Made available in DSpace on 2016-04-28T18:22:48Z (GMT). No. of bitstreams: 1 Maria do Socorro Ferreira Gomes.pdf: 1881700 bytes, checksum: 44d973a7d107b420db12505b7e038661 (MD5) Previous issue date: 2014-01-27 / This research investigates how the management of the training of teachers for the teaching of reading in a Primary School in São Paulo occurs. The research focuses on discourses that organize the Collective Time, through which we analyze the complexity of the demands that permeate the actions of a pedagogical coordinator. The interactions that occur between the educational coordinator and" teachers in school Collective Time make up the corpus of this work and provide a basis for understanding this critical management action and its consequences in the class room of elementary school. The management model that guides this work is based on democratic principles and individual autonomy and collectively constructed, based on values such as criticism, creativity and collaboration. Whereas the method of managing the training of teachers has the potential to influence teaching practices developed at school, teaching reading has been the subject of analysis in the activities of the classroom. This research is based on a conception of fluent reading, in which the student reads assigning meaning to the discourse materialized in the form of concrete utterances. Assumes a subject capable of interacting with texts circulating in social -situations mediated by language. Expected to contribute to proposals for management training of teachers in order to overcome problems that arise in the teaching and learning process of reading in the classroom. For this, two guiding questions were formulated: (1) What mode of management training of teachers, the Collective Time may contribute to the transformation of the meaning of reading in the classroom? (2) What meanings and meanings are assigned to teach reading in school and Collective Time in the classroom? This is a collaborative critical research, which analyzes the Collective Time Seen from the point of view of Activity Theory Socio-Historical-Cultural. The discourses present in this context are analyzed from the perspective of applied linguistics to understand the theoretical assumptions that underlie the actions of individuals, and the collaboration and critical reasoning as a basis for production and analysis of interactions in school activities. The results indicate that individual conceptions of reading teaching coordination and teachers have implications for treatment- of teaching reading in the classroom. The way to manage the training of teachers for teaching reading in school, initially transmissive form, confirmed the conception of structuralist reading and decoding. In the course of this research, management training of teachers becomes more dialogic, as well as the conception of reading approaches a socio-cultural-historical perspective / Esta pesquisa investiga como ocorre a gestão da formação contínua dos professores para o ensino da leitura em uma Escola de Ensino Fundamental do Município de São Paulo. A investigação focaliza discursos que se organizam no Horário Coletivo, por meio dos quais se analisa a complexidade das demandas que permeiam as ações de uma coordenadora pedagógica. As interações que ocorrem entre a coordenadora pedagógica e os professores no Horário Coletivo da escola compõem o corpus deste trabalho e servirão de base para para compreender criticamente essa ação de gestão e seus desdobramentos na sala de aula do Ensino Fundamental. O modelo de gestão que orienta este trabalho está ancorado em princípios democráticos e de autonomia construída individual e coletivamente, com base em valores como: criticidade, criatividade e colaboração. Considerando que o modo de gerir a formação contínua de professores tem o potencial de influir nas práticas de ensino desenvolvidas na escola, o ensino de leitura foi objeto de análise nas atividades da sala de aula. Esta pesquisa fundamenta-se em uma concepção de leitura fluente, na qual o aluno lê atribuindo sentido ao discurso materializado na forma de enunciados concretas. Pressupõe-se um sujeito capaz de interagir com os textos que circulam nas situações sociais mediadas pela linguagem. Espera-se contribuir com propostas de gestão para formação contínua de professores, tendo em vista a superação de problemas que surgem no processo de ensino e aprendizagem da leitura na sala de aula. Para isso, foram formuladas duas questões orientadoras: (1) que modo de gestão da formação contínua de professores, no HC, pode contribuir para a transformação do significado da leitura na sala de aula? (2) Que sentidos e significados são atribuídos ao ensino de leitura no HC da escola e na sala de aula? Trata-se de uma pesquisa crítica colaborativa, que analisa a atividade Horário Coletivo do ponto de vista da Teoria da atividade Sócio-Histórico-Cultural. Os discursos presentes, nesse contexto, são analisados na perspectiva da Linguística Aplicada para compreender os pressupostos teóricos que fundamentam as ações dos sujeitos, tendo a colaboração crítica e a argumentação como base de produção e análise das interações nas atividades da escola. Os resultados indicam que as concepções individuais de leitura da coordenação pedagógica e dos professores tiveram implicações no tratamento didático da leitura na sala de aula. O modo de gerir a formação contínua dos professores, para o ensino de leitura na escola, inicialmente de forma transmissiva, corroborou uma concepção de leitura estruturalista e decodificadora. Na decorrer desta investigação, a gestão da formação contínua dos professores se torna mais dialógica, assim como a concepção de leitura se aproxima de uma perspectiva sócio-histórico-cultural

