A modernização do ginásio e a manutenção da ordem

processo de modernização do ginásio secundário brasileiro, que culminou com a Reforma do Ensino do primeiro grau, nos anos 70 e, portanto, com a estruturação de uma nova escola· fundarrental. A maioria das propostas para a criação de um novo ginã 510, nos anos 50 e 60 I procurava atende~ às exigências do modelo político e econômico da época. No período 61-64, fase crítica do modelo desenvolvimentista, surgiram projetos de educação secundária, como os Ginásios da Comunidade e os Giná 5105 Vocacionais, propondo urna prá~ica pedagógica, voltada para a conscientização do homem como ser histórico e produtivo e, conseqüentemente, orientada para a transformação da sociedade. A política educacional, após 1964, rechaçou as propostas de uma e'ducação secundária conscientizadora e lançou os Ginásios Poli valentes corno estratégia para a reFormulação do ensino de primeiro grau em âmbito nacional. Concluiu-se que os projetos de renovaçao do ensino secundário surgiram em decorrência das contradições do ItXldelo desenvolvimentista. Enquanto os Ginásios Poli valentes apre - sentavam uma proposta pedagógica compatível com a manutenção do capitalismo periférico, os projetos de criação dos Ginásios da Comw1idade e dos Ginásios Vocacionais constituiram resposta diferente da política de dominação cultural.

Test score disclosure and school performance

In this paper we test whether the disclosure of test scores has direct impacts on student performance, school composition and school inputs. We take advantage of the discontinuity on the disclosure rules of The National Secondary Education Examination (ENEM) run in Brazil by the Ministry of Education: In 2006 it was established that the 2005 mean score results would be disclosed for schools with ten or more students who took the exam in the previous year. We use a regression discontinuity design to estimate the e ects of test disclosure. Our results indicate that private schools that had their average scores released in 2005 outperformed those that did not by 0.2-0.6 in 2007. We did not nd same results for public schools. Moreover, we did not nd evidence that treated schools adjusted their inputs or that there was major changes in the students composition of treated schools. These ndings allow us to interpret that the main mechanism driving the di erences in performance was the increased levels of students', teachers' and principals' e ort exerted by those in schools that had scores publicized.

Impacto da divulgação das notas no Enem na concorrência entre escolas

A partir 2006, o INEP (Instituto Nacional de Estudos e Pesquisa) passou a divulgar anualmente as notas das escolas no Exame Nacional do Ensino Médio (Enem). Tal divulgação já faz parte do calendário das escolas, professores, jornais e revistas que cobrem o setor educacional e até de pais de alunos. Este estudo visa analisar o impacto da divulgação dessas notas na competição entre as instituições de ensino médio e, mais especificamente, avaliar o efeito da nota média das escolas concorrentes na nota de uma dada escola, em relação aos anos anteriores à divulgação. A concorrência será analisada do ponto de vista espacial, de modo que, o peso atribuído à nota de uma instituição na estimação da nota de outra escola é inversamente proporcional à distâncias entre as mesmas. Essa análise empírica de instituições públicas e privadas foi realizada por meio da estimação em mínimos quadrados, utilizando-se variáveis de controle relacionadas às instituições e ao perfil socioeconômico dos alunos. Para tanto, foram utilizadas as bases de microdados do Censo Escolar e do Enem no período de 2004 à 2011. Os resultados indicam a existência de competição entre as escolas, com aumento no grupo de escolas públicas no período posterior à divulgação.

A provisão pública de ensino superior como mecanismo de seleção por habilidade: evidências para o Brasil

