Navegando por Assunto "Reforma do ensino"

Agora exibindo 1 - 7 de 7

Acesso aberto (Open Access)
Expansão da privatização/mercantilização do ensino superior Brasileiro: a formação dos oligopólios
(2010-06) CHAVES, Vera Lúcia Jacob
The main objective of this article is to present a critical analysis of the post-1996 LDB (Law of Basic Tenets and Guidelines of Brazilian Education) educational policies regarding the expansion of higher education in Brazil. It seeks to identify and discuss the new configurations of that expansion. It focuses more particularly on the creation of nets of educational firms from 2007 on, showing that the acquisition or merging of Brazilian higher education private institutions by national and international educational firms that went public has yielded oligopolies. Its methodological resources come from a variety of documental sources, in particular websites of educational firms and the Brazilian traditional and electronic news agencies. Its final considerations point out some tendencies towards the mercantilization of higher education in Brazil.
Acesso aberto (Open Access)
A implantação do REUNI na Universidade Federal do Pará: um estudo de caso do Campus Universitário de Altamira
(Universidade Federal do Pará, 2011-03-28) ARAÚJO, Rhoberta Santana de; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The university reforms underway in Brazil, specifically those initiated during the administration of President Lula da Silva, inaugurated a new stage in the (re)configuration of public universities in the country, which directly affected the academic administrative, and policy structures of these institutions. The REUNI (Support Program for the Restructuring and Expansion of Public Universities) is an example of the current context of such reforms, and is presented as a major action on the part of the federal government aimed at expanding access to, and permanence in public universities. This thesis is the result of ongoing research in the Graduate Program in Education at the Federal University of Pará (UFPA). The implementation of the REUNI on the UFPA Altamira University Campus was the object of the research, which aimed to investigate the impact of the program on issues related to access to higher education, as well as those concerning university financing and management. Research methodological tools and procedures included literature review, documentary analysis, and case study. The theoretical and methodological approaches are founded upon the contributions of historical and dialectical materialism. Preliminary results indicate that, the massive adherence to the REUNI by federal universities notwithstanding, the set of indicators agreed upon in the Program term of accesion has not been fully achieved, notably those of quantitative character. At the Federal University of Para, despite the broad normative framework designed and issued to give substance to actions and goals of the Program, and effectiveness to its indicators such as graduation and expansion of the undergraduate programs, the corresponding results remain, so far, below the goals agreed upon with the Ministry of Education (MEC). Moreover, important changes have been observed in the dynamics of the institution management, which has enwrapped the administrative procedures by ways of rationality, flexibility and efficiency, in short, by a results-oriented management. Research results evidenced that the current conformation assigned to public universities resides both on the redefinition of the concepts of public and private and on the progressing erosion of university autonomy; also, they offered evidence regarding the ongoing expansion without the corresponding necessary financial apportion, and without the guaranteed standards of academic excellence, historically assigned to public universities.
Acesso aberto (Open Access)
Inovação na licenciatura: cartografando uma reforma curricular
(Universidade Federal do Pará, 2004) MANFREDO, Elizabeth Cardoso Gerhardt; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
This narrative study is centered in the formation of teachers in Licenciature courses, and part of the elements that characterize and mean the process of curricular reform of Licenciature course in Biological Sciences of the Universidade Federal do Par?, had occurred during the year 2000, in the context of the educative reforms in course in the Brazilian scenery. In this context, I try by reflexive analysis, to investigate, in order to understand the construction of a set of curricular innovations at the initial formation of Sciences and Biology teachers who will act at the basic education of Brazilian system and regional education. These actions support the presentation, and discuss of internal and external aspects related to the since the proposal and implementation of the reform project for this course. From the voices of a group of teachers who had participated, of it the representations of the students contemplated in the reform, and also pertinent documents to the moment. I highlight in particular way, significant advances in that concern to the undertaken qualitative changes, which are observed in the construction of teachers knowledgements from the part of the students in formation process, being something attainable in practical of teachers formers in the scope of this course. This way, the study keeps excellent contributions in the inquiry and the current reflection in the field of the initial formation of Sciences and Biology teachers, particulary, and the formation of teachers in other Licenciatures, in general way.
