Avaliação da aprendizagem no contexto socio-político educacional da Paraíba

O reconhecimento da educação escolar como uma mediação imprescindível para uma maior e mais qualitativa inserção do indivíduo no âmbito político, social, cultural e econômico; e da avaliação da aprendizagem como um dos elementos pedagógicos de maior peso no fenômeno fracasso escolar e impeditivo de tal inserção, constituem-se nos fatores nucleares a orientar o presente estudo. Objetivamos através da problematização da educação escolar e do fracasso escolar, discutir e redimensionar o sentido e a prática avaliativa a partir dos trabalhos coletivos desenvolvidos durante o Planejamento, numa escola pública de 1 º e 2º graus na cidade de Patos, Paraíba. Introduzimos a este estudo com uma explanação geral sobre os objetivos propostos, complementados e aprofundados a partir do referencial teórico de alguns estudos sobre a relação escola-sociedade e sobre a avaliação. Consideramos importante descrever os momentos vivenciados durante o desenrolar da pesquisa, seja no que se refere aos trabalhos desenvolvidos junto ao corpo docente, como também aos problemas surgidos no cotidiano escolar; tentamos evidenciá-los a partir da conjuntura político-social e sindical predominante naquele momento no presente contexto. Traçamos os caminhos percorridos no trabalho de campo, pormenorizando acerca da amostra pesquisada, dos procedimentos, estratégias e instrumentos utilizados dentro de um processo que prioriza os trabalhos coletivos e a representação de professores e alunos sobre o objeto de estudo, a avaliação. Os dados resultantes destes procedimentos são tratados e analisados a partir da configuração de algumas categorias, e à luz de alguns pressupostos teóricos e de pesquisas desenvolvidas em outros contextos. Retomamos, enfim, às indagações iniciais, evidenciando a concreticidade e as vias de mudança dessa escola a partir dos trabalhos coletivos ora desenvolvidos, apontando caminhos possíveis.

Equidade educacional no Brasil: análise das oportunidades educacionais em 2001 e 2011

Esta tese tem por objetivo analisar a equidade educacional no Brasil, em 2001 e 2011. Para tanto, avaliarei as oportunidades dos alunos de terem professores mais qualificados, verificando a evolução por gênero, cor/raça e nível socioeconômico. O referencial teórico da tese divide-se em duas partes: o debate sobre equidade e a discussão sobre a importância da escola e de seus recursos e processos internos. Na primeira parte, apresento diversas perspectivas sobre equidade e proponho a divisão do campo em três linhas, além de inserir o debate num contexto mais amplo sobre justiça social. Utilizarei, nesta pesquisa, a abordagem pluralista, que entende equidade como um termo que engloba recursos, processos e resultados. Na segunda parte, trato da importância da escola para o desempenho dos alunos a partir da apresentação de pesquisas que comprovam que as escolas são peças fundamentais para o desempenho dos alunos, principalmente em países desiguais. Dentre os recursos e processos escolares, verifica-se que os professores têm o maior impacto sobre as notas – e, portanto, são capazes de trazer maior contribuição para políticas educacionais equitativas. O debate sobre a importância da escola e dos professores para o desempenho dos alunos é particularmente relevante no Brasil, onde a literatura demonstra um grande impacto das escolas e dos professores sobre os resultados escolares, atrelado a uma enorme desigualdade na distribuição dos recursos. Feita a discussão teórica, apresento o modelo elaborado para analisar a equidade no Brasil, em 2001 e 2011. Desenvolvi um modelo logístico para determinar as oportunidades de um aluno ter professores mais qualificados – classificados, neste trabalho, a partir de quatro características: diploma de ensino superior, pós-graduação, experiência em sala de aula e que faça a cobertura do currículo. São apresentadas duas especificações do modelo: simples, que contém apenas características dos alunos como variáveis independentes; e completa, que, além das características dos alunos, inclui informações sobre os estados, sobre o tipo de rede (privada ou pública) e sobre a localidade (rural ou urbana). As análises são conduzidas para o 5º e 9º ano, em 2001 e 2011, utilizando os dados do SAEB de Língua Portuguesa e Matemática. Os resultados apontam para quatro conclusões importantes: em primeiro lugar, o nível socioeconômico mostrou-se mais relevante na determinação das oportunidades educacionais em comparação à cor/raça ou gênero dos alunos; em segundo lugar, há semelhança nas tendências de desempenho do 5º e 9º anos, com a identificação de três padrões de evolução das oportunidades educacionais; em terceiro lugar, verifica-se que o impacto das características observáveis dos professores sobre a proficiência dos alunos mudou de 2001 a 2011, em decorrência das políticas de incentivo à escolarização docente; por fim, verifica-se grande heterogeneidade dentre os estados brasileiros, com os estados das regiões Sul e Sudeste garantindo maior oportunidade educacional aos alunos. Com base nestes resultados, aponto, nas considerações finais, para três pilares presentes em países mais equitativos: a definição de padrões mínimos de recursos e processos; a adoção de políticas compensatórias e a discriminação positiva na distribuição dos recursos; e, por fim, o investimento nos professores.

