Made available in DSpace on 2015-04-14T14:23:49Z (GMT). No. of bitstreams: 1 461973.pdf: 1955852 bytes, checksum: d3077f5435385297a39bd4e50286f6a8 (MD5) Previous issue date: 2013-09-27 / The present doctoral thesis is a study case about the experience of management processes and educational policies developed by the Popular Administration in Porto Alegre/ RS, during its four governments from the perspective of the Municipal Secretaries of Education. This is a qualitative research that seeks to evaluate a new model of management of State and Education, which inserts through the policies of participative democracy the protagonism of citizens in the decision process and social control of public management. The theoretical and methodological framework developed in four initial chapters brings the concepts of citizenship, democracy, State, participative democracy and participation, from several theoretical and policies conceptions approach of the meanings and themes in the articulation between education, democracy and citizenship. Data collection was performed at two different times: in the first, a bibliographical research on the topic of this study, combined with a documentary research from publications of the Education City Department of Porto Alegre, official documents and legislation; In the second moment the field work, for which was made use of oral history, interviewing the Education Municipal Secretaries of Porto Alegre, in the period that the Popular Administration ruled that city (1989-2004), of the following administrations: second administration (1993 -1996), teacher S?nia Bruggemann Pilla; third administration (1997-2000), teacher Jos? Clovis de Azevedo; and from fourth administration ( 2001- 2004 ), three secretaries: Teacher Eliezer Moreira Pacheco ( 2001- 2003 ); teacher Sofia Cavedon Nunes ( 2003-2004 ) and teacher Maria de F?tima Baierle (2004 ). Each chapter presents an evaluation of management addressing their continuities, advances, setbacks and breaks in optical research subjects. In the final chapter and considerations was made a balance of Popular Administration Governments in Porto Alegre seeking to ascertain in what extent this new model of State management and Education contributed to the process of democratization of the State, the Municipal System of Education and schools. / A presente tese de doutorado constitui-se um estudo de caso sobre a experi?ncia de gest?o dos processos e pol?ticas educacionais desenvolvidas pela Administra??o Popular, em Porto Alegre/RS, ao longo de seus quatro governos, na perspectiva de seus Secret?rios Municipais de Educa??o. Trata-se de uma pesquisa qualitativa que busca avaliar um novo modelo de gest?o do Estado e da Educa??o, que insere atrav?s de pol?ticas de democracia participativa o protagonismo dos cidad?os no processo de decis?o e de controle social da gest?o p?blica. O referencial te?rico-metodol?gico desenvolvido em quatro cap?tulos iniciais traz os conceitos de: cidadania, democracia, Estado, democracia participativa e participa??o, a partir de diversas concep??es te?ricas e pol?ticas e abordagem dos significados e temas na articula??o entre educa??o, democracia e cidadania. A coleta de dados se realizou em dois momentos distintos: no primeiro, uma pesquisa bibliogr?fica sobre o tema de estudo, associada a uma pesquisa documental a partir das publica??es da Secretaria Municipal de Educa??o de Porto Alegre, documentos oficiais e da legisla??o; no segundo momento, realizou-se o trabalho de campo para o qual se fez o uso da hist?ria oral, entrevistando-se os Secret?rios Municipais de Educa??o de Porto Alegre, do per?odo que a Administra??o Popular governou essa cidade (1989-2004), das seguintes gest?es: segunda gest?o (1993-1996), professora S?nia Bruggemann Pilla; terceira gest?o (1997-2000), professor Jos? Clovis de Azevedo; e, da quarta gest?o (2001-2004), tr?s secret?rios: professor Eliezer Moreira Pacheco (2001-2003); professora Sofia Cavedon Nunes (2003-2004) e professora Maria de F?tima Baierle (2004). Cada cap?tulo apresenta uma avalia??o da gest?o abordando suas continuidades, avan?os, rupturas e retrocessos na ?tica dos sujeitos da pesquisa. No cap?tulo final e nas considera??es realizou-se um balan?o dos governos da Administra??o Popular em Porto Alegre buscando averiguar em que medida esse novo modelo de gest?o do Estado e da Educa??o