Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-01T14:33:11Z No. of bitstreams: 1 manuelvalcyseixas.pdf: 1015012 bytes, checksum: 0609bffbde06295a4fcf6c9b470e663f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-02T15:55:46Z (GMT) No. of bitstreams: 1 manuelvalcyseixas.pdf: 1015012 bytes, checksum: 0609bffbde06295a4fcf6c9b470e663f (MD5) / Made available in DSpace on 2017-06-02T15:55:46Z (GMT). No. of bitstreams: 1 manuelvalcyseixas.pdf: 1015012 bytes, checksum: 0609bffbde06295a4fcf6c9b470e663f (MD5) Previous issue date: 2017-02-23 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão aqui retratado aborda a construção do Projeto Político Pedagógico das escolas estaduais que pertencem à Coordenadoria Regional de Educação de Alvarães/AM - CRE-Alvarães, como uma exigência legal e instrumento de organização do trabalho pedagógico nas escolas. O problema da pesquisa foi definido na seguinte questão: Como a Coordenadoria Regional de Educação de Alvarães pode contribuir no processo de elaboração dos PPPs das escolas sob sua jurisdição? O objetivo geral do estudo é o de analisar o contexto – regional e escolar – de gestão das escolas da coordenadoria regional de Alvarães no que diz respeito ao movimento de elaboração do PPP, refletindo sobre como a CRE/Alvarães pode contribuir para a construção do PPP pelas escolas estaduais sob sua responsabilidade. Inicialmente, descreve-se o contexto de gestão da Coordenadoria e as escolas sob sua jurisdição a partir dos instrumentos normativos e organizacionais que elas utilizam. Em seguida, identificam-se as dificuldades para elaboração do PPP e analisa-se de que maneira o movimento de elaboração pode contribuir para a organização das práticas de gestão das escolas da coordenadoria. Adota-se o referencial teórico que permite fazer a discussão sobre Gestão Democrática, PPP e autonomia escolar e a cultura de planejamento participativo no nível da Coordenadoria de Alvarães. O estudo segue a abordagem qualitativa, e se constitui num estudo de caso. Para a produção dos dados, utilizou-se questionário aplicado às coordenadorias e entrevista com gestores das escolas. A análise dos questionários apontou para a existência de vários coordenadores que atuam na função há pouco tempo e coordenadorias criadas há pouco tempo também. Há um déficit de funcionários para acompanhamento pedagógico das escolas nas coordenadorias. Das entrevistas, os resultados indicam que os gestores acham necessário que as escolas tenham o seu PPP. No entanto, é necessária uma reflexão sobre a participação da comunidade escolar e a gestão escolar democrática na elaboração do PPP. Além disso, é necessária uma análise sobre quais instrumentos de participação a escola oferece para à comunidade, pois, a Associação de Pais Mestres e Comunitários – APMC, tem sido o único instrumento de colegiado da escola. A participação dos pais na escola e de toda a comunidade deve ser mais efetiva, no sentido de fortalecimento do vínculo escola/comunidade e a participação dos professores na escola precisa ser melhorada. Por fim, propõe-se um PAE que se configure num instrumental de apoio da coordenadoria para a elaboração do PPP com as escolas. / This dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case presented here addresses the construction of the Pedagogical Political Project of the state schools that belong to the Alvarães / AM - CRE - Alvarães Regional Education Coordination, as a legal requirement and instrument of organization of pedagogical work in schools. The research problem was defined in the following question: How can the Regional Education Coordination of Alvarães contribute to the process of elaborating the PPPs of the schools under its jurisdiction? The general objective of the study is to analyze the context - regional and school - of schools management of the regional coordination of Alvarães with respect to the PPP elaboration movement, reflecting on how CRE / Alvarães can contribute to the construction of the PPP By state schools under their responsibility. Initially, the context of management of the Coordination and the schools under its jurisdiction is described, based on the normative and organizational instruments that they use. Next, we identify the difficulties to elaborate the PPP and analyze how the elaboration movement can contribute to the organization of the management practices of the coordination schools. It adopts the theoretical reference that allows to make the discussion about Democratic Management, PPP and school autonomy and the participatory planning culture at the Alvarães Coordination level. The study follows the qualitative approach, and constitutes a case study. For the production of the data, a questionnaire was applied to the coordinators and interviews with school managers. The analysis of the questionnaires pointed to the existence of several coordinators who have been in the position for a short time, and coordinations created just recently. There is a shortage of staff for the pedagogical follow-up of the schools in the coordinators. From the interviews, the results indicate that managers think it necessary for schools to have their PPP. However, it is necessary to reflect on the participation of the school community and democratic school management in the elaboration of the PPP. In addition, it is necessary to analyze what instruments of participation the school offers to the community, since the APMC has been the only collegial instrument of the school. Parents' participation in school and the whole community should be more effective in strengthening the school / community bond and the participation of teachers in school needs to be improved. Finally, a PAE is proposed that is configured in an instrument of support of the coordination for the elaboration of the PPP with the schools.

