. For the calculation of student / year expenditure and the CAQCampo of the schools studied, the monetary values of the inputs were added and divided by the number of students attended. The analysis of the collected data revealed that the schools surveyed do not have: furniture, equipment and didactic materials; school transportation equipped and ensuring safety; sufficient school meals and educational and training spaces that go beyond the classroom. The paper presents a range of questions that can explain and compose the possible dimensions and indicators of quality, but which are not generalizable to a larger set of schools. Of course, there are regularities, similarities and aspects that are common and should be considered for schools located in the field. In general, it has been found that the definition of a Cost-Student-Quality in education, especially in rural education, remains a challenge, especially since such a discussion brings to light the complexity, tensions and contradictions of the educational phenomenon in a country marked by inequality. However, our study concluded that it is urgent that the municipal management dialogue with the communities so that together they can plan the best way of access and permanence of the students in the schools of the field. One can no longer implement public policies, such as education, without knowing the reality of where the subjects live. For what works in one particular community may not work in others, given the territorial specificities present in these municipalities.
Acesso aberto (Open Access)
Financiamento da educação do campo na Amazônia paraense: uma análise nos investimentos do Ministério da Educação no estado do Pará
(Universidade Federal do Pará, 2008-04-25) GAMA, Sônia Maria Fonseca; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
The purpose of the research is searching the financial public politics for education in the Para State implemented by the Brazilian Ministry of Education from 2003 to 2006, trying to make clear if this public politics offered conditions of developing in the rural area education in Para State, considering the region context. The relevance of this research is due to the fact that the federal and state governments plan the focus of the education in the rural area is a little referred by researchers of the education and the movement for the rural area education is strengthen , however with not enough discussion about the financial plan. The researches accomplished by the quantitative investigation, without considering the quantitative dimension were used the following instruments to collect the data: bibliographic research, documental research with emphasis in the Brazilian laws: field research with interviews in the following institutions: MEC, Secad, Seduc, Undime, INEP and organizations that compound the FPEC. The analysis show that in the space of the rural area of the Amazon of Para, this component of the public politic the financing was and inductor axis and able to direct educational politics through public editals that incentive and make available the resources at the same time that they determinate where they must be used the resources, showing this way, the politics in the rural area education. The analysis still indicate that the government of Luis Inácio Lula da Silva gave visibility to the education of the rural area in this reality and also gave the promotion of reforms of the organization of the movements for the education through Rural Area Education Forum.
Acesso aberto (Open Access)
O financiamento da educação no contexto do plano nacional de educação (2014-2024): as disputas no Congresso Nacional
(Universidade Federal do Pará, 2019-02-27) TEIXEIRA, Jefferson Alves; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
This doctoral Thesis has as theme “the Brazilian education financing in the context of the National Education Plan – PNE (2014-2024)”, and aimed, centrally, analyze the disputes surrounding the proposals related to the financing and destination of the resources to the educational area when such plan processed in both houses that compose the national congress: Chamber of Deputies and Federal Senate. Equally, it was proposed to identify conceptions and education projects disputed through different social movements linked to education when PNE was under appreciation by the federal deputies and senators. Through documental analysis, in particular, the tachygraphy notes of the public hearings and the sessions of the special commissions of those two politics institutions, it was extracted and analyzed excerpts of the speech from individuals that represented various social movements and governments entities that have handled the financing issues and disputes that have happened between them. As a form to not summarized such analysis to the official documents available, it was conducted interviews with 4 individuals directly involved in the PNE stages (2014-2024), in the National Congress, being: 1 social activist organized in public education defense movement and researcher on education financing; 1 federal parliamentary, member of the education commission of the chamber of deputies; 1 researcher on National Plan of Education; 1 legislative technical of the National Congress and researcher on education financing and his speeches reporting such disputes were equally analyzed. For such analysis, in addition to literary productions, mainly about PNE and Education Financing, it was used the historical materialism, in particular, the theoretical construction of Antonio Gramsci, in which categories such as hegemony, State and Civil Society became essential and appears explicitly or implicitly along the work. It was found, while the result of this research, the continuing conflicts involving Federal Executive representants, parliamentarians and representants of Education organized movements, be it public or private – in at least three controversial propositions: One which addresses the obligation of a minimum percentage of the Gross Domestic Product to be invested in education; The destination of the funds coming from the oil royalties for investments in the country education; and, finally, one which refers to Student-Quality Cost (initial) – CAQ (i). Controversially, while it was secured to the PNE text important proposals historically advocated by the movements in defense of the public Education, such as the destination of 10% of the GDP to the education and the CAQ (i), as a minimum parameter to investment in the area; by contrast, it is explicit the access maintenance of the private education institutions to the public financial funds earmarked for Brazilian education.