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-02-08T12:48:39Z No. of bitstreams: 1 Josiane Roberta Krebs_.pdf: 1855978 bytes, checksum: b5c10c79862b7f2bcb7b440037d9fe37 (MD5) / Made available in DSpace on 2017-02-08T12:48:39Z (GMT). No. of bitstreams: 1 Josiane Roberta Krebs_.pdf: 1855978 bytes, checksum: b5c10c79862b7f2bcb7b440037d9fe37 (MD5) Previous issue date: 2017-01-03 / Nenhuma / O objetivo desse estudo foi analisar como estão estruturados os processos de gestão relacionados à acessibilidade e à inclusão dos estudantes surdos no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) e no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IFSC), considerando os fatores de acesso, permanência e êxito destes estudantes, para que com os resultados da análise pudessem ser propostas melhorias no intuito de viabilizar a efetiva acessibilidade e inclusão dos estudantes surdos, estendendo a possibilidade para todos os Institutos Federais (IFs). A metodologia adotada foi o estudo de caso, considerando casos múltiplos, e o levantamento de dados foi dividido em duas etapas. Na primeira, foi realizada a análise documental, considerando a legislação e os documentos normativos institucionais do IFRS e do IFSC relacionados à acessibilidade e à inclusão. Na segunda, foram entrevistados estudantes surdos, tradutores/intérpretes de Libras, professores e gestores, totalizando quatorze participantes, os dados obtidos foram sistematizados possibilitando a análise de conteúdo e o mapeamento dos processos de gestão. Os principais resultados indicam o compromisso dos IFs em viabilizar a acessibilidade e a inclusão dos estudantes surdos, sendo identificados no mapeamento dos processos ações voltadas à divulgação institucional, ao ingresso e à permanência dos estudantes surdos, no entanto, ainda são ações isoladas e pontuais. Com relação às necessidades dos estudantes surdos foi percebida a importância do reconhecimento e da aceitação de suas diferenças culturais e linguísticas que se resumem principalmente nas formas de comunicação e na utilização da Libras. O estudo conclui que para viabilizar a acessibilidade e a inclusão dos estudantes surdos os processos de gestão devem estar relacionados as etapas de institucionalização de diretrizes voltadas à acessibilidade e à inclusão, do ingresso, da permanência, do êxito e da inclusão do egresso surdo no mundo do trabalho e na sociedade, sendo todas essas etapas perpassadas pelos princípios do acesso, do respeito, da formação e do compromisso social dos IFs. A partir das conclusões foram propostos novos processos de gestão que se configuram como proposta de intervenção resultante deste estudo. / The purpose of this study was to analyze how management processes related to the accessibility and inclusion of deaf students are structured in the Instituto Federal Educação, Ciência e Tecnologia do Rio Grande do Sul (Federal Institute of Education, Science and Technology of Rio Grande do Sul - IFRS) and the Instituto Federal Educação, Ciência e Tecnologia de Santa Catarina (Federal Institute of Education, Science and Technology of Santa Catarina - IFSC), considering the factors of access, permanence and success of these students, so that with the results of the analysis could be proposed improvements in order to enable the effective accessibility and inclusion of deaf students, extending the possibility for all Federal Institutes of Education, Science and Technology (IFs). The methodology adopted was the study of case, considering multiple cases, and the data collection was divided into two stages. In the first stage, the documentary analysis was carried out, considering IFRS and IFSC institutional legislation and normative documents related to accessibility and inclusion. In the second stage, deaf students, translators / interpreters of Libras, teachers and managers, selected in a joint way between the two institutions were interviewed, in a total of fourteen participants. The data obtained were systematized, allowing content analysis and mapping of management processes. The main results indicate the commitment of the IFs to make possible the accessibility and inclusion of deaf students, being identified in the process mapping actions aimed at institutional disclosure, admission and permanence of deaf students, however, they are still isolated and punctual actions. Regarding the needs of deaf students was realized the importance of recognizing and accepting their cultural and linguistic differences, which are mainly summarized in the forms of communication and in the use of Libras. The study concludes that in order to make possible the accessibility and inclusion of deaf students, the management processes should be related to the stages of institutionalization of guidelines for accessibility and inclusion, access, permanence, success and inclusion of the deaf egress in the world Work and society, all of which are based on the principles of access, respect, formation and social commitment of IFs.

