Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-25T20:09:50Z No. of bitstreams: 1 EmanuellyMedeirosBezerra_DISSERT.pdf: 1290355 bytes, checksum: f2dbd9f2f216f580028f49b160a6dacf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-01T21:02:13Z (GMT) No. of bitstreams: 1 EmanuellyMedeirosBezerra_DISSERT.pdf: 1290355 bytes, checksum: f2dbd9f2f216f580028f49b160a6dacf (MD5) / Made available in DSpace on 2016-08-01T21:02:13Z (GMT). No. of bitstreams: 1 EmanuellyMedeirosBezerra_DISSERT.pdf: 1290355 bytes, checksum: f2dbd9f2f216f580028f49b160a6dacf (MD5) Previous issue date: 2015-09-11 / Esta pesquisa trata-se de uma avalia??o pol?tica da interpreta??o que o SENAC/RN faz do PRONATEC explicitando os princ?pios ideol?gicos, objetivos e teorias que s?o reproduzidas e refor?adas por essa institui??o atrav?s da forma??o profissional oferecida pelo programa. Buscamos desvelar os aspectos ideol?gicos que fundamentam a interpreta??o que o SENAC faz do PRONATEC e apontar a quais interesses concretos esses aspectos correspondem. Partimos da hip?tese provis?ria de que a transfer?ncia da responsabilidade do p?blico para o privado na execu??o do PROANTEC precariza a forma??o, fortalece a dualidade estrutural e subordina o programa aos interesses ideol?gicos, pol?ticos e econ?micos da institui??o privada. O caminho metodol?gico escolhido para nosso estudo avaliativo foi o estudo de caso ?nico. Como fonte de dados utilizamos levantamentos bibliogr?ficos, documentos oficiais do PRONATEC e do SENAC, discursos e dados sobre o programa e entrevistas. Ao final da pesquisa apresentam-se elementos que demonstram certa ?flexibiliza??o? do Pronatec aos interesses do SENAC, oferecendo uma forma??o profissional aligeirada para o trabalho, via de regra, sem rela??o com a educa??o proped?utica, focando na necessidade de adapta??o e consenso dos trabalhadores em torno de um projeto de sociedade. Neste sentido, o Pronatec, financiado com verba p?blica, ? usado pelo SENAC para se fortalecer no mercado da educa??o profissional e para constru??o hegem?nica neoliberal legitimando e criando consenso em torno desse modelo de sociedade. / In this study, we present a political evaluation of how SENAC/RN perceives PRONATEC, emphasizing all ideological principles, aims and theories that this institution reproduces and reinforces while playing this professional qualification program. We intended to reveal ideological aspects that inspire SENAC?s perception of PRONATEC, pointing the actual interests hidden by those aspects. Our starting question is: What ideologies, objectives and theories that are explicitly or implicitly reinforced by Senac in implementing PRONATEC? In the research, we consider the hypothesis that transferring the responsibility about PRONATEC from public to private institutions is something that impoverishes the professional formation process, once the program ends up subordinated to private institution?s ideological, political and economic interests. The methodological approach chosen was the single case study. As data source, we used broad literature survey, official files of PRONATEC and SENAC, official information about the program and personal interviews. At the end of the research, we present elements that show some ?flexibility? on PRONATEC due to SENAC?s interests, offering a superficial professional formation, commonly dissociated from a propaedeutic education, focusing on the need of adaptation e consensus of works around a society project. In this regard, despite PRONATEC is payed by public resources, it?s been used by SENAC as a fortifier of this institution on professional education market, in an hegemonic and neoliberal construction of a model of society.