Acesso aberto (Open Access)
Financiamento da Educação Superior no Pará: uma análise dos cursos de contrato na Universidade Federal do Pará no período de 2000 a 2008
(Universidade Federal do Pará, 2009-10-13) SILVA, João Batista do Carmo; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study presents results of a study that investigated the contracts signed in the period 2000 to 2008, between the Federal University of Pará (UFPA) and municipalities in the state of Para, to offer full degree courses, funded by the the Fund for Maintenance and Development of Fundamental Education and Valorization (FUNDEF) for teachers of municipal education systems. To understand this problem, we developed the following questions: How is the financing policy implemented by the federal government for IFES during that period, and what are its relations with the reform of the state and higher education in the country? What is the policy of financing the process of internalization of the Federal University of Para and what is its relationship with the policy of offering courses of contract? What amount of public funds from the municipal contracts between the Federal University of Pará and the municipalities in the state, in the period highlighted? How were the proceeds applied to contracts between the Federal University of Para and the municipalities in the state? We adopt the approach as a methodology quantitative and qualitative data and use documentary. As a result, we realize that the reform of the state, resulting from the financial crisis of capital, resulted in reconfiguration of the state's role in education, especially in regard to the law of higher education policy and funding for this level of education. Therefore, the Brazilianpublic university is experiencing a constitutional crisis, which manifests itself especially in the stagnation of the budget resources of the Federal Government for its maintenance. The resources provided by the federal government to fund public to bear the cost of higher education have realized the growing demand for people who seek this level of education. It was demonstrated in research that contract courses are a strategy for training of professionals with local matching funds for maintenance of the campus core and complementary salary of professors who work in these courses.
Acesso aberto (Open Access)
Financiamento do ensino médio público no estado do Maranhão no período de 1996 a 2006: possíveis efeitos da política de focalização
(Universidade Federal do Pará, 2011-05-30) ALVES, Antonio Sousa; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
This study considers the Financing of public High School in the State of Maranhão in the period 1996 to 2006 and the possible effects of policy focus for this level of education. We try throughout this study to answer some questions: What are the effects of the policy that focused on the financial resources for basic education in the maintenance and development of high school, in the State of Maranhão? What sources of funds that financed the maintenance and development of high school, from 1996 to 2006? What are the values of the pupil spending of high school in the period in which financing policy prioritized Elementary School? The goal was to analyze the effects of funding policy that focused on only one stage of education, to evaluate the relevance of this strategy in the maintenance and development of high school. To enlighten our thinking and analysis, a critical perspective, we reviewed the literature on state funding of education and capitalism, specifically its settings from the 1990s. Considering the peculiarities of High School, we present some historical considerations about its funding policy. To conduct this study conducted a survey of educational data and financial of the State of Maranhão in a detailed study of documents (Balanços Gerais, Statement of some Covenants, Sinopses do INEP and IBGE datas). anchored in a perspective of quanti-qualitative research. The data reveal aspects relating to pupil spending in primary and secondary; show the relationship between PIB and education spending in the state; show programs PROMED / Escola Jovem, ALVORADA and VIVA EDUCAÇÃO and its transitory nature of financing School records to public expenses. Reinforcing aspects of the neoliberal policies implemented in the Brazilian education, especially the influence of multilateral institutions The results of this study reveal, among other things, that the policy of targeting resources to the harmful repercussions left school the quality of secondary education in the period 1996 to 2006 in the State of Maranhão.