Transformation is change—especially under challenging circumstances—that is significant, systematic, and sustained, resulting in high levels of achievement for all students in all settings (Caldwell, 2006). Urban education is the primary focus and target of the school reform movement. The No Child Left Behind Act (NCLB) includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Urban public school superintendents confront social and economic challenges unique to urban districts and are under pressure to meet NCLB’s accountability standards and mandated policies. This study started with a broad question about effective urban public school superintendent management concepts and strategies. The study was designed and conducted to (a) identify the prevailing management concepts and strategies initiated by the superintendent to attain organizational clarity and effectiveness in improving student performance; (b) examine the degree to which the superintendent’s leadership and management concepts and strategies were understood, supported, and embraced by key members of the organization; and (c) examine how the management concepts and strategies used by the superintendent align with a business management concept that may be useful to district leaders and administrators seeking a concept or strategy to sustain organizational change. This researcher used a single-case study to examine the management concepts and strategies used by an urban public school district superintendent. This study was conducted in the largest urban public school system in Texas. The superintendent, 6 members of the district’s leadership team, and five principals were interviewed and answered online questionnaires. A board member was also interviewed. Finally, student achievement data were examined. The study found the superintendent implemented management leadership concepts and strategies that prevailed over the social and economic barriers faced by urban students. Use of these strategies increased and sustained student performance. Despite limitations, this study opens opportunities for further research in management leadership. Opportunities include further research within this urban district, outside the school district, or on each management leadership concept or strategy identified in this study. / text

From 1971 public music education in South Africa depended on government funding for instruments, buildings, salaries and equipment, but since 1994 this support has gradually faded. A case study shows that music centers are now being forced to become independent of financial support from either the government or the governing body of the school. Funding for operational costs needs to be self-generated. Theories about business management and entrepreneurial skills were the basis for this investigation. The aim of this research project was to investigate South African music centers as sustainable and profitable small business enterprises. The strengths, weaknesses, opportunities and threats of music centers were investigated. Data were collected to form a situation analysis of the expectations that parents and pupils have of music education and the circumstances of music teachers. A qualitative study from the interpretivist perspective was done over four years in order to gain understanding of the situation. Data were collected through questionnaires, interviews and participant observation. The total number of respondents was 143. Teachers, parents, pupils and principals were involved in the investigation, and a case study was undertaken with a music centre in North-West Province. Music education is not a sustainable and viable business opportunity. Music educators, who are mostly trained in classical music, should reconsider the subject matter and the didactical approach. Jazz and popular music are in demand from the majority of pupils. Teachers are responsible for teaching, administrative tasks and even cleaning and gardening. Almost half the teachers have access to computers and very few have telephones at work while nearly all the pupils have their own cell phones and Internet access. Most teachers are hired part time without benefits, usually without a fixed salary. Music education must be relevant and entertaining. Educators should adapt to the needs of the client and other sources of income should be investigated. Ways in which services could be expanded should be investigated further. The importance and value of music education should be promoted and marketed in the community, and the focus of music education training should be on ensemble playing, improvising, composing and song writing, as well as on entrepreneurship and business management. / Thesis (MMus)--North-West University, Potchefstroom Campus, 2012