Made available in DSpace on 2014-12-17T14:20:09Z (GMT). No. of bitstreams: 1 PedroIXL_DISSERT_PARCIAL.pdf: 48804 bytes, checksum: cae9c1e2413f3678cd4dc5335be3afd2 (MD5) Previous issue date: 2013-03-08 / We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avalia??o da Educa??o Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comiss?o Especial de Avalia??o (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the ?ndice Geral de Cursos da Institui??o de Educa??o Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Prov?o). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute / Teve-se como problema de an?lise nesta pesquisa: quais os pressupostos, princ?pios e conte?do geral que fundamentam o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES)?. Partiu-se da hip?tese que o conte?do geral do SINAES est? essencialmente fundamentado nos pressupostos e princ?pios de uma perspectiva de controle/regulat?ria da avalia??o e de uma epistemologia somativa, quantitativista e objetivista, constitu?do por elementos que priorizam os testes e a classifica??o de cursos e institui??es, baseados em valores de mercado. O objetivo geral foi realizar uma avalia??o pol?tica do SINAES e os objetivos espec?ficos foram: a) aplicar os conceitos de avalia??o pol?tica e meta-avalia??o; b) identificar o papel dos organismos internacionais na reforma educativa nos anos 1990 e sua repercuss?o na educa??o superior no Brasil; c) resgatar a concep??o de avalia??o, sobretudo no campo de estudos da Educa??o; e d) investigar as pol?ticas avaliativas da educa??o superior brasileira que antecederam ao SINAES. Quanto aos procedimentos t?cnicos de coleta e an?lise dos dados, a pesquisa foi bibliogr?fica e documental, uma vez que se desenvolveu por fontes bibliogr?ficas e publica??es oficiais. Desenvolveu-se atrav?s do cruzamento de fontes: textos ou documentos remetiam a outros; tamb?m se concentrou: no papel dos organismos internacionais nas reformas educativa e do Estado (d?cada de 1990); nas pol?ticas de avalia??o da educa??o superior brasileira (d?cadas de 1980 e 1990); na proposta da Comiss?o Especial de Avalia??o (CEA); na Lei n? 10.861/2004; nos documentos da CONAES; no Decreto n? 5.773/2006; e nas Portarias Normativas do MEC n? 4/2008 e n? 12/2008. N?o se deteve a aspectos ditos puramente t?cnicos, mas sim ao campo propriamente ideol?gico. A pesquisa constatou que os organismos internacionais, destacadamente o Banco Mundial, tiveram um papel pol?tico, intelectual e financeiro, determinantes para o campo da educa??o, fato este que reflete no marco jur?dico. Verificou-se tamb?m que a pol?tica de avalia??o da educa??o superior ? marcada historicamente por um conflito, representado por duas perspectivas de naturezas distintas e de ?nfases diferentes. Por um lado, o foco ocorre no controle/regula??o, privilegiando efici?ncia, produtividade e competitividade e priorizando a aferi??o pontual de desempenhos e a mensura??o. Por outro, busca-se a transforma??o acad?mica, em uma perspectiva prioritariamente formativa/emancipat?ria, com o intuito de subsidiar a melhoria institucional. Concluiu-se que a CEA apresentou uma concep??o de avalia??o predominantemente formativa e emancipat?ria, que enfatizava a ideia de sistema, centralizava a institui??o e repudiava as pr?ticas de rankings. No per?odo p?s-formula??o, por?m, alguns de seus princ?pios foram se fragmentando e, paulatinamente, a institui??o foi cedendo lugar aos cursos e o Exame Nacional de Desempenho de Estudantes (ENADE) foi crescendo em destaque. Com a cria??o do Conceito Preliminar de Cursos superiores (CPC) e do ?ndice Geral de Cursos da Institui??o de Educa??o Superior (IGC), resgatou-se a pr?tica de avalia??o como medida e controle, sob os princ?pios de efici?ncia e produtividade. Assim, o SINAES, que parecia possibilitar uma avalia??o progressista, tem assumido uma configura??o que o aproxima da sistem?tica do Exame Nacional de Cursos (ENC-Prov?o). N?o obstante, a sobreviv?ncia da avalia??o institucional formativa, nas pol?ticas de avalia??o da educa??o superior, ainda ? uma quest?o em disputa

