Abordagem de temas em sa��de p��blica por meio de atividades l��dicas com professoras da educação infantil

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Ajuste estrutural e educação superior no Brasil: princ��pios negados

SILVA, Hiran Francisco Oliveira Lopes da. A juste estruturale educação superior no Brasil: princ��pios negados. 206 f., 2007. Tese (Doutorado em Educação) - Universidade Federal da Paraiba, Jo��o Pessoa, 2007.

Educação superior em turismo: o profissional de turismo frente ��s compet��ncias exigidas pelo mercado de trabalho do setor hoteleiro em Natal

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Uma avalia����o pol��tica da pol��tica de avalia����o da educação superior brasileira

We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avalia����o da Educação Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comiss��o Especial de Avalia����o (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the ��ndice Geral de Cursos da Institui����o de Educação Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Prov��o). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute

Concep��es e pr��ticas pedag��gicas de professoras da educação infantil na inclus��o de alunos com defici��ncia

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam (2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation and divergence of perceptions and expectations about the issues surrounding inclusion in childhood education. The results shaved that teaching strategies, affective ties, sensitivity and own routine of childhood education are factors that can promote inclusive proposal, but also needs a greater fulfillment individual differences of each child in order to their potentiality. The study also shaved that the negative of pedagogic support to teacher, the ignorance of them as guidelines and strategies that include the student s diversity, the importance having positive conceptions about the learning and development of student with severe learning disabilities and the need for a pedagogic training and of a collective work at school which everybody collaborates : parents, direction, coordination getting inclusive school. Believe that this study pointed relevant issues to be focus new research, since the theme is still lacking in study, therefore emphasize, the importance of conducting research that continuous this job

Avalia����o de implementa����o da Educação Superior a Dist��ncia: o caso da Secretaria de Educação a Dist��ncia da Universidade Federal do Rio Grande do Norte SEDIS/UFRN

The considerable expansion of Distance Education registered in recent years in Brazil raises the importance of debate about how the implementation of this policy has been happening so that formulators and implementers make better informed decisions, maximizing results, identifying successes and overcoming bottlenecks. This study aims to evaluate the implementation process of Distance Education policy by Secretary of Distance Education of the Federal University of Rio Grande do Norte. For this, we sought to use an evaluation proposal consistent with this policy, and came to the one developed by Sonia Draibe (2001), which suggests an analysis called anatomy of evaluation general process. To achieve the objectives, we made a qualitative research, case study type, using documentary research and semi-structured interviews with three groups of subjects who belong to the policy: managers, technicians and beneficiaries. It was concluded that: the implementation process needs a open contact channel between the management and technicians and beneficiaries; the lack of clarity in the dissemination of information between technicians produces noises that affects the outcomes; the absence of dissemination of internal and external actions contributes to the perpetuation of prejudice in relation to Distance Education; using selection criteria based on competence and merit contributes to form a team of skilled technicians to perform their function within the policy; an institution that do not enable technicians generates gaps that possibly will turn into policy implementation failures; all subjects involved in politics need internal evaluations to contribute to improvements in the implementation process, however, a gap is opened between the subjects if there is no socialization of results; the existence of an internal structure that manipulates financial resources and balances the budget from different maintainer programs is essencial; the consortium between IES and municipalities in presential support poles are bottlenecks in the process, since beneficiaries are exposed to inconsistency and lack of commitment of these local municipalities

As m��ltiplas faces da evas��o na educação superior a dist��ncia: a experi��ncia do curso de tecnologia em gest��o ambiental do IFRN em dois p��los de apoio presencial