contribuiu para o processo de democratiza??o do Estado, do Sistema Municipal de Ensino e das escolas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T12:16:22Z No. of bitstreams: 1 DIS_LUCIENE_MALDONADO_COMPLETO.pdf: 2633884 bytes, checksum: 8c65089a2ecd9ebdd8a512dd6a66e6f1 (MD5) / Made available in DSpace on 2016-04-18T12:16:22Z (GMT). No. of bitstreams: 1 DIS_LUCIENE_MALDONADO_COMPLETO.pdf: 2633884 bytes, checksum: 8c65089a2ecd9ebdd8a512dd6a66e6f1 (MD5) Previous issue date: 2016-01-25 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This job aims to propose a reflection on the subjects roles in regards to the school?s transformation. The field of investigation was a project at a inovative public school at S?o Paulo city, that has broken the traditional paradigms even though being part the municipal school system. Inspired in the ?Escola da Ponte?, walls had been pulled down, fences had been broken and a Project had been implemented to support the (re)construction of the school into a model to fulfill the main internal and external yearnings of the community, a everyone?s school and for everyone. With a remarkable democratic participation, with a differentiated building structure the school has an educational policy through cycles and self-researches. They make round tables to discuss topics and define responsibilities, so everyone is on the same page. Teachers are tutors and the relatives are mostly present. The volunteer work is well accepted and practiced by many. All those changes have as main elements the management and the intention to have a praxis of transformation in that space, creating identity and daily (re)constructing the school as they want to have. For this research, semi-structured interviews had been performed with relatives, students, teachers, managers and government employee during April/May, 2015.Thereby aiming to fulfill the purpose of the research, an exploratory and qualitative approach (Barros & Lehfeld, 1990) has been chosen, a technique of non-probability sampling strategies (Cooper & Schindler, 2011) with a methodical data collection based on Bardin (2009) has been used in the prerogative to understand and analyze how innovative changes involving the school management team impacts at the development of the school. At the end of the research process and completion of this work, we understand that the school management has considerable importance in the realization of this project. This project is working nearly 20 years ago. / Este trabalho prop?e uma reflex?o acerca do papel dos sujeitos na transforma??o de uma escola. O campo de investiga??o foi um projeto em uma escola p?blica de ensino fundamental da rede municipal, na cidade de S?o Paulo, capital, que rompeu os paradigmas tradicionais. Inspirados na Escola da Ponte rompeu-se paredes, quebraram-se alambrados e construiu-se um projeto que auxiliasse a escola a se (re)construir em um modelo que atendesse o principal anseio da comunidade interna e externa, uma escola de todos e para todos. Com uma not?vel participa??o democr?tica, com uma estrutura predial modificada a escola possui uma pol?tica de ensino diferenciada. Professores s?o tutores e h? um grande corpo de volunt?rios. Toda essa mudan?a tem como elemento principal a gest?o e sua inten??o por uma pr?xis de transforma??o naquele espa?o, criando identidade, (re)construindo todos os dias a escola que querem ter. Para a pesquisa foram feitas entrevistas semiestruturadas com os familiares, alunos, professores, gestores e servidores no per?odo de abril/maio. Desse modo objetivando cumprir a intencionalidade da pesquisa que ? analisar de que forma as mudan?as inovadoras que envolvem gest?o escolar impactam no desenvolvimento da escola. Na presente disserta??o, escolheu-se fazer o uso de uma abordagem explorat?ria e qualitativa (Barros e Lehfeld, 1990), utilizamos a t?cnica n?o probabil?stica com amostragem por julgamento (Cooper & Schindler, 2011) e com procedimento metodol?gico de an?lise de dados apoiados em Bardin (2009) na prerrogativa de entender e analisar de que forma as mudan?as inovadoras que envolvem a gest?o escolar impactam no desenvolvimento da escola. Ao final do processo de pesquisa e de conclus?o desse trabalho, entendemos que a gest?o escolar possui uma consider?vel import?ncia na realiza??o desse projeto. Este projeto est? dando certo h? quase 20 anos.