Uma avaliação política da política de avaliação 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 Avaliação 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 Comissão Especial de Avaliação (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 Índice Geral de Cursos da Instituição 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-Provão). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute

Proposta Curricular para Educação infantil: (re) significando saberes docentes

The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education Network Public Hall of Ceará-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution - subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants, what is the implementation of an effective action formative. As the search procedures developed observations no-teaching participants in the meetings and activities of the classroom; semi-structured interviews (individual and collective) with teachers and supervisors; analysis of school documents and participant observation in the seminars of studies reflective. The latter is implemented as key moments of speech and thought, and finally to (new) meaning of knowledge, the subject of the research-action. For these knowledge, the systematization of the register built was developed based on the principles of analysis of Content that guided us to the definition of two categories 1) knowledge teachers concerning conceptions of curriculum / proposed curriculum and 2) knowledge teachers concerning specifics of children education. From these were built subs representing thematings more specific and significant, among the many that emerged in the analysis: 1.1) Definitions of curriculum and curriculum proposal; 1.2) The subjects makers / implementing a curriculum / proposed curriculum; 1.3) elements constituting a curriculum / proposed curriculum for children education and 2.1) Functions of children education and conception of child; 2.2) The space of the play in the organization of routine. Under the intervention could significant advances with regard to (new) meaning of such knowledge from the subjects, with major disruptions to their original designs. These are presented and reflected in this work. In front of this movement, transformation, made the need for a permanent work in the context of the institution of in-service training, or mediated by pedagogical coordinator or other to assume this role with teachers, in order to provide the development and effectiveness of proposed curriculum consistent and contextualized in practice effective with the children concrete envisage the service to their specificities and a quality education

As relações de poder na gestão da Escola Estadual Presidente Kennedy em Natal/RN: as ações decisórias dos órgãos colegiados - o conselho de escola e o caixa escolar

The present study examined the relations of power in the management of the Escola Estadual Presidente Kennedy, including the deliberate decisions on the School Council and School Fund, which guided the organization of the school. We sought to understand the management models that influenced the school organization, promoting contradictions in the decision making process. The school management is intensely marked by management models from the business logics as in the case of managerialism of bureaucracy. The formulation of educational policies based on managerialism has proposed a school-centered management with intense accountability of the school community in planning and monitoring the public services. The influences of these models subsidize hierarchical power relations that undermine the actions of decision-making of the collegiate bodies for the democratization of school management. To develop a research on the power, the investigation was based on studies of Bourdieu and Foucault. These authors understand the power in a relational system in a double sense, both in terms of discipline and the possibility of resistance. A theoreticalmethodological matrix was developed focusing on literature review, document analysis, structured interviews with twelve representatives of the segments belonging to the School Council and School Fund, as well as observations in meetings with the production of field notes. It was found that power relations experienced in the organization and activities of the school boards are marked by changes in public management over the years, promoting the contradictions between the concepts of corporate management originated in the business logics and the perspective of democratic management subsidized by official legislative documents at the national and state levels. The observations in meetings and analysis of the records showed that representatives related to management (president and manager of the school) have a privileged position with regard to exposure of their propositions, and are more likely to take a position in the political game of the collegiate bodies of work. It was also seen that the irregularity of meetings, particularly of the School Fund meetings, limits the experience of operation of the representatives in discussions concerning the planning and monitoring the actions of school management. Reports from representatives of the School Council showed that certain segments related to the management recognize their power of decision, however others have little interfere in the decision-making process in order to expound the desires of those who are represented by them. In the School Fund, the analysis of the records and interviews showed restricted moments of the meeting of representatives, and these only being aimed at choice or approval of the implementation plan prepared by the school management. The results showed no indications of moments of reflection to study the best chance for applicability of resources. This collegiate body (School Fund) has a questionable action when planning and monitoring the applicability of the financial resources of the School. To sum up, it was found that the Escola Estadual Presidente Kennedy still lives hierarchical power relations that undermine the institutionalization of democratic management in the various representative segments may take place in the game of political decision-making processes necessary for the organization of the school