This research presents a reflection on the dropout rates in higher education courses available through distance education in a context marked by deep changes in various spheres of society and by the uncontrolled growth of this educational method. For this, the object of analysis is related to the reality of students of Technology in Environmental Management offered by the Instituto Federal de Educação, Ci��ncia e Tecnologia, Rio Grande do Norte (RN), Brazil, through the distance education in presence support poles located in Mossor�� (RN) and Martins (RN). In this field research development several strategies of data collection are used, such as participant observation of reality; analysis of documents related to distance education and to the classes in Technology in Environmental Management; questionnaires answered by students who dropped the course. The results of such research enable us to say that the dropout rates in distance higher education is mainly referred to the consequences of a combination of aspects involved in the course development, personal difficulties faced by students during the period they attend the lessons and elements inherent in the context in which the course and students are inserted. Nevertheless there are specific situations in which the student may drop the program due to the influence of a single aspect, whether it is inherent in the development of the course, a personal situation, or even a factor determined by the context in which the course or the student belongs to

A tem��tica ambiental na educação superior : pol��ticas, gest��o acad��mica e projetos de forma����o nos cursos da Universidade do Estado do Rio Grande do Norte

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico

Movimentos sociais e educação superior: a����o coletiva e protagonismo na constru����o do Plano Nacional de Educação (2014 - 2024)

Este trabajo analiz�� el protagonismo de los Movimientos Sociales en el proceso de construcci��n y de aprobaci��n del Plan Nacional de Educaci��n (PNE 2014 - 2014) con ��nfasis en las metas para da Educaci��n Universitaria. Las cuestiones que problematizan la investigaci��n son: ��En qu�� contexto hist��rico los Movimientos Sociales asumieron el acceso a la educaci��n universitaria com o un derecho social? ��Qu�� protagonistas se involucraron en el debate sobre la pol��tica de educaci��n universitaria en el PNE (2014 - 2024)? ��Qu�� confrontaciones y antagonismos est��n presentes all��? ��Cu��l es el papel de los Movimientos Sociales en la Conferenc ia Nacional de Educaci��n (CONAE) y en el Foro Nacional de Educaci��n (FNE)? Para contestarlas, articulamos la pol��tica educacional propuesta por el PNE con las reivindicaciones hist��ricas de los Movimientos Sociales por el acceso a la educaci��n como un dere cho social, evidenciando el proceso de construcci��n de las directrices, las metas y las estrategias en los contextos pol��ticos de articulaci��n, proposici��n y reivindicaci��n en los que se produjo la actuaci��n de los protagonistas para la elaboraci��n y la ap robaci��n de esta pol��tica, tanto cuanto los antagonismos identificados. Como aporte te��rico/metodol��gico adoptamos como objeto de estudio emp��rico los procesos de construcci��n y aprobaci��n del mencionado PNE dentro de los espacios de participaci��n colectiv a, en la construcci��n de acuerdos y proposiciones como la Conferencia Nacional de Educaci��n realizada en 2010 en Brasilia/DF, las conferencias municipales, intermunicipales y de los Estados, el Foro Nacional de Educaci��n (FNE) y la Comisi��n Especial de la C��mara Federal que lo antecedieron. Para el an��lisis de los documentos y de los testimonios de los protagonistas de los Movimientos Sociales seleccionados como sujetos de la investigaci��n, los gu��as te��ricos y los fundamentos conceptuales fueron la sociolo g��a de las ausencias, la sociolog��as de las emergencias y el procedimiento de traducci��n propuesto por Boaventura Santos ( 2005; 2006; 2007; 2010), en di��logo con otros gu��as te��ricos, como las nociones de confrontaci��n pol��tica y oportunidad pol��tica organ izadas por Sidney Tarrow (2009). Partiendo de esa base conceptual, privilegiamos la relaci��n de los Movimientos Sociales con la agenda de la educaci��n brasile��a cuando direccionados al PNE, analizada en base a las contribuciones de Germano (2013; 2011; 200 8; 2007; 1982), Dourado (2011; 2010; 2006); Saviani (2014; 2010; 2009; 2007; 2004,), Gohn (2012; 2010; 1997; 1995), Dagnino (1994) y Scherer - Warren (1993), entre los autores que contribuyen con el car��cter transdisciplinario de esta investigaci��n. Las cont ribuciones de estos autores propician el entendimiento de la diversidad epistemol��gica encontrada en las experiencias llevadas adelante en los Movimientos Sociales mediante sus actuaciones en los diversos espacios sociales e institucionales, observando las conquistas obtenidas en la pol��tica educacional contenida en el PNE 2014 - 2024, as�� como la comprensi��n de la lucha por el reconocimiento social y sus conexiones con los temas emergentes presentes en el debate de la educaci��n nacional. De este modo, el est udio indica elementos que posibilitaron la confirmaci��n de la tesis de que la Pol��tica de Educaci��n Universitaria aprobada en el PNE 2014 - 2024 (Ley n�� 13.005/2014) representa las resonancias de las movilizaciones y reivindicaciones de los Movimientos Socia les por el acceso a la educaci��n como un derecho social inalienable.

