Navegando por Assunto "Sistema educacional"

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Acesso aberto (Open Access)
A Gestão sistêmica do fracasso escolar no ensino médio da rede pública no Estado do Pará
(Universidade Federal do Pará, 2018-06-19) MARTINS, Roberto Araújo; MATHIS, Armin; http://lattes.cnpq.br/8365078023155571
The thesis aimed at describing the persistent failure of public education in high school in Pará and its possible causes. The research problem is based on the following question: How do the political and educational systems behave in the face of persistent school failure in high school in the state of Pará? The research followed some guiding questions: a) How do the organizations of the political system observe and organize to face the school failure in high school in Pará? b) How does the educational system absorb the communications of the political system in actions to combat school failure that require intersystemic interaction? c) What factors influence the persistence of school failure in the public high school system? The starting point was a paradigmatic epistemological approach in the sociological and educational field based on the theory of self-referential systems of the German sociologist Niklas Luhmann, who took bibliographic data, systematic observation in the field and Web Survey research. In the data organization and analysis, qualitative and quantitative techniques were used. It was contacted that the persistence of school failure in high school gains a circular dimension due to the impossibility of communication between organizations that act in the political and educational systems aiming at educational success. The proposed thesis is confirmed in the sense that the phenomenon of school failure in Pará becomes systemic to the extent that the politics of fighting the phenomenon through the political and educational systems reinforce it instead of fighting it. The mistaken communications of the political-administrative system find resistance in the educational system, which shifts its unity from the intention to educate to the defense of the profession, resulting in the circularity and reproduction of the phenomenon in the state.
Acesso aberto (Open Access)
Práticas curriculares de formação continuada de técnicos da Fundação de Atendimento Socioeducativo do Estado do Pará (FASEPA): um diagnóstico histórico-genealógico (2011-2015)
(Universidade Federal do Pará, 2016-04-04) FERREIRA, Michel de Vilhena; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
This work of Master's dissertation research in Education of the mainstreaming of the object and interdisciplinarity in Human and Social Sciences (CHS).Using arqueogenealogic method has the objective to problematize the curriculum practices of continuing education Educators, Psychologists and Social Workers, interdisciplinary technical staff members operating the Sistema Nacional de Atendimento Socioeducativo (SINASE) of the Fundação de Atendimento Socioeducativo do Estado do Pará (FASEPA); prescribed in the historical period 2011-2015. In particular, it analyzes the effects of training in expository writing practices contained in the reports and technical advice, jointly prepared by these professionals, as the Relatório de Medida Cautelar (RMC), issued in Unidades de Atendimento Socioeducativo (UASE’s) that apply the measure provisional deprivation of liberty: brief hospitalization 45 days when the socioeducando entitled to guarantee rapid access to juvenile justice, as occurs, for example, in Centro de Internação de Adolescente Masculino (CIAM). The epistemological demarcation theorizes the discursive practices of objectification and subjectivity, the enunciation of meaning in the formation of knowledge for the production of the writing contained in biopolitics documentation, with the purpose of disciplinary power and governmentality. From the workup methods and archaeological and genealogical collection techniques and treatment objectivations contained in discursive and enunciative series cut of the selected documents, we problematize events that narrate the historical, social production and childhood policy and youth in conflict with the law, in the constitution of human rights and juvenile justice in Brazil in order to make the change of the offender liable to the image rights of the subject image. It also presents the establishment of human rights and child justice and adolescents in the world politics, and then discuss the need for permanent and continuous technical training in Brazilian socioeducation. Therefore, maps the discursive formations contained in the official arrangements in force in the period that regulate and govern the organization of practical pedagogical work, teaching and curriculum of the socio-educational personnel training. Finally, we evaluated the conversion of continuing education in the work of social and educational care in technical work of writing power, performed during state supervision and dispensed in the treatment of children and adolescents in FASEPA, especially when that discipline, regulates and controls their lives with discursive objects of standardization, medicalization, psychiatrization, pathologizing and legalization in this type of report to produce a medical-psychological profile of the subject created from this jargon and forwarded to judicial decisions. It concludes that the curriculum practices of continuing education offer a diverse range of topics, problems and discursive objects of juvenile justice and human rights that do not appear in the passage of repressive guardianship, punitive and correctional the educational guardianship, psychologics, psychosocial, psychopedagogics and psychoterapy, greatly, when it comes to the writing of biopolitics documentation held by these professionals.