Orientador: Telma Pileggi Vinha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T08:41:34Z (GMT). No. of bitstreams: 1 Wrege_MarianaGuimaraes_M.pdf: 3360591 bytes, checksum: 4ecb61ee3732715032f7e4344ba4e53a (MD5) Previous issue date: 2012 / Resumo: Divergindo-se das escolas tradicionais ao longo dos últimos cento e cinquenta anos, a literatura nos aponta outras propostas educacionais que buscam romper com esse paradigma tradicional de educação. Atualmente, um desses movimentos é denominado de "educação democrática". Mesmo que existam diferenças, tais escolas possuem três características comuns: a gestão participativa pelos estudantes e educadores; relações não hierárquicas; e a organização pedagógica com centro de estudos, sem currículos compulsórios, em que os alunos definem suas trajetórias de aprendizagem. Foi somente a partir de 1996, com a nova Lei de Diretrizes e Bases da Educação no Brasil que foi possível este novo modelo de escola, já que permitiu maior autonomia das instituições educativas com relação ao currículo. No entanto, as escolas democráticas no país (educação formal) são poucas e recentes. Não obstante a importância de tais experiências, ainda são escassos os estudos científicos que as abordem. Tratando-se de um estudo descritivo exploratório, esta pesquisa objetivou caracterizar o ambiente sociomoral e o trabalho com o conhecimento em uma escola que busca implementar uma proposta de educação democrática e que faça parte da Rede Internacional de Educação Democrática (IDEN), assim como investigar as dificuldades que encontra nesta implementação. Os participantes foram os alunos do 4º e do 5º anos do Ensino Fundamental, seus professores e a equipe de especialistas. Os procedimentos empregados na coleta de dados foram: sessões de observação sistemáticas, entrevistas individuais e o recolhimento de documentos tais como: registro das ocorrências, agendas, atividades pedagógicas realizadas pelos alunos, planejamento dos professores, Projeto Político Pedagógico e Regimento Escolar, dentre outros. A análise dos dados foi qualitativa e pautada no construtivismo piagetiano. Os resultados mostraram que o ambiente sociomoral é mais cooperativo e harmonioso, a interação social é continuamente valorizada e os alunos participam de algumas decisões com relação ao uso dos espaços comuns, aos materiais que podem ou não trazer à escola, dentre outras, nas assembleias da escola. Evidencia-se o diálogo e o vínculo de afeto na relação entre professores e alunos que, contudo, permanecem assimétricas. As relações entre pares são harmoniosas e recíprocas. Os conflitos são, em geral, resolvidos pelos próprios alunos e algumas vezes há intervenção direta dos adultos, que acabam resolvendo tais problemas por eles ou valendo-se de censuras. O trabalho com o conhecimento é mais prazeroso e significativo. As artes articulam-se com projetos realizados ao longo do ano e que culminam em uma peça teatral. São os professores quem decidem sobre o que, quais e como serão realizadas as atividades, havendo pouca participação dos educandos neste processo. Muitas atividades ainda são baseadas na memorização e cópia e há, implicitamente, a obrigatoriedade de realização das propostas pelos alunos. Encontrou-se ainda que tanto os educadores quanto as crianças gostam de estar na escola e a veem como diferente das demais, no sentido de proporcionar atividades mais prazerosas, divertidas, de não haver provas nem lição de casa, além de dar uma certa margem de liberdade para que todos coloquem suas opiniões. / Abstract: Diverting from traditional schools over the last hundred and fifty years, the literature points to other educational proposals that seek to break the traditional paradigm of education. Currently, this movement is called "democratic education". Even if there are differences in each experience, these schools have three common characteristics: participatory management by students and educators, non-hierarchical relationships and educational organization as "research centers" in which students define their learning trajectories without having a compulsory curriculum. It was only after 1996, with the new Brazilian Law of Directives and Bases of Education, that it was possible to have this new model of school, as this law allowed greater autonomy of educational institutions in relation to the curriculum. However, democratic schools in Brazil (formal education) are few and recent. Despite the importance of such experiences, there are still scarce scientific studies that addresses them. This is an exploratory descriptive study that aimed to characterize the sociomoral environment and the work with knowledge in a school that seeks to implement a democratic education proposal. The selected school had to take part of the International Democratic Education Network (IDEN). We also aimed to investigate the difficulties they found in this implementation process. The participants were: students in the 4th and the 5th years of elementary school, their teachers and staff experts. The procedures used in data collecting sessions were: systematic observation, individual interviews and