From 1971 public music education in South Africa depended on government funding for instruments, buildings, salaries and equipment, but since 1994 this support has gradually faded. A case study shows that music centers are now being forced to become independent of financial support from either the government or the governing body of the school. Funding for operational costs needs to be self-generated. Theories about business management and entrepreneurial skills were the basis for this investigation. The aim of this research project was to investigate South African music centers as sustainable and profitable small business enterprises. The strengths, weaknesses, opportunities and threats of music centers were investigated. Data were collected to form a situation analysis of the expectations that parents and pupils have of music education and the circumstances of music teachers. A qualitative study from the interpretivist perspective was done over four years in order to gain understanding of the situation. Data were collected through questionnaires, interviews and participant observation. The total number of respondents was 143. Teachers, parents, pupils and principals were involved in the investigation, and a case study was undertaken with a music centre in North-West Province. Music education is not a sustainable and viable business opportunity. Music educators, who are mostly trained in classical music, should reconsider the subject matter and the didactical approach. Jazz and popular music are in demand from the majority of pupils. Teachers are responsible for teaching, administrative tasks and even cleaning and gardening. Almost half the teachers have access to computers and very few have telephones at work while nearly all the pupils have their own cell phones and Internet access. Most teachers are hired part time without benefits, usually without a fixed salary. Music education must be relevant and entertaining. Educators should adapt to the needs of the client and other sources of income should be investigated. Ways in which services could be expanded should be investigated further. The importance and value of music education should be promoted and marketed in the community, and the focus of music education training should be on ensemble playing, improvising, composing and song writing, as well as on entrepreneurship and business management. / Thesis (MMus)--North-West University, Potchefstroom Campus, 2012

The present dissertation titled "the program Management Note 10: public-private partnership in education" has as its main objective to analyze the public private partnership between the Department of education of the State of Pernambuco and the Instituto Ayrton Senna, through adherence to Program Management Note 10, highlighting the implications of the management of the public school. As methodological strategy, we opted for a case study of qualitative nature, having as a locus of network education school of Pernambuco. The subjects of the research are the team manager and two teachers, distributed between the State Department of Education of the State (SEEP) of Pernambuco, the Regional Manager of Southern Education (GRE/AM) and school search. The data collection took place from semi-structured interviews and analysis of official documents provided by the SEEP. The theoretical landmark is the crisis of capital, having among its strategies to overcome neoliberalism and the third way, proposing to reform the State from the premise that the State is in crisis-and not the capital. The changes evident in the field of educational management in the 1990 are part of the reform of the State Apparatus, that through the strategic plan of the reform of the State apparatus-(PDRAE), has been reorganizing the public spaces proposing the decentralization of services and the transfer of what was once the sole responsibility of the State for organised Civil society and the third sector or public non-State : the call publication. The results of this survey suggest a strengthening of control over public management education, an overvaluation of educational contents, and a growing number of partnerships as new management tool in the planning and execution of activities before the State exclusivity, resulting in a significant reduction in the autonomy of the school management team. / Fundação de Amparo a Pesquisa do Estado de Alagoas / A presente dissertação intitulada “O Programa Gestão Nota 10: parceria público-privado na educação” tem como objetivo principal analisar a parceria público privado entre a Secretaria de Educação do Estado de Pernambuco e o Instituto Ayrton Senna, através da adesão ao programa Gestão Nota 10, destacando as implicações da mesma para a gestão da escola pública. Como estratégia metodológica, optou-se pela realização de um estudo de caso de cunho qualitativo, tendo como lócus uma escola da rede estadual de educação de Pernambuco. Os sujeitos da pesquisa são a equipe gestora e dois professores, distribuídos entre a Secretaria Estadual de Educação do Estado (SEEP) de Pernambuco, a Gerência Regional de Educação do Agreste Meridional (GRE/AM) e a escola pesquisada. A coleta dos dados realizou-se a partir de entrevistas semiestruturadas e análise dos documentos oficiais disponibilizados pela SEEP. O marco teórico é a crise do capital, tendo entre suas estratégias de superação o Neoliberalismo e a Terceira Via, propondo reformar o Estado a partir da premissa que o Estado está em crise - e não o capital. As mudanças que se evidenciam no âmbito da gestão educacional na década de 1990 são parte da Reforma do Aparelho Estado, que através do Plano Diretor da Reforma do Aparelho do Estado - (PDRAE), vem reorganizando os espaços públicos propondo a descentralização dos serviços e a transferência do que antes era de responsabilidade exclusiva do Estado para a Sociedade Civil Organizada e o Terceiro Setor ou público não estatal: a chamada publicização. Os resultados desta pesquisa sugerem uma intensificação do controle sobre a gestão pública educacional, uma supervalorização dos índices educacionais, e um crescente número de parcerias como nova ferramenta de gestão no planejamento e execução das atividades antes de exclusividade do Estado, implicando em uma redução significativa na autonomia da equipe gestora da escola.