Acesso aberto (Open Access)
A Política educacional para o Maranhão: uma (re)visão nas diretrizes e estratégias para a reestruturação do ensino médio
(Universidade Federal do Pará, 2013-03-11) COSTA, Rosangela Mendes; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This thesis aims to analyze the mediations understood as mechanism and actions, proposed by SEDUC/MA, taken from the LDB - Law Nº. 9.394/96 -, from DCNEM and PCNEM, and from the Guidelines and Strategies for Educational Policy of the State of Maranhão, which guided the high school restructuring. It explains the fundamentals and principles of the high school reform, considering the socioeconomic and political context that influenced the development of educational policies and guidelines since the 1990s, examining the strategies and guidelines that defined the educational policy in the state and verifying the literature review, documentary analysis and analysis of mechanisms and actions that were adopted by the Secretariat to implement their high school‟s policy. In the course of the study was evidenced the influence of capital globalization and implementation of mediations adopted by SEDUC/MA to concretize that policy. It is a quantitative documentary research, based on the dialectic history and dialectic materialism, and based on procedures the productive restructuring, as well as the educational policies at the national level, on the educational policy of Maranhão. Such influences were explicited in legislations that indicated the principles and guidelines that guided the administrative and pedagogical organization of the education systems and the schools themselves, as emphasis on interdisciplinary, contextualization and skills training. The study also showed that the guidelines and strategies that guided the educational policy of the State of Maranhão and the implemented mechanisms for its realization, which were the Curriculum References of the High School, the Guidelines for the Assessment of Learning and the Training Plan, presented weaknesses in their conceptions and in their implementation process, reflecting in the school performance indicators. It also revealed that these strategies did not produce a qualified high school in the state.
Acesso aberto (Open Access)
A precarização do trabalho docente da eduação superior: um estudo sobre a contratação temporária de docentes no Universidade do Estado do Pará
(Universidade Federal do Pará, 2011-10-14) TAVARES, André Luis dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
The temporary hiring of teachers, at Universidade do Estado do Pará (UEPA), is characterised by its broad political and economic dimension evidenced in transformations of the world of work and in the meaning of the categories work and teaching work. In the case of the University, it has to do with structural changes of the Brazilian Higher Education, with the crises of global capitalism, with the strategies undertaken by Neoliberals Governments and with the measures that are being taken by the Administration Top of UEPA. Temporary hiring increased in flexibility and devaluation of wages, labor rights, working conditions and the isolation of these workers in direct participation in the production of material and immaterial work of academic, scientific and technological knowledge, further constribue to precarization of the teaching job and enables UEPA as a reference institution in the State of Pará in public higher education quality, free and socially referenced. The overall objective was to analyze the hiring of temporary teachers in UEPA, considering the different courses and its location on campus , under different types of hiring that make worse the teaching job. The specific objectives were to identify changes in the role of the State and its influences on teaching work through State and reforms of higher education; describe the meaning of category teaching work; present the positions of teachers and teaching movement regarding the real conditions of work through temporary hiring in UEPA. The discursive and analytical case of study with qualitative methodological approach characterizes the route chosen. Data collection took place through literature review, the application of questionnaires, interviews and documentary analysis. It was noted that there is the recognition of temporary teachers and UEPA SINDUEPA direction that temporary hiring is a perverse way. Because precarization restricts, divides and compromises the quality of academic work and hinders mobilization, organization and the fight of the category; that intensifies job production and makes that the subjects understand insecurity as a result of the political actions of Governments, States and institutions which adopt neoliberal measures and cause decrease of institutional responsibilities that generate loss of labor rights, unemployment/underemployment and structural flexibility of services.
Acesso aberto (Open Access)
A profissionalização docente no âmbito da formação continuada do Pacto Nacional pela Alfabetização na Idade Certa: da valorização à precarização do trabalho de professores
(Universidade Federal do Pará, 2017-08-31) SILVA, Michelle Castro; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
Acesso aberto (Open Access)
Reformas internacionais da educação e formação de professores
(2003-03) MAUÉS, Olgaíses Cabral
Teacher training is currently the center of events in the world of education, yielding approval and controversy, and pointing out the need for reforms in the area. Reasons for these reforms, for some, are linked to the negative results in student performance, which have not met the labor market's demands. This text analyzes teacher training reform as an international trend, linked to multilateral agencies' requirements, whose purpose is to serve the process of globalization. Based on this logic, the aim is to identify the premises of such reform, the conceptual framework and the methodological contributions which have supported the process. The text presents some axes which have sustained teacher training reforms, such as: "universitarization"/professionalization, emphasis on practical training/certification of experience, continuous training and competence-based pedagogy, analyzing the importance of each in the international context.