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:45:30Z No. of bitstreams: 1 DanilmaDeMedeirosSilva_DISSERT.pdf: 2108435 bytes, checksum: a7b29d908659ea764a8c1a20760743ce (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T22:55:28Z (GMT) No. of bitstreams: 1 DanilmaDeMedeirosSilva_DISSERT.pdf: 2108435 bytes, checksum: a7b29d908659ea764a8c1a20760743ce (MD5) / Made available in DSpace on 2016-05-13T22:55:28Z (GMT). No. of bitstreams: 1 DanilmaDeMedeirosSilva_DISSERT.pdf: 2108435 bytes, checksum: a7b29d908659ea764a8c1a20760743ce (MD5) Previous issue date: 2015-02-27 / A pesquisa aqui apresentada tem como objetivo geral realizar uma avalia??o pol?tica do Programa Nacional de Acesso ao Ensino T?cnico e ao Emprego (Pronatec) como forma de elucidar os seus princ?pios ideol?gicos, valores, objetivos e fundamentos te?ricos e pol?ticos. Com base nas teoriza??es de O?Connor (1977), que enfatiza as duas grandes fun??es do Estado Capitalista, quais sejam, a da acumula??o e a da legitima??o, partiu-se da hip?tese que os princ?pios ideol?gicos, fundamentos, objetivos e valores do Pronatec est?o ligados principalmente ? fun??o de legitima??o do Estado Capitalista. Na condu??o da investiga??o tomou-se por refer?ncia principal Figueiredo e Figueiredo (1985), ao enfatizar que na avalia??o pol?tica busca-se estudar o conte?do de determinada pol?tica p?blica; e Souza (2013a), ao propor que nesse tipo de avalia??o devem-se desvelar a ideologia, teoria e os objetivos expl?citos e impl?citos da pol?tica p?blica. No que diz respeito ao m?todo de pesquisa, procurou-se fazer algumas vincula??es entre a avalia??o pol?tica de pol?ticas p?blicas e o m?todo dial?tico, a partir de Kosik (1976). Seguindo o enfoque espec?fico da avalia??o pol?tica de pol?ticas p?blicas, utilizou-se como fonte de dados os documentos oficiais do Pronatec, al?m de alguns discursos e dados sobre o programa. Para an?lise dos dados, recorreu-se ? an?lise de conte?do a partir de Bardin (1977) e das t?cnicas de interpreta??o de Foucault (1997). Os resultados da pesquisa demonstraram que o Pronatec apresenta o objetivo impl?cito de contribuir para legitima??o do Estado Capitalista, principalmente por meio dos cursos FIC (Forma??o inicial e Continuada de Trabalhadores) e, al?m disso, manifesta-se em alguma medida o cumprimento da fun??o de acumula??o (com as ressalvas necess?rias do que foi teorizado por O?Connor, 1977) por meio da execu??o do Programa pela chamada parceria p?blico-privada. Outra quest?o latente que a avalia??o pol?tica do Programa permitiu apontar ? a de que o mesmo contribui para acentuar a dualidade social, ao passo que refor?a a separa??o entre educa??o proped?utica e a profissional. / The research presented here arose as a general policy goal perform an evaluation of the National Program for Access to Technical Education and Employment (Pronatec) to elucidate their ideological principles, values, objectives and theoretical and political foundations. Based on theories of O'Connor (1977), which emphasizes the two major functions of the capitalist state, which is the accumulation and legitimation, broke the assumption that the ideological principles, rationale, goals and values Pronatec are mainly linked to the legitimation function of the capitalist state. In conducting the research was taken by primary reference Figueiredo and Figueiredo (1985), to emphasize that the political assessment is sought to study the contents of certain public and Souza (2013a) policy to propose that this type of evaluation should reveal the ideology, theory and the explicit and implicit goals of public policy. With respect to the research method, we tried to make some connections between the policy evaluation of public policies and the dialectical method from Kosik (1976). Following the specific focus of policy evaluation of public policies, it was used as a data source Pronatec official documents, as well as speeches and some data about the program. For data analysis, we resorted to the content analysis from Bardin (1977) and the techniques of interpretation of Foucault (1997). The survey results showed that Pronatec presents the implicit goal of legitimizing the Capitalist State primarily through courses FIC (Initial and Continuing Education Workers) and, moreover, manifests itself in some measure the performance of the function of accumulation (with the necessary caveats of which was theorized by O'Connor, 1977) through the implementation of the program by calling the public-private partnership. Another potential issue that policy evaluation program allowed point is that Pronatec accentuates the social duality while reinforcing the separation between education and vocational