114 resultados para Brasil. [Lei de diretrizes orçamentárias (LDO) (2012)]
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Ps-graduao em Educao - FFC
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Ps-graduao em Educao - FFC
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Ps-graduao em Educao - FFC
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Aqui a pesquisadora Yoshie Ussami Ferrari Leite busca averiguar o real papel das obrigatrias 800 horas de prtica pedaggica no curso de formao inicial dos professores, e ainda discutir como essa carga horria poderia contribuir para melhorar a formao deles. Fruto da Lei de Diretrizes e Bases da Educao de 1996 e de posteriores leis complementares, a obrigatoriedade das atividades prticas pedaggicas foi uma das questes que mais impactaram os cursos de formao de professores. Isso porque, a partir da obrigatoriedade, as instituies de ensino superior tiveram de passar a elaborar os correspondentes projetos pedaggicos e foram foradas ainda a reestruturar os currculos para conseguirem atender s determinaes legais, tarefa algo complexa, segundo Leite. A obra analisa ainda o papel do professor na atual escola pblica e os problemas do processo de formao desses docentes. A pesquisa, de cunho qualitativo, baseou-se essencialmente em estudos bibliogrficos, anlises da legislao educacional, documentos de instituies escolares e entrevistas. um livro de grande utilidade para quem pretende compreender os rumos que a educao pblica brasileira vem tomando.
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In 2008 two laws that changed the didactic- pedagogic and administrative organization of vocational schools were enacted: the Law 11.741/2008, which incorporated the Technical Professional Education for the Middle Level to Basic Education; and Law 11.892/2008,which has transformed Agrotechnical Schools, the CEFET 's and some technical schools linked to universities into Colleges of Education, Science and Technology (IFs). These institutions have been operating at all levels and types of education provided in the Law of Directives and Bases of National Education number 9394/1996, with the exception of Early Childhood Education. Vocational and training schools, which gave origin to the IFs,have historically restricted youth education to teaching professional techniques, but due to the reformist laws, they were led to revise their conceptions of work and education. Thus, the goal of this article is to analyze the concepts of Basic Education and work that permeate these laws and the organization of educational work at IFCE. Have these laws been promoting a rupture with the history of vocational education in the country? Have the IFs been accomplishing a teaching job in addition to technical training? The choice for these questions was motivated by two main reasons: a) Vocational Education in the aforementioned institutions have traditionally been restricted to the qualication of the labor force for learning a technical profession, without relating it to issues that concern basic education; b) The Reform of Basic Education, from 1990 to 2013, was conducted in the context of capital's structural crisis and aimed to adapt the educational system to the demands of productive sectors. Thus, the main objective of this paper is to explain the contradictions that exist in project of formation of the working class, in the context of a conictual society divided into classes, a situation that alienates the youth to live this time forever.
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A pesquisa foi realizada mediante procedimentos de levantamento e anlises bibliogrfica e documental, e teve como objetivo analisar as principais alteraes sofridas pelo Ensino Mdio e Educao Profissional decorrentes da aprovao do ordenamento legal vigente: Constituio Federal de 1988, Lei de Diretrizes e Bases da Educao Nacional – Lei nº. 9.394/96 e Decreto nº. 2.208/97, revogado pelo Decreto nº. 5.154/04. Parte de breve retrospectiva histrica acerca do surgimento e organizao de tal escolaridade e, na sequncia, examina as principais alteraes sofridas pelo Ensino Mdio e Educao Profissional trazidas pelo atual conjunto legal, consoante s orientaes de reforma e racionalizao do Estado, hegemnicas a partir dos anos 1990. Os resultados da pesquisa indicam que, at o momento, no foi possvel ainda superar a dualidade histrica que tem prevalecido na etapa final da educao bsica. Conclui, que o “Ensino Mdio Inovador” pode ser um caminho vivel para integrao Ensino Mdio e Educao Profissional.
