Šiuolaikinės visuomenės raidai reikia kokybišką aukštąjį išsimokslinimą turinčių žmonių, todėl universitetai turėtų siekti aukštos studijų kokybės, peržiūrėti siūlomas studijų programas, nuolat kaupti intelektinį potencialą, atnaujinti materialiąją bazę. Išanalizavus Lietuvos aukštojo mokslo finansavimą teoriniu, teisiniu aspektais, išryškinant finansų politikos modelius aukštojo mokslo sistemoje, panagrinėjus su finansavimu susijusias problemas, valstybė galėtų racionaliai ir objektyviai skirstyti lėšas aukštosioms mokykloms. Pastaruoju metu ypač aktyviai kalbama apie mokslo ir studijų sistemos reformos būtinumą. Šiandien galime pastebėti, kad universitetai atsitvėrę nuo rinkos, trūksta finansavimo, neracionaliai vykdomas finansavimo valdymas, per mažai finansuojami moksliniai tyrimai ir finansai atiduodami mokslinėms įstaigoms, o ne programoms, moksliniai tyrimai nesukuria pakankamo kiekio pasaulinio lygio produkcijos. Finansavimo sistema yra pagrindinis aukštojo mokslo reformos tikslas ir manoma, kad jį įgyvendinus bus išspręsta dauguma aukštojo mokslo sektoriaus problemų. Siekta išanalizuoti mokslinę problemą: ar aukštojo mokslo finansavimas bei studijų apmokestinimas turėtų būti pagrindinė aukštojo mokslo reformos ašis? Ar finansavimo didinimas ir įmokų už studijas įvedimas pagerintų studijų kokybę? Anketinėje apklausoje dalyvavo 165 Lietuvos valstybinių universitetų studentai ir buvo siekta ištirti jų nuomonę apie aukštojo mokslo reformos pradžios etapus, studijų... [toliau žr. visą tekstą] / Modern society development needs high-quality higher educated people, so universities should seek high-quality studies, to review the proposed study programs, constantly collect intellectual potential, to update the material base. The analysis of Lithuania higher education funding the theoretical, legal aspects, with emphasis on financial policies, models of higher education system, the basis of funding problems, the state could rationally and objectively allocate funds for universities. Recently, particularly active in the research and study the need for reform of the system. Today we can observe that the universities away from the market, lack of funding, irrational management of the funding, too few funded research and finances are put to scientific institutions, rather than programs, research does not create a sufficient quantity of global level production. The funding system is the main objective of the reform of higher education and believed that it will solve most of the higher education sector problems. Aimed to analyze the scientific issue: whether higher education funding and taxation of study should be the main axis of the higher education reform? Is the increase in financing and the introduction of fees for studies to improve the quality of study? Participated in the survey (using questionnaires) to 165 Lithuanian State University and was aimed to explore their views on higher education reform in the beginning stages of the study to improve the quality of the... [to full text]