This paper, gets as reference the historical materialism, aims to problematize the dynamics of management Collective of popular education, understanding their dynamics as educational political practices. In this point, consists in subjects the identification and analysis, in the context of neoliberal level of capitalism production way, the motivations which gather their different agents and strategies, undertaken to develop the activities. The methodology appropriates from critic epistemology reference privileging the object analysis as a social construction and, therefore, like a constitutional of a historical totality. The study is developing in a movement which, starting from the aim, seeks to put it in a winder social historical context to, then, come back to the object and identify their specificities and manifestation dynamics. It s possible to notice that the praxis intends to undertake a management perspective selfmanageable inside on a teaching institution, The Universidade Federal de Santa Maria , in a process marked for conflicts among this institution and its agents. These contradictions are marked by tension among values and related practices of individualism and competition, and the emergency from the lived experience in values related to kindness and democratic participation. / O presente trabalho, que toma como referência o materialismo histórico, tem como objetivo problematizar as dinâmicas de gestão do Práxis Coletivo de Educação Popular, entendendo suas dinâmicas como práticas políticas educativas. Nesta perspectiva, constituem temas a identificação e análise, no contexto do estágio neoliberal do modo de produção capitalista, as motivações que agregam seus diferentes agentes e as estratégias empreendidas para o desenvolvimento das atividades. A metodologia apropriase de referenciais da epistemologia crítica, privilegiando a análise do objeto como uma construção social e, desta forma, como parte constituinte de uma totalidade histórica. O estudo é desenvolvido em um movimento que, partindo do objeto, procura situá-lo em um contexto histórico social mais amplo para, então, retornar ao objeto e identificar suas especificidades e dinâmicas de manifestação. Observa-se que o Práxis busca empreender uma perspectiva de gestão autogestionária no interior de uma instituição de ensino formal, a Universidade Federal de Santa Maria, em um processo marcado por conflitos entre este e a instituição e entre seus agentes. Estas contradições são marcadas por uma tensão entre valores e práticas relacionadas ao individualismo e a competição, e a emergência no bojo da experiência vivida de valores relacionados à solidariedade e a participação democrática.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation presents results of a research carried out in the Master s Degree in Education Course, linked to the LP2 line of research: School Practice and Public Policy, of Education Graduate Program at the Federal University of Santa Maria (UFSM). This study presents as theme early childhood education public policiy of the municipality of Santa Maria, Rio Grande do Sul (RS), based on the 59th Amendment of the Constitution of Brazil, enacted on November 11th, 2009 (BRASIL, 2009a), which has modified its Article 208 (BRASIL, 1988), extending compulsory education from 4 to 17 years old. The main objective of this research is to analyze the expansion process of early childhood education vacancy in the Municipal Public Education System of Santa Maria RS, considering the compulsory school enrollment from 4 years old, in the period from 2009 to 2016. The specific objectives are: a) to describe the process of early childhood education in Brazil; b) to understand the development movements of public policy in early childhood education context; and c) to analyze the developed actions by the Municipal Public Education System of Santa