Este trabalho investiga os fatores associados à segregação de alunos entre o Ensino Superior provido publicamente e aquele oferecido pelo setor privado. Com base em dados da Pesquisa Nacional por Amostra de Domicílios (PNAD/IBGE), são encontrados indícios de que um ano a mais de estudo da mãe do aluno afeta positivamente (0,3 ponto percentual) a probabilidade de o aluno ingressar na rede pública. Em relação à qualidade do Ensino Superior, representada pela nota agregada ao longo do curso da prova objetiva do componente específico do Exame Nacional de Desempenho dos Estudantes (Enade), são encontradas evidências de uma maior qualidade do bem ofertado publicamente em comparação à rede privada: alunos de instituições públicas apresentam nota agregada 6,17 pontos mais elevada. Usando o método de decomposição de Oaxaca-Blinder sobre a nota do Exame Nacional do Ensino Médio (Enem) do aluno ingressante, encontra-se que apenas um terço do diferencial de -0,61 pontos na nota entre os alunos da rede privada e os da pública pode ser explicado pelas variáveis observáveis utilizadas, enquanto dois terços do diferencial estariam associados a variáveis não-observáveis, como a habilidade inata do aluno. A nota do Enem, líquida das demais variáveis observáveis, estaria representando, portanto, as características intrínsecas do aluno, inclusive habilidade. Ao se usar esta nota do Enem líquida como variável explicativa na decomposição da nota do Enade de formação geral do ingressante, tem-se que mais de 90% do diferencial de notas entre as redes de ensino podem ser explicados pelas observáveis, e a nota do Enem líquida é o principal fator responsável por explicar este diferencial de notas.

O FUNDEB na prática: uma análise jurídica dos desafios para a implementação de políticas públicas no Brasil

Esta dissertação pretende examinar a estrutura jurídica (ponto de partida) do Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (FUNDEB), que foi adotada com o intuito de promover a melhoria da educação por meio do financiamento entre entes federativos (ponto de chegada). Para tanto, utilizamos como arcabouço teórico a literatura de Direito e Desenvolvimento, que ressalta a relevância de desenhos jurídicos específicos apresentarem-se como instrumentos para assegurar o cumprimento de direitos fundamentais (SCHAPIRO e TRUBEK, 2012), o trabalho de Bucci sobre políticas públicas (BUCCI, 2006a, 2006b, 2013, 2015) e as discussões de Sen sobre desenvolvimento (SEN, 2000). Para aferir como o FUNDEB foi implementado pelo arcabouço institucional, utilizamos como recorte metodológico a análise dos diplomas normativos relativos a essa política e das decisões proferidas pelo Superior Tribunal de Justiça (STJ) e Supremo Tribunal Federal (STF), afetas ao cálculo e repasse dos recursos de complementação federal, que se destinam aos entes que não possuem condições de atender às determinações da Lei do Fundo. Mais precisamente, selecionamos decisões sobre o prazo para ajustar os valores de complementação federal e acerca da constitucionalidade da Lei do Piso do Magistério, que também exige complementação federal nos termos do FUNDEB. A partir das decisões, constatamos que as interpretações conferidas pelos órgãos judiciais permitiram maior discricionariedade à União para dispor sobre as regras para complementação federal, além de conceder maior prazo para proceder aos ajustes. Concluímos que as questões jurídicas apresentadas nas decisões evidenciam ambiguidades ou lacunas no desenho jurídico da política pública do FUNDEB, o que pode gerar certo grau de imprevisibilidade nas condições para sua implementação prática que podem, por sua vez, frustrar, parcial ou totalmente, os objetivos almejados pela política pública.

O ensino de matemática no Rio Grande do Norte: trajetória de uma Modernização (1950-1980)

This work aims to describe and analyze the process of the mathematics teacher modernizing in Rio Grande do Norte, in the period from 1950 to 1980. For that, we use as theoretical foundation assumptions of Cultural History and memories of the researchers Maurice Halbwach, Ecléa Bosi and Paul Thompson. As methodological tools, we used bibliographical resources and semi-structured interviews, in order to do a historical reconstruct of the mathematics educational scene of institutions and people who taught mathematics in Rio Grande do Norte, or those who participated in the modernization of the teaching of this subject, recovering their training and its practices in teaching. For the analysis of the bibliographical resources, initially we organized in a systematic way the transcripts of the interviews and documents, which were accumulated during the research, so long our thoughts, returning to the theoretical basis of this research, through questioning of knowledge acquired and that guided the problem of our study. The analysis showed that, important moments to modernize the teaching of mathematics in Rio Grande do Norte happened such: (1) Training Course of Lay Teachers in Rio Grande do Norte, in 1965, (2) Course for Teachers in Normal Schools, in 1971 (3) Satelite Project on Interdisciplinary Advanced Communications (SPIAC) in 1973; (4) Lectures of the teacher Malba Tahan, at Natal, from the end of the 50 s, that could be analyzed through the lessons notes of the teacher Maria Nalva Xavier de Albuquerque and the narrative of teacher Evaldo Rodrigues de Carvalho and (5) Courses of the Campaign for Improvement of Secondary Education and Broadcasting (CISEB). Thereby, the modernization of the school s mathematics teaching in Rio Grande do Norte, in the period from 1950 to 1980, was given mainly by disclosure of the Discovery Method and by the Set Theory contents in Teacher Training Courses

Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE

The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life

Custo social de oportunidade na trajetória de acesso ao ensino superior: o caso dos ingressantes na UFRN nos vestibulares de 2006 a 2010

Access is a problem of higher education in Brazil that has existed since the formalization of this has occurred since the installation of the Portuguese court in Brazil in 1808. Only 10% of young people between 18 and 24 years of age attending this level of education in 2000, arriving in 2010 just 15%, far from that determined the National Education Plan in 2001, triple that percentage by the year 2010. In addition, a majority of seats of public HEIs is populated by students from the private network, especially in high-demand courses. In this context, this study aims to identify the costs related to the trajectories of students who were successful in the vestibular UFRN editions from 2006 to 2010. Presents an overview of higher education in Brazil, a brief history of vestibular, as well as new forms of access, and some of the policies to expand such access, highlighting the argument Inclusion UFRN. Focusing on the theme of the paper presents the concepts of opportunity costs and social. After collecting data through a questionnaire and consultation of databases COMPERVE was developed to search for a descriptive and analytical, with the participation of 3,995 students, of whom 1642 (41.1%) had completed secondary education in schools public, and 2,078 (52%) in private schools. The profile indicates that 90% are single, about 50% are 21 years of age, are white and female. In the course of preparation for college entrance exams, 80% chose the course during or after completion of the last year of high school, and almost 70% said they had started preparing at that time. Findings related to the costs involved with this preparation indicate that, in most cases there were school fees and disbursements and workshops, and the purchase of books and other materials, with parents primarily responsible for this cost, the amount disbursed each month was up $ 300 for 64% of respondents and only 7% of them exceeded $ 1,000, the major non-financial costs were characterized by the following resignations: job opportunities (24%) or temporary work (20%) courses of languages (26%), leisure activities (48%), leisure travel (43%), and parties and / or shows (54%). Of social investments by the government, stand out in the tax waiver scholarships for study in private institutions, grant exemption from the registration fee of vestibular, the preparatory courses UFRN, and seminars by COMPERVE / UFRN with networks of high school. From the junction of the opportunity costs (private costs) and social costs (public costs), a new concept: the social opportunity cost, which measures the combined efforts of families and government to finance the opportunity to access higher education of an individual. This concept can and should be incorporated as a strategic vector for the sake of democratic university, which reflects the social model that is sought

A configuração da educação física no Instituto Federal de Educação, Ciencia e Tecnologia do Rio Grande do Norte IFRN: contexto e perspectivas atuais.

Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational

A sistematização do conteúdo jogo nas aulas de educação física do ensino fundamental e médio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação Física Escolar e Organização Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de Góis e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

Números complexos: uma proposta de mudança metodológica para uma aprendizagem significativa no ensino médio

This work presents a proposal of a methodological change to the teaching and learning of the complex numbers in the Secondary education. It is based on the inquiries and difficulties of students detected in the classrooms about the teaching of complex numbers and a questioning of the context of the mathematics teaching - that is the reason of the inquiry of this dissertation. In the searching for an efficient learning and placing the work as a research, it is presented a historical reflection of the evolution of the concept of complex numbers pointing out their more relevant focuses, such as: symbolic, numeric, geometrical and algebraic ones. Then, it shows the description of the ways of the research based on the methodology of the didactic engineering. This one is developed from the utilization of its four stages, where in the preliminary analysis stage, two data surveys are presented: the first one is concerning with the way of presenting the contents of the complex numbers in math textbooks, and the second one is concerning to the interview carried out with High school teachers who work with complex numbers in the practice of their professions. At first, in the analysis stage, it is presented the prepared and organized material to be used in the following stage. In the experimentation one, it is presented the carrying out process that was made with the second year High school students in the Centro Federal de Educação tecnológica do Rio Grande do Norte CEFET-RN. At the end, it presents, in the subsequent and validation stages, the revelation of the obtained results from the observations made in classrooms in the carrying out of the didactic sequence, the students talking and the data collection