Šiuo metu viena iš aktualiausių temų yra aukštojo mokslo ir studijų reforma, mokamos ir nemokamos studijos. Siekiama, kad aukštasis mokslas taptų kiekvienam prieinamas. Ši tema buvo pasirinkta, nes aukštasis mokslas yra aktualus visiems, ekonomikai, visuomenei svarbu, kad kuo daugiau žmonių įgytų aukštesnį išsilavinimą, daugelis asmenų jo siekia. Kuo aukštesnis išsilavinimas, tuo didesnė nauda žmogui, nes tas, kuris išsimokslinęs, turi daugiau galimybių įsidarbinti ir gauti didesnes pajamas. Todėl normalu, kad kuo daugiau žmonių siekia aukštojo išsilavinimo. Aukštojo mokslo reforma yra siekiama padaryti mokslą kokybiškesnį, prieinamesnį Lietuvos jaunimui, atviresnį visai visuomenei, garantuoti socialinę paramą studentams, pakankamą studijų finansavimą. Aukštojo mokslo reforma būtina, nes dabartinė mokslo ir studijų sistema turi daug trūkumų. Manoma, kad pakeitus aukštojo mokslo finansavimo būdus, bus išspręsta daug aukštojo mokslo sektoriaus problemų. Dėl mokesčių už aukštąjį mokslą iškyla daug diskusijų: kas turi mokėti už studijas – studentas ar valstybė. Juk abiem pusėms svarbu, kad kuo daugiau žmonių įgytų aukštąjį išsilavinimą, tačiau valstybei nepakanka lėšų sumokėti už kiekvieno studento studijas, o studentas yra priverstas dirbti ir imti paskolą. darbo tikslas – ištirti Lietuvos aukštojo mokslo finansavimo reformos pokyčius. Iškeltam tikslui pasiekti nustatyti tokie uždaviniai: 1. Išnagrinėti Lietuvos aukštojo mokslo finansavimo pokyčius. 2. Sugretinti aukštojo... [toliau žr. visą tekstą] / Currently, one of the most important topics of higher education reform, paid and unpaid study. The aim is to make higher education accessible to everyone. This theme was chosen because higher education is relevant to everyone, the economy and society it is important that more people acquire higher education, many people seek it. The higher the education, the greater the benefits for humans, because the one who educated, have more job opportunities and higher income. It is therefore normal that the more people seek higher education. Higher education reform is to make higher quality education, accessible to young people in Lithuania, a more open society as a whole, to ensure social support for students, adequate funding for education. Higher education reform is necessary because the current education system has many flaws. It is believed that changing the ways of financing higher education will solve many problems in the higher education sector. The fees for higher education there is much debate: who should pay for their studies - a student or the state. For both sides it is important that more people acquire higher education, but the state is not enough money to pay for the education of each student and the student is forced to work and take out a loan. The aim - to investigate the Lithuanian higher education funding reform changes. To achieve the aim set out the following tasks: First Examine the Lithuanian higher education funding changes. Second Juxtaposition of higher... [to full text]

Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers are White and middle-class. The dispositions of teachers have important educational ramifications. Teachers' beliefs structure the classroom atmosphere, influence perceptions regarding the abilities of students, and impact how they teach and expect students to learn and behave. In order to foster an accepting and productive learning environment, teachers must have cultural awareness. To ensure that all learners receive a solid academic foundation, teachers must be able to instruct dissimilar students. Special educators have been trained to work with students with unique, special needs, but the reality of today's demographics - and special education classrooms in particular - mandate that they also have the cultural knowledge to effectively serve diverse students. Perceptions and attitudes of elementary special education teachers regarding their cultural awareness and beliefs need to be explored. This study examined the cultural awareness beliefs of elementary special educators working in urban school districts located in southeast Texas. The research also needs to ascertain whether ethnicity or length of service effected such teachers' cultural awareness beliefs. Using the Cultural Awareness Beliefs Inventory (CABI) instrument, the investigator gathered self-reported data from 54 participants. The reliability and validity of the instrument were determined to be sound by previous investigators. The CABI contains eight major components: Teacher Beliefs, School Climate, Culturally Responsive Classroom Management, Home and Community Support, Curriculum and Instruction, Cultural Sensitivity, Cultural Awareness, and Teacher Efficacy. Data were analyzed using percentage analysis and one-way analysis of variance. The findings include: 1) Participants had favorable perceptions towards the School Climate, Culturally Responsive Classroom Management, and Cultural Awareness variables; 2) Participants had unfavorable perceptions regarding Teacher Beliefs; 3) In contrast to some previous research, it did not appear that teaching experience impacted cultural beliefs; and 4) Importantly, it was discerned that teachers' ethnicities yielded statistically significant effects on their cultural awareness and beliefs regarding African American special education students.