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O presente trabalho consiste numa anlise terica das polticas educacionais delineadas a partir dos anos de 1990, mormente nos oito anos do governo Fernando Henrique Cardoso, com o objetivo de verificar se os principais documentos legais, planos e aes, elaborados no perodo, enfrentam a questo do fracasso escolar no ensino fundamental, considerando ser este um dos grandes desafios da educao brasileira. A anlise documental envolve o estudo (i) das distintas concepes de fracasso escolar; (ii) da legislao bsica promulgada no perodo, examinando a) a Constituio Federal de 1988 e as emendas constitucionais referentes educao b) a Lei de Diretrizes e Bases da Educao Nacional 9.394/96 e as leis que alteraram o texto original c) a Lei nº 9.424/96 que trata do Fundo de Manuteno e Desenvolvimento do Ensino Fundamental e de Valorizao do Magistrio (FUNDEF); (iii) dos planos de educao, examinando a) O Plano Decenal de Educao para Todos - 1993-2003 b) o Plano Nacional de Educao – PNE 2001-2010 – Lei nº 10.172/2001 e (iv) dos Programas para correo do fluxo escolar, em especial o modo como se operam o sistema de ciclos e de progresso continuada, por consider-los como importantes aes governamentais utilizadas para o enfrentamento do fracasso escolar por boa parte dos sistemas escolares. O exame da legislao e planos objetiva destacar artigos ou trechos que demonstrem preocupao, discutam, ou indiquem aes para a resoluo do problema do fracasso escolar. Os dados estatsticos sobre repetncia, abandono e evaso escolar subsidiam a anlise da temtica. O trabalho ratifica as teses de diversos autores sobre a excluso escolar, presente nos diversos sistemas educacionais, a escola de hoje pratica uma “incluso excludente”, mantendo os alunos em seu interior mesmo que no estes no apresentem nveis de aprendizagem satisfatrios. Dados os limites impostos pelo...
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The object of this study was to analyze the process of implementing the compulsory education to nine years, according to the Law 11.274/06, in Rio Claro. Thus it was established a brief analysis of the trajectory of Brazilian educational policy that began with the Law of Directives and Bases 4.024/61 and was followed by the Law 5.692/71, the 1988 Federal Constitution, the Law of Directives and Bases 9394 / 96, the National Educational Plan - Law 10.172/01, Law 11.114/05, 11.274/06 and the Constitutional Amendment. 59/2009, pointing to increase access to education that aims to expand and ensure free education and compulsory basic education for children aging from 04 to 17 years old. The research has been based on collecting bibliographical data, information and data for the municipality of Rio Claro, through official documents, semi-structured interviews, and research on government websites. The expansion of basic education to nine years has been securing the rights gained over time through education. Moreover, this expansion of education promotes a questioning about the quality of teaching and a concern for the financial contributions required for education.
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Ps-graduao em Educao Escolar - FCLAR
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The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at So Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG, from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to evaluations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It’s primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the So Paulo State.
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The text focuses on the relation between the Law of Directives and Bases of National Education, as well as its deployment in the National Curriculum, and contemporary culture in three aspects: the predominantly naive about the relation between technological development / education, the translation rhetoric about family’s institution as a partner of educational practices, and finally, the use of systems theory applied to the context of politicaleducational diagnosis. Results from a larger research project in progress titled "Cultural Industry and formative processes: Subsidies to reflect the new educational demmands”.
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Objective. To identify the perception of nurses with regard to the process of providing care to patients in the context of hospice care. Method. Qualitative study using the methodological framework Collective Subject Discourse. A total of 18 nursing professionals of the adult intensive care unit of a public hospital in So Paulo, Brazil were interviewed between June and August 2012. Results. The process of providing care to terminal patients is permeated by negative, conflictive and mixed feelings. As regards communication, while the participants acknowledge its importance as a therapeutic resource, they also admit a lack of professional qualification. Conclusion. The interviewees have difficulties to deal with care provided to terminal patients. The qualification of these professionals needs to be improved, starting in the undergraduate program.
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Ps-graduao em Cincias da Motricidade - IBRC
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Conselho Nacional de Desenvolvimento Cientfico e Tecnolgico (CNPq)
