Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-17T22:47:11Z No. of bitstreams: 1 AllanSolanoSouza_TESE.pdf: 2508304 bytes, checksum: 34ca5921654510df283cf7045fe5783c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-19T21:58:44Z (GMT) No. of bitstreams: 1 AllanSolanoSouza_TESE.pdf: 2508304 bytes, checksum: 34ca5921654510df283cf7045fe5783c (MD5) / Made available in DSpace on 2017-04-19T21:58:44Z (GMT). No. of bitstreams: 1 AllanSolanoSouza_TESE.pdf: 2508304 bytes, checksum: 34ca5921654510df283cf7045fe5783c (MD5) Previous issue date: 2016-12-19 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / As pol?ticas educacionais na contemporaneidade t?m incorporado princ?pios da nova gest?o p?blica (NGP), que se configura como modelo hegem?nico no cen?rio da globaliza??o neoliberal. A NGP surgiu como resposta ? crise do modelo burocr?tico na administra??o p?blica, e seus princ?pios se assentam na maximiza??o do controle, competitividade, avalia??o, presta??o de contas, responsabiliza??o, descentraliza??o de tarefas, participa??o controlada, responsabilidade individual e coletiva, os quais s?o ressignificados de acordo com os contextos de implanta??o e ajustados segundo as particularidades locais. No Brasil, constata-se que essa matriz gerencial incorpora-se ?s pol?ticas p?blicas, desde a d?cada de 1990, consolidando-se ao longo dos anos 2000 na gest?o dos sistemas educacionais. Nesse per?odo, verifica-se a intensifica??o das pol?ticas de avalia??o, presta??o de contas e responsabiliza??o no setor p?blico, em todas as ?reas e, particularmente, na educa??o. Dessas pol?ticas, a responsabiliza??o tem sido utilizada como estrat?gia para rotular os sistemas de forma positiva ou negativa, considerando os desempenhos obtidos nos processos de avalia??o e presta??o de contas. Na educa??o brasileira, trata-se de um tema relacionado com a responsabilidade educacional, o qual vem assumindo centralidade nos ?ltimos anos no pa?s, de modo que tem sido mat?ria de preocupa??o do Poder Executivo e Legislativo, configurado no debate e na produ??o de instrumentos legais que tramitam atualmente na C?mara dos Deputados. Embora o pa?s n?o possua, ainda, uma Lei de Responsabilidade Educacional, observa-se que nos n?veis subnacionais e locais emergiram algumas experi?ncias com essas caracter?sticas, dentre elas a do munic?pio de Mossor?, no estado do Rio Grande do Norte. Esse ente federado aprovou, no ano de 2010, por meio da Lei municipal n. 2.717/2010, a Pol?tica de Responsabilidade Educacional (PRE). A presente pesquisa elege como objeto de investiga??o essa pol?tica, cujo foco de an?lise volta-se para compreender como se efetivou o seu processo de concep??o e execu??o no per?odo de 2010 a 2015. Para o encaminhamento da an?lise do objeto de estudo, optou-se pelo materialismo hist?rico-dial?tico, por considerar que esse m?todo permite entend?-lo nas suas rela??es e media??es, assegurando, portanto, uma compreens?o contextualizada de sua configura??o. Como procedimentos de pesquisa, foram utilizadas a revis?o bibliogr?fica, a an?lise documental e a realiza??o de entrevistas semiestruturadas com cinco participantes do processo de concep??o e implementa??o da PRE. Para organiza??o e interpreta??o dos dados, recorreu-se a alguns elementos da an?lise de conte?do (BARDIN, 1977). Constata-se que a PRE de Mossor? surgiu, nesse contexto, como uma resposta ?s dificuldades diagnosticadas pela assessoria da educa??o municipal e registradas no Planejamento Estrat?gico da Rede Municipal de Ensino (PERME), que indicavam a necessidade de ajustes na administra??o e gest?o da Rede. A PRE institui processos de responsabiliza??o focalizados no controle de resultados sob formas de premia??es materiais, com pagamento financeiro do d?cimo quarto sal?rio aos funcion?rios da escola e poupan?a para o aluno que mais se destaca nos processos de avalia??o e participa??o nas atividades escolares. No plano simb?lico, empresas que desenvolvem programas de responsabilidade social na Rede e um dos pais com atua??o no Conselho Escolar recebem medalhas e diplomas. A pol?tica municipal materializada na LRE refor?a a vigil?ncia e a sensa??o de medo quanto ? possibilidade da demiss?o ou rotatividade de professores, diretores e supervisores que n?o contribuem para a melhoria dos indicadores, embora durante o per?odo de implementa??o (2010-2015) isso n?o tenha acontecido. Concluise que a PRE se configura como uma nova engrenagem de responsabiliza??o na administra??o da educa??o baseada no controle de resultados. / The educational policies in the contemporary world have incorporated principles of the new public management (NGP), which is configured as a hegemonic model in the scenario of neoliberal globalization. It should be noted that NGP emerged as a response to the crisis of the bureaucratic model in the Public Administration, and its principles are based on the control maximization, competitiveness, evaluation, accountability, liability, decentralization of tasks, controlled participation, individual and collective responsibility. These principles are redefined according to the contexts of implementation and are adjusted according to the local particularities. In Brazil, it is noticed that this managerial matrix is incorporated into public policies since the 1990s, being consolidated throughout the years 2000, in the management of educational systems. In this period, it is possible to verify the intensification on the evaluation policies, accountability and liability in the public sector, in all areas and, particularly, in education. From these policies, accountability has been used as a strategy to label systems positively or negatively, taking into account the performance of the evaluation and accountability processes. In Brazilian education, this is a topic related to the educational responsibility, which has been central in recent years in the