Made available in DSpace on 2016-06-02T19:35:32Z (GMT). No. of bitstreams: 1 1901.pdf: 5953642 bytes, checksum: 33e1392cd786559abe36fa722fd17e48 (MD5) Previous issue date: 2008-04-25 / Based on the qualitative research methodology in education, we discuss the institutional assessment on the policies of technological education reform, after LDB 9.394/96, focusing on the Institutional Evaluation System of Technological State Schools (SAI ETES) of Centro Paula Souza in the State of São Paulo (1997-2007). We aimed to analyze the conceptions and proposals of institutional assessment expressed by the legal and institutional discourse of Centro Paula Souza, as well as present the perceptions of educational agents (Directors, Coordinators, Teachers, Administrative technician) about the impact and impasses of such assessment policy in the Technological Schools in the context of democratic administration. It was evidenced that the institutional evaluation is presented in the legal speech as the quality support in the combination of the categories: evaluation, quality, autonomy and as an instrument of control-regulation of the public funding. In the Reform of the Public Apparatus the assessment is presented as a centralizing (and/or recentralizing) instrument of decentralization and exempting the state from responsibilities policies. In the perception of the educational subjects it is necessary to restructure the SAIETE, which emphasizes the results evaluation not considering the process evaluation. Assessment is considered an instrument to regulate public financing, expressed by the linkage among institutional assessment, individual performance assessment and salary bonus system. This assessment system does not consider the impacts of the technological education reform policies, as well as the diversity of pedagogical-organizational structures of agriculture and industrial technical schools, consolidated in different professional areas with different needs and political-pedagogical projects. / Em bases metodológicas de pesquisa qualitativa em educação abordamos a avaliação institucional nas políticas de reforma do ensino técnico, pós LDB 9394/96, focando o Sistema de Avaliação Institucional das Escolas Técnicas Estaduais (SAI-ETEs) do Centro Paula Souza no Estado de São Paulo (1997-2007). Buscamos analisar as concepções e proposições de avaliação institucional expressas no discurso legal e institucional, bem como apresentar a percepção dos sujeitos escolares ( Diretores, Coordenadores, Docentes, Técnico- Administrativos ) sobre os impactos e impasses dessa política avaliativa para as Escolas Técnicas no contexto de democratização da gestão. Evidenciou-se que a avaliação institucional apresenta-se no discurso legal como sustentáculo da qualidade na conjunção das categorias avaliação-qualidade-autonomia e como instrumento de regulação do financiamento público. Na Reforma do Aparelho Administrativo Estatal a avaliação apresenta-se como instrumento centralizador e ou re-centralizador da política de desconcentração e de desresponsabilização do Estado.Na percepção dos sujeitos escolares torna-se necessária a reestruturação do SAI-ETE que enfatiza a avaliação de resultados desconsiderando a avaliação de processo.A Avaliação é tomada como instrumento de regulação do financiamento público,expressa pela vinculação da Avaliação Institucional à Avaliação de Desempenho Individual e ao Sistema de Bonificação Salarial.Esse sistema avaliativo desconsidera os impactos das políticas de reforma do ensino técnico, bem como a diversidade da estrutura pedagógico-organizacional das escolas técnicas agrícolas e industriais consolidadas em diferentes áreas profissionais com diferentes demandas e projetos políticopedagógicos.

The research project, conceptualized through a comparative historical framework, focuses on an analysis of American and English education policy from 1964 to 2000 with particular emphasis on the inter-relationships between education policy and socio-economic disadvantage. Although the focus of the project is primarily the last four decades of the twentieth century, there is an initial consideration of immediate post-war discourses on poverty and education focusing on the impact that these had upon educational structures and curricula. Critical theory, particularly as conceptualized by Jürgen Habermas, and the Culture of Poverty thesis advanced by Oscar Lewis, form the methodological frameworks that underpin the research project. The research, which was conducted in two post-industrial communities with significant rates of socio-economic deprivation and records of poor educational attainment within secondary education, considers the impact of national policy upon the communities, particularly in relationship to socio-economic deprivation, access to education, equality of opportunity and equality of outcomes. The research design utilises the case study method to scrutinise two secondary schools within these communities as a means of analysing how teachers negotiated the implementation of education policies for their respective student populations. Documentary evidence and oral histories provide the methods to delve into this interconnection between education and socio-economic deprivation while modified Skinnerian and Eastonian frameworks provide the foundations upon which to analyse the data. The dissertation is not meant to trace the history of two schools and two communities but to see the schools and communities as a microcosm of American and English secondary education. The intention, therefore, is to employ the research findings to prescribe potential and future policy directions. Essentially, tracing educational history to understand it while utilising educational history as a tool to inform new and innovative policy where education can ameliorate socio-economic deprivation in each nation.