Maria, in order to operationalize policies of compulsory school enrollment of basic education of children from 4 years old. The methodology used is the qualitative approach, from the case study type. It has used as analytical sources data from School Census, available on the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) plataform, and systematized data from State Audit Court of Rio Grande do Sul (TCE/RS), besides the education laws and legislation of Santa Maria RS, documents from Municipal Education Department of Santa Maria and semi-structured interview with the Municipal Council of Education. The theoretical background is guided by studies on childhood and early childhood education in Brazil, using articles by Kramer (1987), Rosemberg (2002), Campos (2010), among others, and studies on educational policies and their development in educational management, discussing researches by Dourado; Oliveira; Santos (2007), Cury (2002), Lück (2006), Vieira (2001), among others. This study indicates that the public education system of Santa Maria has expanded its offer in nursery and pre-school classes in the last seven years, but it has not reached the goal of universalizing pre-school. The actions of Santa Maria s City Hall to expand access to early childhood education are guided by vacancy purchase in private educational institutions of Santa Maria, strengthening, therefore, the public-private partnership. / Esta dissertação apresenta os resultados da pesquisa realizada no Curso de Mestrado em Educação, vinculada à Linha de Pesquisa LP2: Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM). O estudo apresenta como tema as políticas de educação infantil do município de Santa Maria, Rio Grande do Sul (RS), a partir da Emenda Constitucional Nº 59, de 11 de novembro de 2009 (BRASIL, 2009a), que alterou o Art. 208 da Constituição Federal (BRASIL, 1988) ampliando a escolaridade obrigatória dos 4 aos 17 anos de idade. O objetivo geral da pesquisa é analisar o processo de expansão da oferta de educação infantil na Rede Pública Municipal de Ensino de Santa Maria RS, considerando a matrícula obrigatória a partir dos 4 anos de idade, no período de 2009 a 2016. Os objetivos específicos são: a) descrever o processo de construção da educação infantil no Brasil; b) compreender os movimentos de construção de políticas públicas no contexto da educação infantil; e c) analisar as ações desenvolvidas pela Rede Pública Municipal de Ensino de Santa Maria, RS, para operacionalizar as políticas de implementação da obrigatoriedade do ingresso da educação básica a partir dos 4 anos de idade. A metodologia adotada é de abordagem qualitativa do tipo estudo de caso e utilizou como fontes de análise os dados estatísticos do Censo Escolar, disponíveis na plataforma do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e dados sistematizados pelo Tribunal de Contas do Estado do Rio Grande do Sul (TCE/RS), a legislação da educação municipal de Santa Maria, RS, documentos da Secretaria Municipal de Educação de Santa Maria (SMED) e entrevista semiestruturada com o Conselho Municipal de Educação (CME). A fundamentação teórica está pautada em estudos sobre a infância e a educação infantil no Brasil, com obras de Kramer (1987), Rosemberg (2002), Campos (2010), entre outros, e estudos sobre políticas educacionais e seus desdobramentos na gestão da educação, com obras de Dourado; Oliveira; Santos (2007), Cury (2002), Lück (2006), Vieira (2001), entre outros. A pesquisa demonstra que a rede pública municipal de ensino de Santa Maria expandiu a sua oferta em turmas de creche e pré-escola nos últimos 7 anos, porém não atingiu a meta de universalizar a pré-escola. As ações da Prefeitura para expandir o acesso à educação infantil estão pautadas na compra de vagas em instituições privadas de ensino do Município, fortalecendo, assim, a parceria público-privada.

