A gestão educacional das secretarias municipais de educação de municípios maranhenses a partir do plano de ações articuladas 2007-2011

The main purpose of this thesis was to analyze educational management of Municipal Departments of Education (SEMED’s) of cities in Maranhão inserted in the Plan of Articulated Actions (2007- 2011). We evidence the role of Union in that public policy. The leading argument is that Brazilian federal government is not demos constraining in relation to its national sub-governments, what makes the central government to enforce, primarily, educational politics like PAR. This kind of politics interferes in the educational management by national sub-governments, turning them into mere executors. By turning them into mere executors, PAR limits their autonomy and over imposes the results-based management as a parameter to improve the education quality. In order to develop the hypothesis, we adopted Political Science as theoretical basis, represented by Federalism Theory as pact which premise is the cooperative pattern of federalism as being the best form of government because it allows a joint decision-making process from the idea of no centralization of power. The methodology was historical materialism, which assumes the totality and contradiction as a form to understand the phenomenon that does not express in direct way its existence, but can be analyzed from such categories that made possible to interpret the reality. So, we used as tools the semistructured interview and documental analyses with triangulation of data. The empirical basis of the research is 04 (four) cities in Maranhão that obey the following criteria: 1. The municipality has to be assigned on the FNDE Resolution nº 29/2007; 2. To present the lowest educational management indexes from the diagnosis made in loco by PAR; 3. To present the lowest financial management indexes based on the diagnosis in loco by PAR. The results suggest that PAR does not effect a resultbased management which are proposed in its legal rules neither the SEMEDs can propose their conception of educational management. That situation creates a hybridism that sometimes turns to managerialism and performativity, sometimes to bureaucracy, sometimes to a total uncoordinated and unarticulated action. In relation to SEMEDs management, this thesis shows that these institutions have no own conception about educational management and end up acting in an uncoordinated and unarticulated way. The thesis concludes that PAR is an over imposition by federal government towards national sub-governments that conflicts with management patterns of those institutions that are used to a less managerial logic. This over imposition makes the Central government to be the center of Brazilian federalism, which is in reality an incomplete pact.

A organização da educação no território federal do Amapá: do "ideal" ao real, do liberal ao conservador (1943-1958)

The present study on “organization education on Amapá’s Federal Territory (1943-1958)”, looked forward to answering the following questions: Was there an educational policy, in a systemic way, on the former Amapá’s federal territory? On the other hand, what were the main initiatives of the first intervenors for the education dissemination? After facing these questions, we established, as hypothesis, that the developed actions in the education’s scope on that territory back in the 40’s and 50’s were not able to implant an educational project in Amapá, since there was no preoccupation to understanding the sociocultural reality of Amapá’s population. Given this hypothesis, we analyzed the relation between the political practices developed by the first intervenor on the territory and the brazilian political scenario, from the legal-administrative nature of the federal entities and political conjuncture of the “New State” (1937-1945). To achieve that, we sought some similarities between Janary Gentil Nunes’s ways of governing and Getúlio Vargas’s political actions. To make this happen, it was necessary to check official documents out, as well as unofficial ones, especially the old articles published by “Amapá”, the local newspaper, official press tool back then, which disseminated the beliefs and values of the constituted authorities, with the purpose of “strengthen” the “modernization” ideal on the people. Such practice was based on the attempt of breaking off sociocultural economic backwardness of the territory, hiding out the reality of the Amapá’s population, marked by poverty, a high illiteracy rate and the typical tropical diseases from Amazon (Malaria). During the rupture’s process between the old and the modern, the education takes on a major role in the official speech, being used as political advertisement and as essential element to the modernization and to the development of a “new man”: now “civilized”. However, the investigation on the expansion of the elementary education in Amapá, showed us the presence of a significant number of rural schools, in contradiction to the disseminated urban modernization promise around there. In this sense, we can affirm that educational policy on Amapá’s territory failed by reasons of being based on the “transplantation” of the Federal District’s educational project, and it is important to recall that, back then, the brazilian Federal District was Rio de Janeiro. Despite the public agents had established uncountable schools on rural areas, these were not carried out from a more systemic process, this is, considering the reality of the Amazon’s "cabloco". So, we observed the existence of the separation between the modern speech and the maintenance of old oligarchic practices by that time.