Programação I Colóquio de Pesquisa Aplicada da FGV

Fundação Getulio Vargas

Apresentação 9: Um exemplo de interdisciplinaridade para maximização do impacto social da pesquisa: tecnologia aplicada à pesquisa com fontes primárias

Comentarista: Luciana Gross Cunha (Direito SP- Escola de Direito de São Paulo)

Um olhar crítico-reflexivo diante da realidade educacional

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Histórias do corpo negado: uma reflexão educacional sobre gênero e violência feminina

This research has been implanted on thematic area education, politic and culture, based on line research and cultures practices aducatives histories approaches and literaries. on this situations, be involved around the kind of relations investigating about history cultural perspective, the thematic: woman, violence, body and education in women s daily victims of fisic, sexual and psychological violence. The research period happens end of 20th century beginning of 21th, specially between the 1999 until 2002. The survey shows influence of sexually device above body to reveal the root of violence in kinds of relations, be present in lifehistory of women aggressors the prisoners women and the women who permits aggressions the victims who accuse in the police station of woman. to preserv her privacy, i have been utilized in my register book pseudonym by flowers, to everyone. i have been defended my theory by familyrelations, be constitued in micro powerspaces and learn about sex, under the influence of violence in kinds of relations, creating negative bodywoman. shows bodyconceptions and sexuality by light thinking of the French philosopher Mr. Foucault Michel, in his opinion sexuality is a mechanisms by power, it is present on circular form at the society from all the institutions. I have been run over of Erich Fromm s lover theory. Those are fontain of newspapers, Police Protests, the prisoners women statement and the women who permits aggressions that them accuse aggressors of hers. I also utilize as fontain the Brazilian Penal Coole. At last I have decide about the flowers-women´s history, they have discourse who divulge the really importance of body as privileged by wisdom and truths, it was translated by own subjectivity, learned educations relacions, repetead in family breast and be responsible of the actions at signature in the presence of society. These relacions, were twice think and was problematic, their will be bring seeds of social transformations

A Associação Cultural Itapetinguense: um projeto de emancipação educacional e política para uma vila (1936-1961)

Este trabajo de pesquisa posee um carácter histórico y documental, teniendo como objetivo la Associação Cultural Ipapetinguense fundada em el año de 1936, por la dedicación de los hombres de la élite ganadera se congregarem para la lectura de los periódicos existentes en aquella época en la villa de Itatinga, actualmente la ciudad de Itapetinga (BA). Conocer la ACI, representó evidenciar sus proyectos direccionados para la cultura y la enseñanza, desde su comienzo hasta el año de 1961, analizando los conocimientos vinculados en esos proyectos. Entre los mismos, examiamos detalladamente a Biblioteca Dr. Orlando Bahia y las iniciativas realizadas para la enseñanza: la Escola da ACI, el Curso de Ciências, Letras e Artes, el Ginásio Alfredo Dutra y la Escola Normal Juvino Oliveira, desde el punto de vista de los conocimientos socializados en estas acciones. Entendemos que estos saberes fueron sembrados por la lectura de los libros da la Biblioteca Dr. Orlando Bahia, lo que nos hizo analizar el acervo de la misma, para así percibir que estos libros fueroan los testigos de los conocimientos de los maestros en quel período de la história de la educación en Itapetinga. Ellos fueron y todavia son, no sólo, los portadores de los contenidos y de los saberes enseñados, mas los reveladores de un proyeto de la emancipación educativa y política para la villa de Itapetinga. Estudiar la história de la Associação Cultural Itapetinguense, sus proyetos dedicados para la cultura y para la educación nos ofreció la posibilidad de conocer la villa de Itapetinga y su trayectoria económica y social, su desarrollo cultural y el camino recorrido en su emancipación educativa y política. De esta manera, las acciones culturales y educativas impulsionadas por la ACI y direccionadas hacia la villa fueroan la posibilidad del progreso, del esclarecimiento y confirmación de uma élite en el ámbito económico y social local y de aumento en el ámbito de los conocimientos y de la educación formal del pueblo en su sentido amplio. Las fuentes citadas para la pesquisa fueron, fundamentalmente, los libros de las actas y los estatutos de la ACI, periódicos locales, y libros de registros de préstamo de la Biblioteca Dr. Orlando Bahia, además de todas las comunicaciones orales em las charlas realizadas

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

Campo educacional e representação social da formação docente :o olhar dos agentes