A leitura e o leitor presumido nas avaliações oficiais

Este estudio se refiere a una investigación a cerca de la concepción de la lectura que subyace en la Matriz de Referencia de la Prueba Brasil, y, mediante las análisis del modelo 2009, entender lo que el lector se supone que responder en las preguntas de esta prueba. El estudio tiene como objetivo satisfacer se presume lector general para responder a las preguntas de prueba de Brasil y el mapa de la concepción de la lectura que subyace en la matriz de referencia tal prueba. Los objetivos específicos apuntan a examinar los temas de Prueba Brasil, identificando qué descriptores se materializan en el mismo, que son los más recurrentes. El estudio tiene como fundamentos los estudios bakhtinianos a cerca de los diálogos del linguaje (Bakhtin, 2003, 2008; Volochínov/Bakhtin, 1993) y la concepción de la lectura defendida por Geraldi (2007), Larossa (2001) y DeCerteau (1994). La investigación és caracterizada como cualitativo-interpretativo, con enfoque socio-histórico, y se encuentra dentro del campo de la Lingüística Aplicada, que en las últimas décadas ha demostrado contribuciones para la enseñanza de lenguas y formación docente. Para hacer el análisis de las pruebas, inicialmente construido una tabla (Tabla 1), que contiene los seis macrotópicos Matrix lengua portuguesa en la que estábamos repartiendo los descriptores presentes en las cuestiones de prueba referenciada relacionándolos con sus temas. Tras analizar la cuestión, con el fin de identificar al presunto lector a responder a estas preguntas. Mediante análisis de la Matriz de Referencia de la Prueba Brasil, entendemos que ella está de acuerdo con los Parámetros Curriculares de la Lengua Portuguesa. Así, la concepción que subyace en la lectura es que la lectura es una actividad que depende del proceso individual, pero que és parte de un contexto social e involucra a habilidades relacionadas con la comprensión y producción de sentido. Mediante la observación de la prueba, afirmamos qué el lector con la capacidad de responder a las preguntas es lo que desarrolla actitudes favorables a cerda de la lectura. A saber: (i) reconocen ampliamente las palabras, (ii) identifican los objetivos y funciones de la lectura, en reconocimiento de la función de apoyo de género y el contexto del texto, (iii) predice el contenido de los textos a se lee a la luz de su apoyo, su género y su contexto; (iv) plantea hipótesis sobre el contenido del texto que se lee, (v) es capaz de buscar ideas textual e intertextual. Es decir, hace inferencias, aumentando la comprensión, la asociación de diversos elementos presentes en el texto y que son parte de sus propias experiências personales, (vi) construye la comprensión global del texto leído por la unificación de la información explícita e implícita, (vii) tiene la capacidad de evaluar la lectura de forma ética y afectiva, o de hacer extrapolaciones coerentes sin escapar de la temática del texto. Por último, podemos decir que las implicaciones pedagógicas de este trabajo para mi actividad profesional es de gran importancia, ya que desde la detección de lo que se requiere de los estudiantes y, en consecuencia, un nuevo enfoque para la enseñanza de la lengua materna como podemos reflexionar sobre eso y encontrar maneras de mejorar nuestro desempeño. Tanto nuestro entrenador como nuestros compañeros. Dejando a un nivel puramente descriptivo de los problemas de acción conjunta más eficaz, entendiendo que la enseñanza de lectura tiene un carácter complejo. En este sentido, tenemos que ser menos intuitivo y más reflexiva. Nos gustaría hacer hincapié en que tenemos la intención de socializar esta investigación con nuestros compañeros, ya que entendemos que es un material que puede contribuir a un nuevo aprendizaje para la práctica de los profesores que se inclinan. Además indicó que la principal contribución de este trabajo es nuestra mirada en el proceso de la lectura en el aula, la comprensión de que el estudiante de ofertas diarias con textos localizados, derechos de autor, histórico y representativo de las diferentes interacciones en el mundo. Por lo tanto, es el momento de ser gestado las prácticas de lectura hacia una educación más significativa

Ocidentalização, territórios e populações indígenas no sertão da Capitania do Rio Grande