Acesso aberto (Open Access)
Financiamento do ensino superior: a captação de recursos externos como instrumento de diferenciação na UFPA
(Universidade Federal do Pará, 2011-11-28) SILVA, Maria Elite Barbosa da; GARCIA HERREROS, Mário Miguel Amin; http://lattes.cnpq.br/5467018390254879
Over the years the budgetary resources allocated to federal institutions of education (FIE) in Brazil have become increasingly inadequate for the maintenance and development of education. Given this national scene, the FIE were encouraged by the government of Fernando Henrique Cardoso to seek alternative funding sources in other public and private companies in order to ease the financial crisis faced by them. Following the Contingency Theory precepts, organizations had to adapt to different environments seeking external fundraising mechanisms, particularly through the development agencies, and so UFPA fits this scenario. This study analyzes UFPA financing undertaken during the period from 2005 to 2010. We refer to resources from the Treasury / Ministry of Education (MEC), as well as funds from other sources acquired through external funding through the contribution of federal and other agencies or private companies. This work investigated aspects of public accounting, specifically funding for FIEs, with a focus on UFPA budget from other costing and capital (OCC), excluding staff expense. For this analysis, we adopted a qualitative approach, characterized as a descriptive research, which was carried out through analysis of official documents involving forms of financing in the UFPA. Therefore, we analyzed the financial conditionalities performed during the aforementioned period, and which involved the process of funding for educational programs, as well as, research and extension programs, and sought to understand the uses of funds resulting from this process of external financing as a means of differentiation at UFPA. From the total funding, 77% represent the External Resources, and FADESP manages quite considerable amounts of funding within the scenario of the funds raised, whose values are collaborating to fulfill UFPA mission, thereby demonstrating that they relate to and complement the resources from the Treasury / MEC thus contributing to the improvement of education. Fundraising at UFPA is very expressive, however, it is concentrated in the area of scientific research, which although has a positive impact on UFPA, contributing to graduation and extension studies, makes them dependent on such resources. Therefore, a new way of composing the university revenues will be necessary; raising funds directly from the society, diversifying the sources in order to provide economic support to the institution, thus avoiding that the university experiences gradual scrapping of its infrastructure and equipment obsolescence , impairment in its actions and, as a result its sustainability; not only financial but economic, as well, and so, not being dependent on a sole source of resources provision.
Acesso aberto (Open Access)
Financiamento e educação profissional: análise do Programa Brasil Profissionalizado no estado do Pará
(Universidade Federal do Pará, 2012-08-06) NASCIMENTO, Adriane Suely Rodrigues do; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This study aimed to analyze the implications of the Brazil Professionalized program in the financing of professional education in state schools of Pará. The Brazil Professionalized is a program of technical and financial assistance established by the MEC (Education Ministry) during the second mandate of Luís Inácio Lula da Silva Government (2007-2010), aiming to expand the professional education offered by the state public education networks in Brazil, focusing on the implementation of integrated professional education. The research was preceded by a literature review about the policy of financing education, vocational education policies in Brazilian’s Federal Government strategies on commit them through the funding of technical and financial cooperation. Then, the study involved documentary analysis of the legislation (ordinances and resolutions), which established and regulated the Brazil Professionalized program MEC/FNDE and documents written by SEDUC/PA related to planning and monitoring program in state schools. Data collection was complemented by semi-structured interviews done with coordinating of Brazil Professionalized program MEC; with COEP (Professional coordination of State Education Department of Pará-SEDUC) to evaluate the implementation process and funding of the program and its implications in the state. The study identified a recurring dispute between the public authorities and the private sector, the public fund to finance professional education, because there is no legal definition and constitutional allocation of public resources for the provision of professional education. The funding strategies of professional education policies are carried out through government programs that take place in a fragmented and disjointed in various ministries of the Federal Government, highlighting the lack of organization around the resources available, and little coordination between projects and actions for the professional education. The study showed weaknesses in the establishment of funding programs of professional education that can reveal the limits of Brazil Professionalized as a program and not as a permanent funding policy. Data analysis showed that the program implementation in Pará state made important contributions to the consolidation of professional education as a system in the state, it could be seen on the documents about management and planning of professional education, the expansion on the number of vacancies, courses and increase in enrollment offer, especially in integrated Professional Education. However, teacher training and maintenance of schools is the responsibility of the State and therefore falls on the agenda of this discussion, the struggle to guarantee sources of funding for continuing professional education policies in the public sector to ensure a supply of education quality.