Ensino colaborativo e educação física: contribuições à inclusão escolar

In Brazil, special education public is a challenge to all teachers, especially to Physical Education ones. Among others, it encompasses students with disabilities, students with intellectual giftedness, and students with pervasive developmental disorder. Besides posing challenges, the inclusion process causes worry and generates debates on problems that impede the full partaking of such pupils in schooling practices related to physical education. This thesis presents a research that focused on these matters by means of co-working involving the researcher and the Physical Education teacher in regular classrooms following co-teaching perspective. The starting point of the research is the following question: what contributions co-working involving Physical Education teacher and researcher may provide to people with disabilities and to Physical Education teacher in regular schools attended by students who are the special education’s target? The research aimed at discussing and analyzing the development of such co-working activity involving the researcher and Physical Education teacher. It followed co-teaching perspective and was put into practice in a public school in Uberlândia, state of Minas Gerais. Participant qualitative approach, which recognizes relations between social sciences and intervention in social reality, was the methodological choice to develop the research in three phases: 1) making the research; 2) intervening in social reality; 3) assessing/diagnosing it. Strategies to gather data included semi structured interview, questionnaire, participant observation, and group interview. Data come, above all, from oral accounts as well as from the work by the group of participants of the research, which means, researcher, Physical Education teacher who works at regular schools and three teachers who deal with AEE (Atendimento Educacional Especial), a special educational teaching program. The concept of inclusion is discussed accordingly to authors such as Miranda (2001), Mantoan (2001), Duarte and Santos (2003), Mittler (2003), Rodrigues (2006), and Bueno (2008). The conception of co-working is developed in the light of studies by Capellini (2004) and Mendes (2009), among others. Results point out not only initial conditions of anguish, doubts and hardships, but also a will to debate difficulties Physical Education teachers face in their daily pedagogical activities at school. Likewise, results showed that teachers who took part in the research are interested in continuing their training in connection with co-teaching as strategy to teach physical education at inclusive schools.

A Fraternidade como categoria política: princípio anunciado na educação brasileira

This dissertation has had the goal of understanding and discussing how the fraternity category is presented in the main Brazilian education laws after the promulgation of the 1988 Federal Constitution. The systematization of a theoretical base about the fraternity category in its relation with de Brazilian education regulatory landmarks has allowed the proposition of elements of this category. The process of building the theoretical references of this research was written from a historical recuperation of the French Revolution, taking into account the triad of its main principles, “liberty, equality, and fraternity”, as civic and political values. Likewise, the Haitian Revolution was considered because of the symbolic role this revolution played on the concretization of the triad through the slave and black people’s struggle whose aims were both participation in the colony’s power positions and in the abolishing of slavery. The modernity and post modernity issues, as well as the concepts of citizenship and human rights, are also took as theoretical references in order to identify characteristics and connections of each one of those themes and concepts with the fraternity as a political category. This analysis has allowed the elaboration and systematization of the fraternity category and its constitutive elements: the universality which is directly connected to the local and regional issues; the mondialization as a counter-argument to the globalization which is seen exclusively in its economic dimension; the participative democracy as alternative way to the representative democracy; the “alteridade” (a kind of altruism) due to its specific way to recognize the other one as someone pretty much like me; and the diversity which consider the multicultural perspective and the necessity of building unity. It was possible to identify that the first two elements of the triad, liberty and equality, were the most import ones over the so called modernity period when the triad was put in the second place or only in its religious dimension. The post modernity, in turn, has brought to light the fraternity due to its constitutive elements. It was also possible to highlight the citizenship as a modernity landmark and the human rights as an idea marked by the fraternity and directly linked with the post modernity. From this theoretical frame it was made an analysis of the legal instruments that organize and regulate the Brazilian education: the 1998 Federal Constitution; the Statute for Children and Adolescents; the National Brazilian Education Law; and the National Education Plan. All these legal instruments were discussed based on their relation with the fraternity as a political category and through the identification of its main constitutive elements. The methodological way was put into practice mainly through the qualitative dimension, especially the Bardin’s content analysis. The dissertation has permitted to emphasize that the fraternity as political category was not a forgotten principle in the Brazilian education legislation, but a principle not formally and textually declared yet.