The objective of this work is to understand some of the modifications caused for the phenomenon of the westernization in the hinterland of the Capitania do Rio Grande e in the life of the indians populations that inhabited there during the Colonial Period. We break of the quarrel of Serge Gruzinski concerning the westernization, understood while immersed phenomenon in the context of the expansion of the commercial capitalism and that, for the imposition of the culture occidental person to the alteridades of the New World, emprende the conquest of its territories, bodies and souls. The space clipping has covered the hinterland of the Capitania do Rio Grande, specifically the colonial territory of the Freguesia da Gloriosa Senhora Santa Ana do Seridó. The chosen chronological limit for the research corresponds to the Colonial Period and part of the Imperial one. However, the emphasis falls again on the period that it initiates in 1670, year of the oldest concession of would sesmaria known until the moment in the hinterland of the Rio Grande, extending itself until the decade of 1840. Sources of written by hand nature, cartographic printed and compose the used document roll: official correspondence and legislation, petitions of would sesmaria, inventories post-mortem, justifications of debt, registers of parish, maps, action civil court jurisdiction, notes of notary's office, land landmarks. We take the method, analyzed for Carlo Ginzburg, to cross these sources between itself and to detect its implied particularitities and ideas in the space between lineses, but, attributing it status to they of a colonial speech, fruit of the bureaucracy of where it was originated and of the social place of who produced it. We look for to demonstrate, throughout the work, that the phenomenon of the westernization desestruturou the aboriginal societies and its habitat, constructing, over its rubbles, a colonial territory that found in the cartography of the Freguesia de Santa Ana an efficient instrument of control of the space and the population. On the other hand, if the imposition of the culture occidental person exterminou great part of the native population that inhabited the hinterland of the Rio Grande, the remainders of these indians and the mestizos of descending them had survived in diverse ways in the freguesia: in the condition of captives of war or in regimen of servile work, as living or assistants in the farms, populations and village; rambling without route in the fields and the population spots; as mediating agents between the world occidental person and the native, exerting military or civil positions and still appealing to Justice in search of its rights of inheritance. Experiences of slavery, servitude, errância and mediation, but, also of resistance, adaptation, mestization in the Freguesia de Santa Ana

GT4CCI: uma abordagem baseada em grounded theory para a identificação de interesses transversais em documentos de requisitos

When crosscutting concerns identification is performed from the beginning of development, on the activities involved in requirements engineering, there are many gains in terms of quality, cost and efficiency throughout the lifecycle of software development. This early identification supports the evolution of requirements, detects possible flaws in the requirements specification, improves traceability among requirements, provides better software modularity and prevents possible rework. However, despite these several advantages, the crosscutting concerns identification over requirements engineering faces several difficulties such as the lack of systematization and tools that support it. Furthermore, it is difficult to justify why some concerns are identified as crosscutting or not, since this identification is, most often, made without any methodology that systematizes and bases it. In this context, this paper proposes an approach based on Grounded Theory, called GT4CCI, for systematizing and basing the process of identifying crosscutting concerns in the initial stages of the software development process in the requirements document. Grounded Theory is a renowned methodology for qualitative analysis of data. Through the use of GT4CCI it is possible to better understand, track and document concerns, adding gains in terms of quality, reliability and modularity of the entire lifecycle of software

PUPSI :uma proposta de processo unificado para políticas de segurança da informação

The way to deal with information assets means nowadays the main factor not only for the success but also for keeping the companies in the global world. The number of information security incidents has grown for the last years. The establishment of information security policies that search to keep the security requirements of assets in the desired degrees is the major priority for the companies. This dissertation suggests a unified process for elaboration, maintenance and development of information security policies, the Processo Unificado para Políticas de Segurança da Informação - PUPSI. The elaboration of this proposal started with the construction of a structure of knowledge based on documents and official rules, published in the last two decades, about security policies and information security. It's a model based on the examined documents which defines the needed security policies to be established in the organization, its work flow and identifies the sequence of hierarchy among them. It's also made a model of the entities participating in the process. Being the problem treated by the model so complex, which involves all security policies that the company must have. PUPSI has an interative and developing approach. This approach was obtained from the instantiation of the RUP - Rational Unified Process model. RUP is a platform for software development object oriented, of Rational Software (IBM group). Which uses the best practice known by the market. PUPSI got from RUP a structure of process that offers functionality, diffusion capacity and comprehension, performance and agility for the process adjustment, offering yet capacity of adjustment to technological and structural charges of the market and the company

Políticas públicas e voz do professor: caracterização das leis brasileiras

OBJETIVO: Caracterizar as leis sobre saúde vocal publicadas em todo território nacional até o ano de 2006. MÉTODOS: Foram feitas buscas da documentação em sites oficiais, assim como um questionário elaborado pelas autoras foi divulgado no meio fonoaudiológico, por correio eletrônico, para captar o maior número de leis possível. Obtiveram-se 22 documentos que foram analisados quanto ao raio de abrangência, ações propostas, natureza dessas ações, público-alvo, secretarias envolvidas, iniciativa e promulgação das leis. Tais dados foram analisados de maneira absoluta (numérica) e relativa (percentualmente). RESULTADOS: Os documentos são, em sua maioria, leis de abrangência estadual, mais numerosas na região sudeste, propostas pelo poder legislativo, cuja viabilização compete a uma parceria entre secretarias de saúde e educação estaduais. As ações propostas, de modo geral, preconizam a implementação de assistência preventiva por meio de cursos teórico-práticos (90,91%), com periodicidade anual, ministrados por fonoaudiólogos, com a ressalva de que será oferecido, ao professor com distúrbio vocal, acesso ao tratamento fonoaudiológico e/ou médico (77,27%). em apenas três documentos (13,64%) avança-se para além de cursos, com propostas de ações de promoção à reabilitação, inclusive com menção ao ambiente de trabalho. Dois deles (9,09%) consideram os direitos do professor trabalhador. CONCLUSÃO: Levando-se em conta o grande número de casas legislativas no Brasil, poucas são as leis propostas a favor da saúde do professor, especialmente em relação à voz. Além disso, para que sejam aplicadas e transformadas em programas de saúde vocal, tais iniciativas devem partir de competência constitucional própria, a fim de garantir os recursos financeiros necessários para a sua viabilização.