Acesso aberto (Open Access)
A pós-graduação lato sensu da UFPA no contexto da mercantilização da educação superior
(Universidade Federal do Pará, 2013-04-18) MORAES, Valéria Silva de; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study aimed to analyze the process of commodification of higher education, based on the study of post-graduation courses lato sensu at the Federal University of Pará (UFPA) in the period from 2008 to 2012. We understand that the post-graduation courses - PGLS gained prominence in Brazil to meet the demand of needy qualifying professionals in a higher level, to act in the labor market. However, since 1990, the same new contours, being detached from CAPES and without a regulator that controls its supply, coupled with the fact of not being met by educational policy graduate. The scenario that is in force is the supply of self-financed courses and insured and maintained by charging fees or agreements with other institutions. That creates some contradictions, as in the case of legislation, to the 1988 Federal Constitution states that education is free in official establishments, however, the Superior Council of Education, Research and Extension UFPA adopted Resolution UFPA No. 4.065/2010 regulating the provision of these courses, characterizing one of the faces of adoption of market logic within this public university. For our analyzes and discussions, we seek approaches to historical and dialectical materialism and use as a data source documents official national and institutional data available in the system On Line Graduate, Management Report UFPa, Opinions Approval, and Projects reports of the courses selected for the survey, as well as semi-structured interviews with 10 subjects. The survey results showed that of the 264 lato sensu offered between 2008 and 2012, 65.2% of these were self-financed, insured 22.7% and 12.1% free. Moreover, different values were identified in the payment-hour class, the fees and expenses of engineers, especially among courses in the same academic unit. Moreover, the analysis of the use of funds raised shows that self-financed courses in most of the expenses are to be paid time-class courses already insured intended the majority of the revenue for maintenance of the courses with passages daily, office supplies, and other. In summary, the study shows the consolidation of the commodification of PGLS in UFPa, given the profitability that these courses provide, especially for certain areas of knowledge, either through wage supplement, is the adequacy of the institution to the current capitalist dynamic growing prevalence in the mercantile for post-graduation courses.
Acesso aberto (Open Access)
A regulação do Estado na educação básica por meio da política de fundos (FUNDEF e FUNDEB)
(Universidade Federal do Pará, 2012-06-25) PICANÇO, Bruno Cordovil; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
Acesso aberto (Open Access)
A relação entre os entes federados no financiamento da educação básica no Brasil no contexto da política de fundos (FUNDEF/FUNDEB)
(Universidade Federal do Pará, 2012-06-25) MENDES, Danielle Cristina de Brito; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
Acesso aberto (Open Access)
O salário-educação como política de combate às desigualdades educacionais na educação pública de municípios do Estado do Pará
(Universidade Federal do Pará, 2019-02-21) MONTEIRO, Felipe Gomes; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The study deals with the financing of education in the State of Pará, in particular, the salaryeducation social contribution and the resources derived from the Programs of the National Fund for the Development of Education (FNDE) to the set of municipalities of Pará, analyzes of the revenues and expenses of education in municipal education networks, from 2009 to 2016. Its objective is to analyze the possibilities of these sources of income to contribute to effectively combat the educational inequalities in the municipal education networks of the State of Pará, considering: percentage of the participation of these revenues in the expenses of education and the reduction in the difference of the values of the expenditure-student / year. The object of this study was its development within the milestones that characterize Quantitative-Qualitative research that, according to Creswell (2010), is defined from the positive points of the quantitative and the qualitative that, depending on the needs of apprehension of the object , now articulate quantitative strategies (statistics) and sometimes qualitative (subjective) strategies. The study was carried out from consultations with documents, laws and decrees that alter the Salary-Education, such as: Constitutional Amendment nº14 of 1996; Law 9.424 / 1996, which regulated FUNDEF; Constitutional Amendment No. 53, of December 19, 2006, which created FUNDEB; and Law 11494/2007. The main data of this study were extracted from the Information System on Public Budgets in Education (SIOPE) of the National Fund for the Development of Education FNDE and consist of: education revenues and expenses from 2006 to 2016; revenues of the FNDE; salary-education revenues. This information was organized by municipalities, according to population groups and the Human Development Index (HDI). The financing scenario for the education of municipal networks, drawn from these indicators, made it clear that the percentage representation of resources passed on from Education Salaries and Programs (except for complementing the Union to Fundeb) by FNDE is not very significant, but significant level of poverty, especially in municipalities in education budgets are low - usually small ones. The volume of resources passed through the FNDE grew in higher proportions in these municipalities, although the magnitude of the resources passed to the large municipalities is much larger, due to the adopted criterion that is the number of enrollments. Regarding the distribution of resources according to the HDI, it was found that the municipalities with the lowest indexes were not those that received the largest volume of resources of the FNDE, but municipalities with high HDI, such as Belém, Ananindeua, Santarém, Parauapebas and Marabá - the most populous and the holders of the largest budgets. However, it was possible to verify the reduction in the difference between the highest and lowest student-expenditure-averages, which resulted both from the increase in education expenditures of municipalities with low HDI and the reduction of municipalities with high HDI. This time, it was concluded that in the period from 2009 to 2016 there were advances in terms of reducing the inequalities in student spending / year among the municipal education networks of Pará, however, the efforts undertaken have not been enough to combat them effective way. For this, it is fundamental that the Union, which holds the largest contribution of the Federation's resources, should increase its contribution and distribute it on the basis of more effective criteria to reduce economic, social and educational inequalities.