A IMPORTÂNCIA DAS TICS E DA EDUCAÇÃO COMO PROCESSO COMUNICACIONAL DIALÓGICO NO ENSINO SUPERIOR: Um Estudo da Universidade Estadual de Mato Grosso do Sul

Esta tese teve por objetivo saber como o corpo docente da Universidade Estadual de Mato Grosso do Sul (UEMS) percebe, entende e reage ante a incorporação e utilização das Tecnologias de Informação e Comunicação (TICs) nos cursos de graduação dessa Instituição, considerando os novos processos comunicacionais dialógicos que elas podem proporcionar na sociedade atual. Metodologicamente, a tese é composta por pesquisa bibliográfica, buscando fundamentar as áreas da Educação e Comunicação, assim como a Educomunicação; pesquisa documental para contextualização do lócus da pesquisa e de uma pesquisa exploratória a partir da aplicação de um questionário online a 165 docentes da UEMS, que responderam voluntariamente. Verificou-se que os professores utilizam as TICs cotidianamente nas atividades pessoais e, em menor escala, nos ambientes profissionais. Os desafios estão em se formar melhor esse docente e oferecer capacitação continuada para que utilizem de forma mais eficaz as TICs nas salas de aula. Destaca-se ainda que os avanços em tecnologia e os novos ecossistemas comunicacionais construíram novas e outras realidades, tornando a aprendizagem um fator não linear, exigindo-se revisão nos projetos pedagógicos na educação superior para que estes viabilizem diálogos propositivos entre a comunicação e a educação. A infraestrutura institucional para as TICs é outro entrave apontado, tanto na aquisição como na manutenção desses aparatos tecnológicos pela Universidade. Ao final, propõe-se realizar estudos e pesquisas que possam discutir alterações nos regimes contratuais de trabalho dos docentes, uma vez que, para atuar com as TICs de maneira apropriada, exige-se mais tempo e dedicação do docente.

O ensino de química na educação de jovens e adultos do ensino médio no município de Itumbiara-GO

For this study, a research was conducted in order to answer the question "What chemistry teaching has been developed in the Youth and Adult Education (EJA) ?". The research provides an overview of the object to the proposed changes, leading students to live with different realities and investigating the issue of contextualization based on the daily lives of these students related to the subject of chemistry. The methodology focuses ethnographic research of the case study, in which a case is studied in depth using the participant observation. In the survey data a mixed qualitative and quantitative approach was used. The work involved 6 schools that offer adult education high school; 6 directors of these schools; 6 coordinators who work in adult education; 6 Chemistry teachers and 123 students of the EJA, level high school, enrolled in the 1st, 2nd, 3rd and 4th periods. The first stage of the research consisted of questionnaires in schools where everyone involved responded closed and open questions applied to each specific group. In the second stage two schools were selected in order to conduct a deeper knowledge of adult education through practical activities of Chemistry and subsequent interview conducted in groups with students. Three teachers were also interviewed to enable a deepening of issues relating to EJA and Chemistry Teaching. The interviews were analyzed by the technique of Discursive Textual Analysis (ATD). The main issues addressed in the questionnaires and interviews were on the school structure, reasons that lead students to drop out or remained in adult education and those who make the stay, the view of those involved of the importance of chemistry discipline for students of EJA and how this should be offered. It is necessary that we need to promote changes in the chemistry class and its activities, respecting the experiences and experience already gained by the student during his life story. Another factor to be highlighted is the need for ongoing training of teachers working in adult education. Note that your continued education is given more by the experience and the ways in which they try to overcome adverse situations. The Chemistry subject taught is not agree with the principles of EJA and practiced curriculum is just an adaptation or content reduction from the regular curriculum. The improvement in chemistry teaching of EJA will take place through a dialogue between those involved in the process, clearer educational policies and willingness to implement change. Thus the teaching of chemistry contribute to the students of the EJA are actually scientifically literate and integrated into society.

