999 resultados para Brasil. Ministério da Educação. Programa Universidade Para Todos Avaliação
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This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Conselho Nacional de Desenvolvimento Cientfico e Tecnolgico (CNPq)
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Ps-graduao em Educação - FFC
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Ps-graduao em Direito - FCHS
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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A presente tese trata da Poltica de Formao Docente no Brasil. Tem como objeto de estudo as novas regulaes da poltica de formao docente. O problema de pesquisa se refere relao existente entre as orientaes da Organizao para Cooperao e Desenvolvimento Econmico (OCDE) e o processo de regulao das polticas de formao docente no Brasil no perodo de 2007 a 2010, apresentando as seguintes questes norteadoras: Quais so os interesses e as orientaes da OCDE, na rea da Educação, no Brasil? Qual a concepo de educação da OCDE? Qual a concepo de educação que orienta o PDE e o Plano de Metas Compromisso Todos pela Educação? Quais as diretrizes do Plano de Metas Compromisso Todos pela Educação voltadas para a poltica de formao docente? Quais caractersticas das orientaes da OCDE esto presentes, na poltica de formao docente brasileira, no perodo de 2007 a 2010? Quais so as aes do PDE que se referem poltica de formao docente? A lgica de formao docente orientada pela OCDE est sendo seguida pelo governo brasileiro? A investigao partiu da hiptese de que a OCDE interfere e orienta a poltica de formao docente brasileira o que se manifesta por meio de orientaes poltico-pedaggicas que imputam novas regulaes para a conduo e materialidade de tal poltica. Assim, o objetivo da pesquisa consistiu em identificar e analisar a regulao da poltica de formao docente no Brasil para a educação bsica no perodo de 2007 a 2010 e suas relaes com as orientaes da OCDE. De modo mais especfico buscou-se: analisar a poltica de formao docente da OCDE; estudar a legislao educacional brasileira relacionada poltica de formao docente para os anos iniciais do ensino fundamental; identificar e analisar as relaes existentes entre as orientaes e perspectivas educacionais da OCDE e a poltica brasileira de formao docente. O percurso metodolgico se deu por meio da pesquisa bibliogrfica e documental, bem como realizao de entrevistas. Os dados foram analisados por meio da tcnica de anlise de contedo. O estudo realizado sinaliza que a poltica de formao docente no Brasil vem enfatizando a agenda de desenvolvimento social, econmico e educacional da OCDE. Registra-se a preocupao do governo brasileiro com os professores eficazes, com escolas de sucesso e o contedo nelas transmitidos ocupa centralidade na agenda da poltica educacional por meio da cultura dos resultados via as avaliaes internas e externas. Nesta perspectiva a poltica de formao docente no Brasil vem sendo formulada a partir do contexto de uma nova morfologia do trabalho, que d maior nfase formao dos professores, tendo em vista o papel que estes profissionais podem desempenhar como agentes fundamentais na materializao e no sucesso dessas polticas. O estudo indica que a OCDE orienta as polticas educacionais brasileiras, o que indica que este um fenmeno relevante de investigao no sentido de ir alm da aparncia da ideia de que a cooperao e a parceria da Organizao com o governo brasileiro so tnues, uma vez que este no fez adeso como pas-membro da OCDE.
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Ps-graduao em Educação - FFC
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Ps-graduao em Televiso Digital: Informao e Conhecimento - FAAC
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Ps-graduao em Educação para a Cincia - FC
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The Policy Pedagogical Project can be understand like a guide element of education actions, that links itself to a history social project, bringing an specific way to understand the school and its function in society. The actual brazilian legislation is based on inclusive educational policy defended since 1990 by Ministry of Education. Faced this situation the present research intends verify if the schools are organized to act into this new paradigm, using analisis of the Policy Pedagogical Projects. That's why were analized the projects of 6 public schools of basic study that attend impaired students in regular classes. Those projects were analized based on a inclusive school indicators purposed by the Ministry of Education, that is based on a specific theorical reference and on determined actions that favor the impaired student learning. The data pointed that the majority of schools shows in theorical camp assumptions vinculated to Inclusive Education Policy. However, the presented actions are still shy and limited, so there is no differentiated purpose that attend the educational needs of impaired students. It concludes that the speech about inclusive education have already been assimilated by the school, however the actions are still begginers. The Pedagogical Project colectively built, could constitute an effective instrument to think about an make a quality school, an emancipatory school for all.
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Ps-graduao em Educação - IBRC
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Ps-graduao em Comunicao - FAAC
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