gathering of documents, such as: registration of events, calendars, educational activities carried out by students, teacher planning, among others. Data analysis was qualitative and based on Piaget's constructivism. The results showed that the sociomoral atmosphere in the school is more cooperative and harmonious. Social interaction is continuously valued and students participate in some decisions regarding the use of common spaces, materials that may or may not bring to school, among others, in the school meetings. It highlights the dialogue and the bond of affection in the relationships between teachers and students, however, it remains asymmetrical. Peers relationships are harmonious and reciprocal. Conflicts are usually resolved by the students and sometimes there are direct interventions from adults, who end up solving such problems for the children. The work with knowledge is more pleasurable and meaningful. The arts are linked to projects carried out throughout the year and that culminate in a play. The teachers decide what, where and how the activities will be carried out, with little participation of students in this process. Many activities are still based on memorization and copying, and there is, implicitly, the obligation to carry out the proposals by the students. It was also found that both, educators and children, enjoy being at school and see it as different from the others, providing pleasurable activities, no tests or homework, and that it gives a certain margin of freedom for everybody. / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: Zacarias Pereira Borge / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T08:43:04Z (GMT). No. of bitstreams: 1 Gon_SimoneAndrea_M.pdf: 5756079 bytes, checksum: 73658c8a85a4ff4fb6cde57158661435 (MD5) Previous issue date: 2012 / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Education plays prominent role in the development of nations considering that the progress of nations depends on the capability of its workforce which is informed by the quality of education offered its citizenry. Program for international students‟ assessment revealed the need to improve upon the quality of education across nations. This need was corroborated by the unimpressive performance of the secondary schools learners in Egbeda local Government of Oyo State. Ironically, secondary schools management in the local government have been found to have very little discretionary powers in the administration of their schools – a situation that could have contributed to the poor performance of the learners. The study thus focussed on the effect of school autonomy on learners‟ performance in Egbeda Local Government secondary schools of Oyo State, Nigeria. Cross-sectional survey research design was adopted for the study. The population comprised 72 Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by the study. Thirty schools were excluded from the study for not meeting selection criteria of ten years of establishment. Sample size of 355 was purposively selected for the study. Response rate was 97.7%. Data were analysed using descriptive and inferential statistics. Findings revealed that school autonomy dimensions have statistically significant effect on learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ affective performance (F5, 341 = 66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ personal development (F5, 341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05). The study concluded that school autonomy affected learners‟ performance. The study recommended that education authorities should make policy provisions that will enhance school autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo State to improve learners‟ performance. / Educational Management and Leadership / Ph. D. (Education Management)

Thesis on topic " The changes in management education in the Czech Republic at the turn of the entury through the eyes of the school directors at that time" captures the abolition of central control of education in the Czech Republic from 1999 to 2004 and describes the transition to the new decentralized management system. This is a qualitative analysis, propped on interviews with experienced directors of elementary and secondary schools. In observed period, these executives both personally and professionally experienced the effects of legislative changes in education. During the research, narrative interviews were used, analysis was based on grounded theory. Causal conditions, the phenomenon of interference sectoral management, intervening conditions (risk of anomie, the politicization of education, expertise versus bureaucracy in education management, education and support of school principals) and their effects on the central category were researched. During the research, the central category became school autonomy, and it's range, including the dynamics of change in the observed period, were researched. Thesis contains a description of the researched variables and evaluation of their relations with emphasis on relations to the dominant category. The result is a hypothesis (theory) anchored in...