This research was developed and presented to the Post-Graduation Program from the Federal University of Santa Maria, linked to the field of School Practices and Public Policies. The study aimed to analyze how the education professionals involved in the state and municipal educational systems in Erechim/RS, understand the consequences of the basic education compulsory extension in their work context. It was a qualitative research of case study type. The procedures used in this research involved the analysis of legal documents emanated from the competent agencies, literature review and semi-structured interviews with education professionals who work in the management of the educational systems analyzed, in the pedagogic coordination and teachers from the first year in a state school and in a municipal school from Erechim / RS. The analysis of this research involved three categories: public policies, educational practices and educational management. To analyze the data and categories, we adopted the content analysis. The survey data demonstrated that there was a diversity of strategies, both administrative and pedagogical, adopted by state and municipal school systems in the implementation of the basic education, increased to nine years, in Erechim / RS. The teachers participation in previous discussions and decisions was disregarded. The study revealed the feelings of anguish and frustration of some education professionals regarding to the uncertainty about the changes, especially for the admission of six year old children in elementary school.The study also permitted to check, that the educational study was being structured according to the centrality in the literacy, beginner in the state teaching system. This aspect accentuated the worry about difficult to welcome infantile cultures and languages, including make believe game and playfulness. The question relative about physical structure of school institutions and the organization of the education time tended to the school s basic education culture that is rigid and restrictive. The joint between infantile education and basic education showed inexistent or incipient in the education systems analysis. In the state teaching system the training offered that all the teachers participated was based on process relative about literacy and the use of literacy programs adopted. In the municipal teaching system that didn t adopt any literacy program, the trainings approached topics wide, but the beginner focus also was the literacy. Realized, during the interviews, that there are difficulties for set up partnerships in the education context to do a collective work. The teachers accept individualist the responsibility for the quality their work. The function of the educational coordinator as a jointer of this process is a necessity for the discussions begin inside the school. From the discussions made, the study in the question intends to contribute to analysis and reflections necessaries about the introducing and implementation of the enlargement of the basic education to nine years. / Esta pesquisa foi desenvolvida e apresentada ao Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, na linha de pesquisa Práticas Escolares e Políticas Públicas. O estudo teve como objetivo analisar como os profissionais da educação que atuam nos sistemas estadual e municipal de ensino do município de Erechim/RS, compreendem os desdobramentos da ampliação da obrigatoriedade do Ensino Fundamental no seu contexto de trabalho. Utilizou-se como encaminhamento teórico-metodológico a pesquisa qualitativa, do tipo estudo de caso denominado multicasos. Os procedimentos de pesquisa adotados envolveram a análise de documentos legais emanados pelos órgãos competentes, análise bibliográfica e entrevistas semi-estruturadas com profissionais da educação que atuam na gestão dos sistemas de ensino analisados, na coordenação pedagógica e docência no primeiro ano em uma escola do sistema de ensino estadual e em uma escola do sistema de ensino municipal de Erechim/RS. Compuseram-se três categorias de análise na realização desta pesquisa, quais sejam: políticas públicas, práticas pedagógicas e gestão do pedagógico. Para análise dos dados e das categorias, foi adotada a análise de conteúdo. Os dados da pesquisa evidenciaram que houve uma diversidade de estratégias, tanto administrativas quanto pedagógicas, adotadas pelo sistema estadual e sistema municipal de ensino na implantação do Ensino Fundamental ampliado para nove anos no município de Erechim/RS. A participação das professoras em discussões prévias e nas tomadas de decisão, foi desconsiderada. O estudo desvelou os sentimentos de angústia e frustração de algumas profissionais da educação perante a incerteza quanto às mudanças, especialmente pelo ingresso da criança aos seis anos no Ensino Fundamental. O estudo também permitiu verificar que o trabalho pedagógico foi sendo estruturado em função da centralidade na alfabetização, principalmente no sistema estadual de ensino. Esse aspecto acentuou a preocupação com a dificuldade em acolher as culturas e linguagens infantis, incluindo-se a brincadeira de faz-de-conta e a ludicidade. A questão relativa à estrutura física das instituições escolares e à organização do tempo educativo tendeu-se para a cultura da escola de Ensino Fundamental, sendo essa mais rígida e restritiva. A articulação entre a Educação Infantil e o Ensino Fundamental mostrou-se inexistente ou incipiente nos sistemas de ensino analisados. No sistema estadual, a capacitação oferecida e da qual todas as professoras usufruíram fora exclusivamente pautada nos processos relativos à alfabetização e à utilização dos programas de alfabetização adotados. No sistema municipal, que não adotou nenhum programa de alfabetização, as capacitações abordaram temas mais amplos, porém, o foco principal também foi a alfabetização. Percebeu-se, no decorrer das entrevistas, que há dificuldades para o estabelecimento de parcerias no contexto escolar, com vistas a um trabalho coletivo. As professoras assumem individualmente a responsabilidade pela qualidade do seu trabalho. A função do coordenador pedagógico como articuladora desse processo se coloca como uma necessidade para que as discussões partam do interior da escola. A partir das discussões realizadas, o estudo em questão pretende contribuir para a análise e reflexões necessárias sobre a implantação e implementação do Ensino Fundamental ampliado.