Ajuste estrutural e educação superior no Brasil: princ��pios negados

SILVA, Hiran Francisco Oliveira Lopes da. A juste estruturale educação superior no Brasil: princ��pios negados. 206 f., 2007. Tese (Doutorado em Educação) - Universidade Federal da Paraiba, Jo��o Pessoa, 2007.

Educação superior em turismo: o profissional de turismo frente ��s compet��ncias exigidas pelo mercado de trabalho do setor hoteleiro em Natal

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Educação para a cidadania e ensino superior

El presente trabajo discute la Educaci��n para la Ciudadan��a en la Educaci��n Superior, destacando los desaf��os y las potencialidades de la Universidade do Estado do Rio Grande do Norte (UERN); que organiza su acci��n pol��tica y pedag��gica conforme a las exigencias de la actual pol��tica educacional para este nivel de educaci��n. Analiza la relaci��n de ��sta con la Educaci��n B��sica a partir del estudio del Proyecto Pedag��gico del Curso de Ciencias Sociales discutiendo la educaci��n para la ciudadan��a y la formaci��n ciudadana de los futuros profesores de la educaci��n b��sica en consonancia con la LDB 9.394/96, con las Directrices Curriculares Nacionales para los cursos de Docencia y adem��s para programas y pol��ticas de orientaci��n para la educaci��n superior que resultaron de la conquistas de los movimientos sociales y que son propuestos por medio de las siguientes secretar��as: Secretaria de Educação Continuada, Alfabetiza����o e Diversidade (SECAD) y Secretaria de Educação Superior (SESu). La reflexi��n incluye el estudio de tales tem��ticas en el eje de temas emergentes que organizan el debate educacional, sobretodo en Am��rica Latina, y los desaf��os de las universidades que act��an en el contexto de la periferia en la desconstrucci��n del dominio simb��lico del colonialismo cultural y la construcci��n de la globalizaci��n alternativa y contra hegem��nica a la globalizaci��n neoliberal. El estudio evidencia que la idea de ciudadan��a en la sociabilizaci��n contempor��nea presenta una ambig��edad pol��tica consecuente de los procesos de globalizaci��n creciente siendo necesario que la perspectiva de la educaci��n para la ciudadan��a adoptada en la formaci��n de los profesionales de a educaci��n sea re politizada a partir de la noci��n de ciudadan��a colectiva y multicultural apoyada en los principios de democracia y justicia social, construida en las interfaces de la educaci��n escolar y pr��cticas educativas en lo entorno social, y en los espacios pol��ticos de organizaci��n y movilizaci��n colectiva en torno de las conquistas por los derechos civiles, sociales, pol��ticos y culturales, y la inclusi��n de temas y valores emergentes en la educaci��n que interligados e interdependientes, garanticen su efectividad

A inser����o da educação a dist��ncia no ensino superior do Brasil: diretrizes e marcos regulat��rios

This article aims to critically review the regulatory frameworks that guided the institutionalization of distance education (DE) course offerings in higher education institutions in Brazil, taking as a reference 50 (fifty) documents which were analyzed for the research titled Expansion of Higher Education pos-LDB 96. The need for systematization of DE, legitimated by this Act (LDB-96), proved to be part of the guidelines of international agencies as a strategy for expansion of higher education and that the first initiatives of the Brazilian government were associated with the use of technology in education. A contextualized analysis of regulatory frameworks showed, initially, the quantitative and massified explosion of DE, without the state having proper instruments for its effective regulation. From 2005, new regulatory acts and the creation of the Open University of Brazil seek to maintain this expansion without losing quality.