Esta dissertação reflete sobre as possibilidades da escola no cumprimento das determinações da atual Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 9394/96, que a reconhece como núcleo gestor responsável pelo seu próprio projeto político-pedagógico. Problematiza em que medida essa prática escolar tem influenciado os resultados obtidos pelas escolas públicas e viabilizado, localmente, a implementação das políticas educacionais desenvolvidas no âmbito dos sistemas de ensino. Caracteriza as concepções estruturantes sobre projeto político-pedagógico por meio de uma análise bibliográfica, discutindo o alcance que tais teorizações têm alcançado no cotidiano escolar. Apresenta os resultados de uma pesquisa, realizada junto a uma rede pública de ensino, apontando potenciais evidências da crise de sentido e de método que tal prática revela. Recupera ainda o processo histórico que marcou a tramitação da atual LDB, demonstrando que a referida crise deve ser entendida primeiro como crise congênita, herdada da própria lei que a concebeu. No contexto do sistema educacional, essa crise também é caracterizada ao reunir elementoschaves presentes no pensamento pedagógico contemporâneo, que exploram o conceito de sistema e a sua relação com a unidade escolar. Finaliza a pesquisa problematizando princípios fundamentais para se pensar o projeto políticopedagógico na perspectiva do movimento da educação cidadã, com vista à superação da crise de sentido e de método que essa prática escolar tem demonstrado. / This paper reflects on the possibilities of the school in compliance of the determinations of the current Law of Directives and Bases of National Education (LDB) nº 9394/96, which recognizes it as the core manager responsible for its own political and pedagogical project. It questions the extent to which this educational practice has influenced the results obtained by the public schools and facilitated, locally, the implementation of educational policies developed within the education systems. It characterizes the structural concepts of political and pedagogical project through a literature review, discussing the scope that these theories have reached in the school day. Presents the results of a survey, carried out with a public school system, pointing out potential evidences of the crisis of meaning and method that this practice reveals. Recovers even the historical process that marked the course of the current LDB, demonstrating that the crisis must be understood first as a crisis congenital, inherited from the law that has conceived it. In the context of the educational system, this crisis is also characterized by bringing together key elements present in contemporary pedagogical thinking, exploring the system concept and its relationship with the school unit. Ends the research questioning the fundamental principles for thinking about the political and pedagogical project in view of the civil and educational movement, with a view to overcoming the crisis of meaning and method of the educational practice has shown.