A docência na educação superior: narrativas das diferenças políticas de sujeitos surdos

Deaf teachers presence at superior education triggers a series of reactions due to cultural differences. They feel the discomfort. The cultural difference defies the established power relations. From that emerge the trading spaces with their constant shocks about problems that affect the deaf teacher participation. The thesis goes through practice, resistance, resilience and political thinking of the deaf teacher at the Superior Education. Authors like: Foucault (2004), Hall (2009), Bhabha (1998), Touraine (2009) and Veiga-Netto (2010) underlie the concept of power relations that permeate this study. Perlin (2003); Ladd (2002) subsidize with the cultural focus. The investigation came from the question: How deaf teachers make their political stands in power relations established to the construction of their narratives at Superior Education? It had the goal of identify and chart the deaf teachers narratives at Superior Education. Leaving from the interview-narrative qualitative approach it was constituted a corpus with the collected narratives. These narratives were identified in order to achieve a thematic map express in the last chapter where the constant facts of the trading spaces of Superior Education shocks unfolds. The results point to an infinity of debates. The deaf teachers do not only present initial conditions of distress, doubt and difficulty at Superior Education, but also the disposition to discuss more the everyday power chains, waged by trading spaces. The identification of the narratives was vitally important to confirm the value of cultural and linguistic recognition as strategy for new politics to the structural power relations at the university context.

Histórias em quadrinhos e arte-educação: sistemas abertos e dialógicos como inovação para o aprendizado de artes no ensino médio

Dissertação apresentada ao Programa de Pós-Graduação em Comunicação da Universidade Municipal de São Caetano do Sul para a obtenção do título de mestre em comunicação

DISSERTAÇÃO - Cinema na Educação: uma forma inovativa para compreender literatura brasileira no ensino médio

Dissertação apresentada ao Programa de Pós-Graduação em Comunicação da Universidade Municipal de São Caetano do Sul para a obtenção do título de Mestre em Comunicação.

Ajuste estrutural e educação superior no Brasil: princípios negados

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

Do modelo geométrico ao modelo físico: o tridimensional na educação do arquiteto e urbanista

In the teaching practice of architecture and urbanism in Brazil, educational legislation views modeling laboratories and workshops as an indispensable component of the infrastructure required for the good functioning of any architectural course of study. Although the development of information technology at the international level has created new possibilities for digital production of architectural models, research in this field being underway since the early 1990s, it is only from 2007 onwards that such technologies started to be incorporated into the teaching activity of architecture and urbanism in Brazil, through the pioneering experience at LAPAC/FEC/UNICAMP. It is therefore a recent experiment whose challenges can be highlighted through the following examples: (i) The implementation of digital prototyping laboratories in undergraduate courses of architecture and urbanism is still rare in Brazil; (ii) As a new developing field with few references and application to undergraduate programs, it is hard to define methodological procedures suitable for the pedagogical curricula already implemented or which have already been consolidated over the years; (iii) The new digital ways for producing tridimensional models are marked with specificities which make it difficult to fit them within the existing structures of model laboratories and workshops. Considering the above, the present thesis discusses the tridimensional model as a tool which may contribute to the development of students skills in perceiving, understanding and representing tridimensional space. Analysis is made of the relation between different forms of models and the teaching of architectural project, with emphasis on the design process. Starting from the conceptualization of the word model as it is used in architecture and urbanism, an attempt is made to identify types of tridimensional models used in the process of project conception, both through the traditional, manual way of model construction as well as through the digital ones. There is also an explanation on how new technologies for digital production of models through prototyping are being introduced in undergraduate academic programs of architecture and urbanism in Brazil, as well as a review of recent academic publications in this area. Based on the paradigm of reflective practice in teaching as designed by Schön (2000), the experiment applied in the research was undertaken in the integrated workshop courses of architectural project in the undergraduate program of architecture and urbanism at Universidade Federal do Rio Grande do Norte. Along the experiment, physical modeling, geometric modeling and digital prototyping are used in distinct moments of the design process with the purpose of observing the suitability of each model to the project s phases. The procedures used in the experiments are very close to the Action Research methodology in which the main purpose is the production of theoretical knowledge by improving the practice. The process was repeated during three consecutive semesters and reflection on the results which were achieved in each cycle helped enhancing the next one. As a result, a methodological procedure is proposed which consists of the definition of the Tridimensional Model as the integrating element for the contents studied in a specific academic period or semester. The teaching of Architectural Project as it is developed along the fifth academic period of the Architecture and Urbanism undergraduate program of UFRN is taken as a reference

Redes de conversação como possibilidade de formação do professor tutor virtual na mediação pedagógica da educação profissional a distância