A educação pode ser considerada um dos principais pilares para a construção de uma sociedade mais justa. No entanto, os inúmeros problemas que as escolas públicas enfrentam atualmente têm reduzido progressivamente a possibilidade de ascensão individual e coletiva dos educandos que necessitam desses serviços. O presente trabalho tem como principal objetivo demonstrar a contribuição da pesquisa geográfica para a gestão educacional através de um estudo etnográfico realizado com estudantes do 3 ano do Ensino Médio de 2009 no Colégio Estadual Ruy José de Almeida (CERJA), onde foram investigadas duas categorias de análise: uma referente à qualidade ambiental e dimensão pedagógica da escola e outra relacionada ao perfil socioeconômico e cultural desses estudantes. A pesquisa realizada, por ter caráter subjetivo, está entrelaçada com aspectos históricos, políticos, sociais, econômicos, culturais e com o intervalo de tempo em que foi realizada. Portanto, os métodos utilizados foram o fenomenológico, que consiste em descrever a experiência tal como ela é, e o método dialético, que é dinâmico porque considera os fatos dentro de um contexto maior. O primeiro capítulo trata da contribuição da Geografia para a Educação e apresenta dados referentes à percepção dos estudantes em relação ao espaço físico, relacional e pedagógicos da escola. O segundo capítulo discute conceitos de espaço e lugar e apresenta dados referentes ao espaço comunitário, residencial e familiar dos estudantes. O terceiro capítulo trata dos cuidados da gestão educacional com seus futuros egressos, enfocando aspectos relacionados com o espaço escolar e a conclusão do Ensino Médio. Os resultados dessa pesquisa poderão proporcionar à comunidade escolar uma fundamentação que possibilite construir um planejamento contextualizado e, paralelamente, desenvolver atividades que melhorem a qualidade da educação oferecida. Dessa forma, essa pesquisa geográfica, após ser socializada, poderá contribuir no processo de tomada de consciência coletiva, aproximando a educação da realidade, os educadores dos educandos, a teoria da prática e a ciência da vida, convidando todos os servidores da educação, que compartilham dos mesmos ideais, a sonharem juntos e trabalharem para transformar esse sonho em realidade. / Education can be considered one of the main pillars to build a fairer society. Nevertheless, the various problems which public schools face nowadays have progressively reduced the possibility of promoting individual and collective development of students who need these services. The main aim of this paper is to show the contribution of geographical research to educational management through an ethnographic study conducted with third graders of high school in 2009 at Ruy José de Almeida State School (CERJ), where two categories of analysis were investigated: one concerning the quality of the environment and the pedagogical dimension of the school and the other related to the socioeconomic and cultural status of those students. As this research has a subjective feature, it is intertwined with political, social, economic and cultural aspects and with the time it was performed. Therefore, the methods used were the phenomenological method, which describes the experience the way it really is, and the dialectical method, which is dynamic because it considers the facts within a broader context. The first chapter deals with the contribution of Geography to Education and presents data on students' perceptions concerning the physical, the relational and the pedagogical space of the school. The second chapter discusses the concepts of space and place and presents data concerning the communitarian, residential and family space of students. The third chapter presents aspects of care that the educational management provides for its future alumni, focusing on aspects related to the school space and the conclusion of high school. The results of this research will be able to provide the school community with basis that enables the construction of a contextualized plan and, simultaneously, the development of activities to improve the quality of the education that is offered. Thus, after this geographical research is socialized, it will contribute to the raising of collective consciousness, bringing together education and reality, educators and pupils, theory and practice, science and life, inviting all educators who share the same ideals to dream and work together to make this dream come true.