Democratiza����o do acesso ao ensino superior: os cursos de gradua����o �� dist��ncia na UFRN

This thesis pursuits to contextualize the theoretical debate between the implementation of public education policy of the Federal Government focused in a distance learning and legal foundations for its enforcement, in order to raise questions and comments on the topic in question. Its importance is back to provide scientific input and can offer to the academy, particularly in the UFRN, and elements of society to question and rethink the complex relationship between the socio-economic and geographic access to higher education. It consists of a descriptive study on the institutionalization of distance education in UFRN as a mechanism for expanding access to higher education, for both, the research seeks to understand if the distance undergraduate courses offered by the UAB system and implemented at UFRN, promote expanding access to higher education, as it is during implementation that the rules, routines and social processes are converted from intentions to action. The discussion of this study lasted between two opposing views of Implementation models: Top-down and Bottom-up. It is worth noting that the documents PNE, PDE and programs and UAB MEETING reflect positively in improving the educational level of the population of the country It is a qualitative study, using the means Bibliographic, Document and Field Study, where they were performed 04 (four) in 2010 interviews with the management framework SEDIS / UAB in UFRN. The data were analyzed and addressed through techniques: Document Analysis and Content Analysis. The results show that the process of implementation of distance education at UFRN is in progress. According to our results, the research objective is achieved, but there was a need to rethink the conditions of the infrastructure of poles, the structure of the academic calendar, the management of the SEDIS UFRN, regarding the expansion of existing vacancies and the supply of new courses by the need for a redesign as the Secretariat's ability to hold the offerings of undergraduate courses offered by the Federal Government to be implemented in the institution. It was also found that levels of evasion still presents a challenge to the teaching model. Given the context, we concluded that the greatest contribution of UAB and consequently UFRN by distance learning for undergraduate courses (Bachelor in Mathematics, Physics, Chemistry, Geography and Biological Sciences, beyond the bachelor's degrees in Business and Public Administration ) is related to increasing the number of vacancies and accessibility of a population that was previously deprived of access to university

Autoavalia����o institucional na dimens��o do SINAES comunica����o com a sociedade : estudo de m��ltiplos casos em institui����es de ensino superior do Rio Grande do Norte

This study is about the institutional self-evaluation in Dimension 4, "Communication with Society", from the National System of Higher Education Evaluation SINAES, mandatory for all universities in Brazil. A multiple cases study was conducted with three institutions from Rio Grande do Norte, and the goal was to know how this evaluation is made, describing the concept for the evaluation of communication proposed by them, identifying controllers or emancipator aspects, categorizing methodological procedures and discussing the difficulties reported in the communication evaluation process. Coordinators of the institutions Evaluating Committees were interviewed and data categorized by means of qualitative content analysis. It was noted characteristics of the current controller, emancipator and hybrid designs in the three institutions for evaluation of communication, revealing the lack of a theoretical corpus that transits in accordance with the systemic perspective and epistemology of complexity from SINAES. It was found that the most frequently reported difficulties in the evaluation processes of communication are in the preparation stage, especially in the definition of indicators and tools and awareness work. The weakness in planning makes their own activities in the sector of communication become targets of assessment, forming goals poorly related with broader organizational goals. It was also concluded that the technical evaluation cannot override the issues associated with the broader issue of the complexity surrounding the assessment paradigm proposed by SINAES because contradictions and imperfections are part of the evaluation process and several references are current in the literature to support this view. Finally, it is said that objectives such as transparency and behavioral changes can rely on methodologies and techniques for research on the question of the construction of meaning