country, so it has been a matter of concern to the executive and legislative power, configured in the debate and in the production of legal instruments which are currently under process in the Chamber of Deputies. Although the country does not yet have an Educational Responsibility Law, it can be observed that at the subnational and local levels some experiences with these characteristics emerged, such as the municipality of Mossor?, in the State of Rio Grande do Norte. This federated entity approved, in the year 2010, through the municipal Law n. 2,717/2010, the Educational Responsibility Policy (PRE). The present research selects this policy as the object of research, which focus of analysis is to understand how its conception and execution process took place in the period from 2010 to 2015. In order to refer the analysis of the object of study, it was decided by the historical-dialectical materialism, considering that this method allows us to understand it in its relations and mediations, thus ensuring a contextualized understanding of its configuration. As research procedures, it was chosen the bibliographic review, documentary analysis and semi-structured interviews with five participants from the process of conception and implementation of PRE. For the organization and interpretation of the data, some elements of content analysis were used (BARDIN, 1977). In this context, it is verified that the PRE of Mossor? emerged as a response to the difficulties diagnosed by the municipal education counseling and recorded in the Strategic Planning of the Municipal Education Network (PERME), which indicated the need for adjustments in the administration and management of the Network. The PRE establishes accountability processes focused on the control of results under forms of material rewards, with financial payment of the fourteenth salary to the school employees and saving account for the student who stands out most in the processes of evaluation and participation in school activities. On the symbolic level, companies which develop social responsibility programs in the Network and one of the parents who work in the School Council receive medals and diplomas. The municipal policy embodied in the LRE reinforces vigilance and a sensation of fear about the possibility of dismissal or turnover of teachers, principals and supervisors who do not contribute to the improvement of the indicators, although during the implementation period (2010-2015) this has not happened. It is concluded that the PRE is configured as a new mechanism of responsibility in the administration of municipal public education in Mossor?-RN, based on the results control.

Made available in DSpace on 2014-12-17T13:51:38Z (GMT). No. of bitstreams: 1 FernandoPSO_TESE.pdf: 2860613 bytes, checksum: c176b9a96ce41e332623f6fc2475170a (MD5) Previous issue date: 2014-08-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study approaches bureaucratic organizational structures with the aim to understand the adherence procedure to virtual technologies in the stricto sensu educational administrative process. Thus, the author navigates through the formation of these organizations in Brazil with the intent to demonstrate the bureaucratic organizational culture and the consequent form of domination of those who detain power. In this epistemological construction, the author explores the culture s bureaucratic environment and the organizational power. In the analyses, it was observed the technological phenomenon in the ODL s administrative environment, which can explain the adherence procedure to structures and technological instruments for stricto sensu courses that, hypothetically, dilutes the traditional inherited organizational axiom. Therefore, it was utilized as object of study the Professional Master s degree in National Scale Public Administration PROFIAP, hence analyzing the documental content and the legislation related to institutionalization as well as the positioning of professors/coordinators and of the director of CAPES/MEC. Considering this axioms, it was concluded that the bureaucratic structures can admit ODL in the stricto sensu s environment. However, this can only be done as long as the adherence does not imply in a dilution of the traditional forms of power and institutional bureaucratic inherited dominance, as well as the alleged hegemony of the governmental structure in the educational administration adopted in person by the stricto sensu courses in Brazil / O estudo aborda as estruturas organizacionais burocr?ticas, a fim de compreender a forma da ades?o ?s tecnologias virtuais no processo administrativo-educacional para o stricto sensu. Para tanto, o autor navega na forma??o das organiza??es no Brasil, visando demostrar a cultura organizacional burocr?tica e a consequente forma de dom?nio daqueles que det?m o poder. Nessa constru??o epistemol?gica, o autor explora o ambiente burocr?tico da cultura e poder organizacional. Para tal an?lise, observa-se o fen?meno da tecnologia no ambiente administrativo da EAD, o qual pode explicar a forma da ades?o ?s estruturas e instrumentos tecnol?gicos para o stricto sensu, que, em tese, dilui o axioma organizacional tradicional herdado. Portanto, foi utilizado, enquanto objeto de estudo, o caso do Mestrado Profissional em Administra??o P?blica em Rede Nacional PROFIAP, analisando o conte?do documental e da legisla??o relacionada ? institucionaliza??o e o posicionamento de professores/coordenadores e diretor da CAPES/MEC. Concluiu-se, sob tais axiomas, que as estruturas burocr?ticas podem admitir, sim, a EAD no ambiente do stricto sensu. Isso desde que a ades?o n?o conote diluir as formas tradicionais de poder e dom?nio burocr?tico institucional herdado, assim como a suposta hegemonia da estrutura de governan?a da administra??o na educa??o adotada presencialmente pelo stricto sensu no Brasil