O ensino médio no contexto do Plano Nacional de Educação: o que ainda precisa ser feito

A intenção desse artigo é analisar alguns objetivos e metas propostos para o ensino médio, pelo antigo Plano Nacional de Educação (pne Lei n. 10.172/01), no sentido de avaliar quais deles foram totalmente alcançados, quais foram parcialmente alcançados e quais não foram atingidos, visto que um novo pne está sendo proposto. Por outro lado, nosso objetivo também é avaliar em que medida o alcance ou não das metas propostas no início da década passada influencia na percepção e nas expectativas dos alunos do ensino médio em relação ao seu ingresso, num futuro próximo, no ensino superior. Serão abordadas questões referentes ao atendimento e à oferta de ensino médio e suas questões pedagógicas específicas.

Ensinando sobre a natureza da ciência: uma abordagem explícita e contextualizada a partir da história do vácuo

In last decades, the importance of including the contents of the Nature of Science (NOS) in Science Education has been emphasized. Several studies have focused on investigating the conceptions of NOS, supported by students and teachers, as well as design, implement and evaluate proposals that aim to provide a reflection on this theme in the educational context. Considering the complexity of such content, studies indicate the need for explicit and contextualized approaches and the History of Science (HS) is one of the possible paths to this inclusion. We started from the premise that, through a historical study, that aims to discuss the meaning and the basis of our "beliefs", we can know the process of building on what we "believe" and better understand its meaning. This thesis is part of this perspective, proposing to explore the History of the Vacuum, a themed high didactic potential still little used, in order to collaborate with the teaching content of NOS. We present actions on different fronts that originated three products in the context of this research. On the first front, we insert the research and production of instructional materials (three historical texts) to subsidize people interested in the implementation of HPS for educational context through this material. The relevance of this front is justified by the existence of gaps with regard to the production of such material for the context of teacher training. However, we consider that the preparation of instructional material of good quality and accessible does not guarantee that these resources will be used, if they will not be accompanied by discussions in teacher training, on how to use them, contexts and obstacles to be faced. The second part presented refers to the organization and implementation of a workshop for undergraduate students in physics and physics teachers, considering the instrumentalization of these individuals to the preparation and use of teaching strategies to approach aspects of NOS through episodes of History of the Vacuum, as well as the preparation of the text orientation for people interested in implementing the instructional material for secondary education. This guidance text contemplates the difficulties anticipated by the literature of the area and the main challenges faced by the participants about the didactic transposition of HPS for the educational context they were noted during the workshop. The relevance of this second front, in particular, is justified by the existence of gaps with regard to the inclusion of the theme of NOS and the HPS teacher training

Representação de gestantes tabagistas sobre o uso do cigarro: estudo realizado em hospital do interior paulista

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Os efeitos do FUNDEF nas políticas educacionais dos municípios mineiros

Este artigo tem por objetivo discutir os efeitos do FUNDEF sobre as políticas educacionais dos municípios de Minas Gerais. As análises estão balizadas em entrevistas realizadas com secretários municipais de educação de uma amostra de 22 municípios, entre novembro e dezembro de 2002. A análise leva em conta um conjunto de argumentos e hipóteses levantado pela literatura, o que inclui a tendência à busca de ganhos de escala e concentração de alunos e estabelecimentos; a possível melhora de remuneração e qualificação do corpo docente; o desenvolvimento de iniciativas de capacitação dos professores; a redução do uso dos recursos vinculados à educação para outros fins; o possível subinvestimento em educação infantil, ensino médio e educação de jovens e adultos, devido à sua exclusão do FUNDEF; e a possível insuficiência do valor de referência do Fundo.