A educação a distância apoiada pelos meios de comunicação digital ampliou as possibilidades de interação, flexibilizando o processo de mediação pedagógica no tempo e no espaço. Nessa perspectiva, a educação profissional democratizou seu acesso, na qual os conhecimentos de nível técnico são customizados em um Ambiente Virtual de Aprendizagem (AVA) para serem mediados a distância. Esta tese, apresentada na forma de artigos, problematiza o processo de mediação pedagógica realizado pelo professor tutor virtual na Rede e-Tec Brasil do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul) Campus Visconde da Graça (CAVG). Nesse modelo de ensino, o professor tutor virtual é contratado para atuar, pelo período de dois anos, em todas as disciplinas curriculares de um curso técnico. Se, por um lado, isso permite-lhe conhecer a realidade de seus alunos; por outro, exige-lhe um esforço pedagógico de apropriação e mediação dos conteúdos específicos nas diversas disciplinas que integram os currículos de cada curso. A pesquisa buscou conhecer como o professor tutor virtual apropria-se dos conhecimentos específicos nos cursos técnicos para mediá-los pedagogicamente com os alunos. Apresentamos, como hipótese explicativa neste estudo, que é na convivência com o professor pesquisador que o professor tutor virtual encontra a possibilidade de se apropriar dos conhecimentos curriculares para poder mediá-los pedagogicamente com os alunos. Para sustentar teoricamente nossas proposições na experiência vivida, estabelecemos uma rede de conversação com os autores Humberto Maturana, Pierre Lévy, Lee Shulman e Maurice Tardif, por meio dos conceitos: cultura em redes de conversação; inteligência coletiva; conhecimento pedagógico do conteúdo; e formação profissional docente. Como procedimento metodológico, encontramos na técnica do Discurso do Sujeito Coletivo (DSC), de Lefèvre e Lefèvre, uma estratégia de abordagem qualitativa para analisar as recorrências encontradas nos discursos dos professores tutores virtuais. O estudo aponta que uma rede de conversação recursiva entre o professor pesquisador e o professor tutor virtual possibilita a apropriação de conhecimentos técnicos e específicos necessários ao processo de mediação pedagógica com os estudantes. Essa convivência, no caminho da constituição de um coletivo inteligente, favorece o trabalho colaborativo no ambiente da tutoria, contribuindo para profissionalizar o processo de mediação pedagógica na educação profissional a distância do IFSul CAVG. Supported by digital media, distance learning has increased the possibilities of interaction, easing the process of pedagogical mediation in time and space. From this perspective, the access to professional education has been democratized: technical knowledge is customized in a Learning Managing System and later delivered by means of mediated distance education courses. Structured in a sequence of articles, this dissertation addresses the problem of the pedagogical mediation process performed by on-line tutor teachers at Rede e-Tec Brasil of the Instituto Federal Sul- rio-grandense (IF-Sul), Campus Visconde da Graça (CAVG). This model of education establishes that on-line tutor teachers are hired to work with all the curriculum courses of a technical program for two years. If, on the hand, it allows these teachers to know the reality of their students well, on the other hand it demands them a pedagogical effort of appropriation and mediation of the specific contents guiding the various courses that comprise the curriculum of each program. This research aimed to find out how on-line tutor teachers appropriate expertise from technical programs to mediate it with their students in a pedagogical way. The explanatory hypothesis given is that by working together and sharing experience with the teacher/researcher, on-line tutor teachers will be able to appropriate of curricular knowledge and pedagogically mediate it with their students afterwards. To support our theoretical propositions, a network of conversation was established with authors like Humberto Maturana, Pierre Lévy, Lee Shulman, and Maurice Tardif through the concepts of culture in networks of conversation, collective intelligence, pedagogical content knowledge, and teacher training. As a methodological procedure, the technique of the Collective Subject Discourse (CSD), by Lefèvre and Lefèvre, was found to offer a strategy of qualitative approach to analyze the recurrences seen in the speech of on-line tutor teachers. The study shows that a recursive network of conversation between the teacher/researcher and the on-line tutor teacher enables the appropriation of specific and technical knowledge required for the process of pedagogical mediation with students. The experience of sharing a consensual professional relationship, in which one respects and accepts the other as a way of establishing a collective intelligence, encourages collaborative work in the tutoring environment, helping professionalize the process of pedagogical mediation in distance professional education at IFSul CAVG.