Formação, função e formas de provimento do cargo do gestor escolar: as diretrizes da política educacional e o desenvolvimento teórico da administração escolar

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

Pesquisas sobre o programa educacional de resistência às drogas e à violência (PROERD)

Programas educacionais de prevenção são mecanismos utilizados para suprir necessidades, sendo importante conhecer peculiaridades de sua aplicação e resultados obtidos. O objetivo deste estudo foi identificar e analisar o método e os resultados de publicações sobre o Programa Educacional de Resistência às Drogas e à Violência (PROERD), tanto no Brasil quanto no exterior. A pesquisa foi realizada nas bases de dados Scielo, Lilacs, Medline, Cohrane e Eric, utilizando-se como descritores os termos Proerd, Dare, Programa Proerd, Dare program e Dare Project. Verificou-se que são escassas as publicações, sobretudo no Brasil, não há padronização de instrumentos de pesquisa e há divergências entre os resultados que avaliaram o PROERD. Conclui-se que é preciso ampliar a realização e a divulgação de pesquisas que investigam o desenvolvimento e os resultados do programa.

Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Mapeando a Situação Educacional no estado de Sergipe

This article examines historical and legal aspects of educational policy in Brazil, presenting the main challenges for the consolidation of the new National Education Plan, currently under construction. From this, the article focuses on the description of some educational indicators, describing the educational reality in the state of Sergipe. The study focuses on indicators for early childhood education, to primary education and teacher training, showing historical deficits in basic education. In describing data on education in the state of Sergipe, contextualizing it within the framework and illustrates some national educational policies implemented in the state. As a result of the study is intended to show the importance of research into the educational policy in the state of Sergipe, in order to contribute to improving the quality of educational provision.

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

Análise do curso de extensão em Libras, na modalidade a distância, para formação continuada de professores no contexto educacional inclusivo

The inclusive education policy implemented by state and municipal educational systems of Brazil, contemplates that students with hearing loss can study in regular education classes. In this context, the use and knowledge of the Brazilian sign language is essential. Therefore, in 2009, an extension course of Libras of 120 hours in distance mode was developed in partnership with the FFC / UNESP, funded by the Program for Continuing Education of Teachers, the SEESP - MEC for Brazilian public school teachers. In the presence of this reality, this research sought to examine the course content, the evaluation of teachers about it and also verify the impression of teachers on a course offered in distance mode. We analyzed: the course design, the scientific report and the evaluation sheets filled in by pupils. It was found that the course had three modules: introduction to distance education; theoretical reflection on the use of Libras in inclusive education, practical activities and the use of Libras. 548 public school teachers linked to 19 departments and/ or boards of education in various regions of Brazil participated in the study. The analysis showed that teachers evaluated the course satisfactorily, pointing out that they favored the interaction with deaf students. Regarding the use of the modality of distance learning, the teacher students had difficulties with the Internet, which hampered access to the materials. However, the teachers considered distance learning interesting, because they learned to tinker with previously unknown tools, and had the opportunity to hone their technology skills.