O professor coordenador pedagógico nas escolas estaduais paulistas: da articulação pedagógica ao gerenciamento das reformas educacionais

Este artigo apresenta os principais resultados de uma pesquisa concluída que teve como objeto de estudo a função de coordenação pedagógica na rede estadual paulista, com destaque para o trabalho do professor coordenador pedagógico (PCP). A partir de um estudo bibliográfico-documental, analisamos as principais resoluções publicadas pela Secretaria de Estado da Educação de São Paulo no período de 1996 a 2010. Para a definição do período de análise, foram consideradas as sucessivas medidas educacionais de natureza neoliberal ocorridas na referida rede de ensino. A partir das resoluções selecionadas, foram estabelecidas algumas categorias de análise relacionadas à função: denominação, justificativa e atribuições legais; requisitos necessários para os professores coordenadores e critérios de escolha; avaliação do trabalho realizado e bibliografia básica solicitada nos processos seletivos. A análise dos documentos legais permite identificar a apropriação da função pelas reformas educacionais recentes, reconhecendo as implicações para o trabalho docente e para a organização da escola. Influenciadas por princípios gerencialistas e performáticos, as reformas educacionais promoveram profundas alterações na natureza do trabalho do professor coordenador pedagógico, o qual, de articulador no âmbito da escola, passou a ser legalmente o sujeito responsável pela disseminação das medidas oficiais e pelo controle das atividades docentes.

Relação poder-saber e formas de resistência em documentos educacionais governamentais sobre ensino de língua estrangeira

Considerando o discurso político-educacional como meio de manifestação de poder, este artigo tem como objetivo propor reflexões acerca da relação poder-saber em documentos educacionais de diferentes esferas governamentais, nos quais se apresentam eventuais formas de resistência. Para verificar como se dá essa relação, serão analisadas as Orientações Curriculares para o Ensino Médio: Linguagens, Códigos e suas Tecnologias, documento elaborado pela Secretaria de Educação Básica (SEB) e a Proposta Curricular do Estado de São Paulo: Língua Estrangeira Moderna - Inglês, da Secretaria da Educação de São Paulo (SEE), publicadas em 2006 e 2008, respectivamente. Para tanto, o arcabouço teórico será embasado em conceitos sobre a relação poder-saber, formas de resistência e regimes de verdade amplamente discutidos por Foucault (1971, 2008), Pêcheux (1990), Mascia (2002), Bertoldo (2003), Coracini (2003), Gregolin (2004), Orlandi (2006), Veiga-Neto (2007), Possenti (2007) e Amarante (2009). Por meio da análise desses documentos, notou-se a presença de traços argumentativos que contribuem para o estabelecimento de um regime de verdade, perpassado por relações de poder-saber. Além disso, os resultados obtidos apontam para polêmicas existentes entre as Orientações Curriculares Nacionais e a Proposta Curricular do Estado de São Paulo no que concerne aos pressupostos teóricos e orientações práticas para o ensino e aprendizagem de línguas.

A construção da identidade de diretores: discurso oficial e prática

Este estudo abordará a construção da identidade de diretores de escola sob dois enfoques: à luz do discurso oficial, por meio do estudo de documentos e legislações que definem seu perfil, e por meio do discurso dos diretores, ao caracterizar sua atuação na prática cotidiana da escola. O pressuposto do estudo é o de que a identidade de diretores é o conjunto das representações colocadas em circulação tanto pelos discursos oficiais quanto pelos modos de ser e agir dos gestores de escola no exercício de suas funções. Um dos pontos de análise relaciona-se à contribuição da estrutura burocrática e centralizadora que permeia as instituições sociais no Brasil, na construção da identidade oficial estabelecida para os diretores de escola. A discussão da construção da identidade de diretores de escola tem importância na medida em que se insere nas expectativas sobre a atuação deles em diferentes momentos históricos.