Teaching formation has been the target of many changes, having been forged according to numerous formats and models through different times and spaces, composing thus, different codes and curricular proposals for different levels of qualification. We've tried in this work to pinpoint the main discussions which take place in the area of the teaching formation, based in the views of modern writers. We ve also tried, through the Social Representations Theory, to reveal and learn how the agents directly involved in this process realize and react, that is, the teachers who cope with the beginning stages of the Fundamental Teaching in the public school system in Natal/RN, taking into account that, in many cases, such formation demands the rethinking of the very formation policies. We've also adopted the concepts of field and educational field introduced by the praxiology of Pierre Bourdieu. It s been considered a fundamental theoretical reference which enables the understanding of social phenomena, both in macro and micro viewpoints. Thus, we do not neglect the whole, and particularly, the nuances of each context or specific situation. In the methodological track we ve used for data gathering the Free Word Association Test, and the Semi-Structured Interview, and also secondary sources for the characterization of the research spectre. Data treatment and analysis were performed with the help of the following software: SPSS Statistical Package for Social Sciences and EVOC; and the method of Content Category Analysis. The combination of the concepts and techniques mentioned above was necessary to cope with the qualitative and quantitative aspects, in our attempt to offer a wider range of contributions and outcome validations, which have shown, among other less explicit elements, the existence of a social representation of the teaching formation such as: knowledge theoretical and practical; a necessity imposed by the symbolical conflicts of the social field; capacitation and compromisse. We acknowledge the relevance of the thoughts discussed here, though aware that this is just one of the possible approaches to the theme

Mudanças nos modelos de gestão: a política educacional e dos (des)acertos da experiência no Rio Grande do Norte (1995-1999)

This work focuses on the educational policies, on the necessity of adopting new models of administration of the education, as well as the implementation of reforms in this filed during the 1990 s. It analyzes the strategies of decentralization of the education in Rio Grande do Norte, disclosing practices conceived in the governmental plans and programs. It also aims to evidence the aspects of the decentralization proposed in the educational system management model, adopted by the Department of Education and Culture of Rio Grande do Norte from 1995 to 1999. Bibliographic researches and documental analysis were used as sources and semi-structured interviews were held in order to collect data. This work also highlights the concepts of participation, autonomy and democratic management intrinsic to the process of decentralization in the education field. It is clear that decentralization, as the vector of democracy, requires not only certain conditions that assure the universal access to the necessary information, but also that all segments of the institution have a voice in the collegiates and that the management and decision-making processes be transparent. This analysis reveals the importance of creating means to promote autonomy, participation and democratic management in order to consolidate a decentralized system. It is also clear that these mechanisms have been proposed in a vague way by the governmental guidelines, which makes it harder to consolidate a democratic management model. Having this perspective as a parameter, it is possible to realize that the adoption of a management model prompted by the law hasn t established effective means of participation that, consequently, should provide decision centralizers which opposed to the democratic actions

Os currículos praticados no cotidiano da EJA: regulações e emancipações na Escola Centro Educacional Dr. Pedro Amorim

This research has as its object of study practiced in the daily curriculum of Youth and Adults in their midst and considered discussion of the concepts of knowledge as regulation and emancipation. The camp of our research relates to the knowing / doing the teachers of this modality of education, in the Escola Centro Educacional Dr. Amorim-CEPA, the city of Assú/RN and is articulated to the emerging desire to understand how cooperating teachers have thought, organized and practiced the curriculum in order to consider the many complex situations that are present in everyday school life. Our tour was guided by the need to study the relationship between the regulated curriculum and practiced in everyday adult education, as well as to understand, from the knowing / doing of the teachers, the conceptions that guide their teaching practices and, therefore, reflect on this Reality curriculum in order to better signify then. In this sense, we turn to the fundamentals of qualitative research, adopting the procedures of documentary research, participant observation and semi-structured interview, which allowed us to enter a universe of complex dimensions, senses, and that add significant difference, because the forms of use of various practitioners are and unique, in that enroll in school life and define their brand identities. The predominance of a traditional teaching practice nature by a process of training and teaching experience, the lines of flight, volatilities and inventiveness promoted by the circumstances of everyday life are some of the conclusions we draw from the data collected. This reality, we infer that the practice of teachers varies between regulation and emancipation, being this time, many challenges to be faced, namely the process of continuing education, the conceptual understanding of the subject curriculum and the existence of relational different knowing / doing produced, used and created in/from the school routine of Youth and Adults

A educação escolar na comunidade negra de Sibaúma: a trajetória educacional da Escola Municipal Armando de Paiva

The black communities, nowadays known as quilombolas, have long been segregated in social and cultural distances in relation to other groups in the country. Gradually, the establishment of public policy has enabled the inclusion of these social communities in new instances, favoring the improvement of standards of learning. In order to know the route of the school in relation to its surroundings, this paper presents a reflection on the educational history of the Municipal School Padre Armando de Paiva, inserted in the context of afrodescendência (African descendants), in the community called Sibaúma, municipality of Tibau do Sul - RN, characterized as the object of this study. Methodologically, this study is limited in a descriptive research of the historical reconstruction of the school, a case considered worthy of analysis. From a reflection on the presence of African descent in Brazil and in Rio Grande do Norte, the study also presents information on education in Brazil. Finally, it presents the trajectories directed to the analysis of physical conditions, the dynamics of registration, and avoidance of repetition of its students and the qualifications of its teaching staff. Survey selected for analysis five-year academic periods, a series which began in the year nineteen eighty and ends in the year two thousand and ten

O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossoró/RN

This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossoró/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community