published_or_final_version / abstract / toc / Education / Doctoral / Doctor of Philosophy

Τις δύο τελευταίες δεκαετίες ο ρόλος και τα καθήκοντα των διοικητικών οργάνων της εκπαίδευσης και των υποστηρικτικών θεσμών έχουν γίνει αντικείμενο θεμελιωδών αλλαγών και έχουν αποκτήσει εξαιρετική σημασία ως αποτέλεσμα των εξελίξεων εντός και εκτός της εκπαίδευσης. Αντικείμενο της παρούσας εργασίας είναι ο ρόλος, η θέση, τα καθήκοντα και οι αρμοδιότητες των διευθυντών σχολικών μονάδων υποχρεωτικής εκπαίδευσης στο λόγο της Ευρωπαϊκής Ένωσης (Ε.Ε.) και σύγκριση του με τα όσα ισχύουν σε τρεις ευρωπαϊκές χώρες : Ελλάδα – Φινλανδία – Κύπρο, ώστε να περιγραφεί το τοπίο και να αναδειχθούν πιθανές επιρροές, συγκλίσεις ή αποκλίσεις. Υποστηρίζεται ότι ο Νέο-φιλελεύθερος λόγος που αναπτύσσεται τα τελευταία χρόνια επηρεάζει τόσο την Ε.Ε. όσο και τις άλλες υπό εξέταση χώρες σε μικρότερο ή μεγαλύτερο βαθμό ανάλογα με τις ιδιαιτερότητες που παρουσιάζει η καθεμία από αυτές. / The two last decades the role and the duties of administrative bodies of education and supporting institutions have become object of fundamental changes and have acquired exceptional importance as resulting from developments inside and outside the education. Object of present work is the role, the place, the duties and the competences of directors of compulsory education school units in the reason of European Union (EU) and his comparison with that they are in effect in three European countries: Greece - Finland – Cyprus. It is attempted to be described the landscape and to be found possible influences, convergences or divergences. It is supported that the Neoliberal reason that is developed in the past few years, influences in smaller or bigger degree so much the EU as the other under review countries depending on the particularities that it presents each one.

Esta dissertação reflete sobre as possibilidades da escola no cumprimento das determinações da atual Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 9394/96, que a reconhece como núcleo gestor responsável pelo seu próprio projeto político-pedagógico. Problematiza em que medida essa prática escolar tem influenciado os resultados obtidos pelas escolas públicas e viabilizado, localmente, a implementação das políticas educacionais desenvolvidas no âmbito dos sistemas de ensino. Caracteriza as concepções estruturantes sobre projeto político-pedagógico por meio de uma análise bibliográfica, discutindo o alcance que tais teorizações têm alcançado no cotidiano escolar. Apresenta os resultados de uma pesquisa, realizada junto a uma rede pública de ensino, apontando potenciais evidências da crise de sentido e de método que tal prática revela. Recupera ainda o processo histórico que marcou a tramitação da atual LDB, demonstrando que a referida crise deve ser entendida primeiro como crise congênita, herdada da própria lei que a concebeu. No contexto do sistema educacional, essa crise também é caracterizada ao reunir elementoschaves presentes no pensamento pedagógico contemporâneo, que exploram o conceito de sistema e a sua relação com a unidade escolar. Finaliza a pesquisa problematizando princípios fundamentais para se pensar o projeto políticopedagógico na perspectiva do movimento da educação cidadã, com vista à superação da crise de sentido e de método que essa prática escolar tem demonstrado. / This paper reflects on the possibilities of the school in compliance of the determinations of the current Law of Directives and Bases of National Education (LDB) nº 9394/96, which recognizes it as the core manager responsible for its own political and pedagogical project. It questions the extent to which this educational practice has influenced the results obtained by the public schools and facilitated, locally, the implementation of educational policies developed within the education systems. It characterizes the structural concepts of political and pedagogical project through a literature review, discussing the scope that these theories have reached in the school day. Presents the results of a survey, carried out with a public school system, pointing out potential evidences of the crisis of meaning and method that this practice reveals. Recovers even the historical process that marked the course of the current LDB, demonstrating that the crisis must be understood first as a crisis congenital, inherited from the law that has conceived it. In the context of the educational system, this crisis is also characterized by bringing together key elements present in contemporary pedagogical thinking, exploring the system concept and its relationship with the school unit. Ends the research questioning the fundamental principles for thinking about the political and pedagogical project in view of the civil and educational movement, with a view to overcoming the crisis of meaning and method of the educational practice has shown.