Globalization has motivated universities to calibrate institutional responses for strategic purposes. Yet, specific challenges remain for Ukrainian National Research Universities insofar as the interplay between global and (post-)Soviet knowledge discourses reveal a dual framework, whereby adaptive responses to globalization and entrenched state-centered logics run parallel, and often in conflict, with one another. This study took a critical approach to identify and interpret how the phenomenon of internationalization manifested in the development of strategic partnerships, was translated and re-contextualized into structural innovations, and resulted in systemic institutional change. The thesis delves into the institutional behaviour of three flagship universities in Kyiv, Ukraine and their respective doctoral schools. The selected universities – Kyiv-Mohyla Academy, Kyiv Polytechnic Institute and Taras Shevchenko National University of Kyiv – represent a mixture of organizational types which fall into one or more of the three education archetypes, including the Humboldtian, Soviet and Anglo-American models. These governance models allow for differentiation of institutional interpretations of internationalization and a means of capturing the various ways in which university actors negotiate their spaces of action and translate higher education discourses into practice. The analysis addresses issues of ‘hybridity’ which is not evident in this categorization. The study attempts to problematize internationalization anew by shifting focus on non-linear accounts of the phenomenon in order to comprehend the complex, multi-faceted and often contradictory ways the process plays out across different university landscapes. The inquiry employs conceptualizations combining the Delta Cycle for Internationalization (Rumbley 2010) and a new institutional approach (North 1990). The study is structured as a single-case embedded case study design as described by Yin (2015). Data were collected via 45 semi-structured interviews with university actors and higher education stakeholder agencies, including: senior administrators, mid-level leaders, faculty members and doctoral candidates. The data were supported by scholarly literature, official documents, reports, strategy papers, grey materials, policy statements, field notes. as well as university and ministerial websites. These data were analyzed for content and triangulated according to a modified content analysis approach. This study expands and contributes knowledge on the internationalization of higher education by distinguishing variations of how the phenomenon manifested within different university settings. It examines the place of the university as an organization that not only produces and disseminates knowledge, but assimilates and adapts global knowledge to national needs. Finally, the inquiry explores internationalization as an academic innovation and a process of institutional change which shapes academic identities and legitimizes the university as a global actor.

Syftet med vår studie var att undersöka om elever med funktionshinder får motsvarande utbildning och om undervisningen är kopplad till skolan som styrdokument. Undersökningen består av intervjuer med fyra lärare som alla arbetar med studenter med nedsatt språk i sin verksamhet. Utbildarna förklarar hur de uppfattar vad en motsvarande utbildning är för elever med funktionshinder och hur de arbetar för att dessa studenter får motsvarande utbildning enligt gällande styrdokument. Resultatet är att lärarna är överens om att eleverna i sin verksamhet inte får motsvarande utbildning. Dessa pedagoger har varierande kunskap om språkstörningar medan de tycker att problemet är att all relevant personal i skolan inte har tillräckligt med kunskap om språkstörningar och inte fullt ut vet hur man anpassar sig till eleverna behöver i förhållande till nuvarande styrdokument. Sammanfattningsvis anser alla intervjuade lärare att de har varierande kunskap om språkstörningar, men den kunskapen om studenter med nedsatt språk är för liten i skolan, och med större kunskap skulle fler studenter med språkförmåga få rätt anpassning och motsvarande utbildning. Skriv in abstrakt

Submitted by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-05T17:18:27Z No. of bitstreams: 1 Adriana_Silva_EPSJV_Mestrado_2012.pdf: 723686 bytes, checksum: ac87fb9f1a5f9f3d79cadbadfc4f7046 (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-05T19:02:09Z (GMT) No. of bitstreams: 1 Adriana_Silva_EPSJV_Mestrado_2012.pdf: 723686 bytes, checksum: ac87fb9f1a5f9f3d79cadbadfc4f7046 (MD5) / Made available in DSpace on 2014-11-05T19:02:09Z (GMT). No. of bitstreams: 1 Adriana_Silva_EPSJV_Mestrado_2012.pdf: 723686 bytes, checksum: ac87fb9f1a5f9f3d79cadbadfc4f7046 (MD5) Previous issue date: 2012 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. / O estudo aborda a Educação Profissional em Saúde (EPS) no ensino superior e utiliza como objeto de análise uma proposta de formação em saúde para o século XXI, publicada na revista The Lancet, em dezembro de 2010, através do relatório intitulado “Profissionais de saúde para um novo século: transformação da educação para o fortalecimento dos sistemas de saúde em um mundo interdependente”. O relatório propõe uma reforma educacional para os cursos de Medicina, Enfermagem e Saúde Pública. Esta dissertação problematiza criticamente esta proposta de formação em saúde para o século XXI, propôs a analise sobre a possível relação existente entre a sua formulação e as mudanças operadas nas relações sociais capitalistas e a discussão sobre os principais conceitos contidos na proposta: competência, saúde global e medicina baseada em evidências. A conclusão do estudo indica que a proposta reflete através de seus conceitos centrais as transformações ocorridas nas relações sociais e de trabalho, entre o Estado a e chamada “sociedade civil”, que influenciaram nas últimas décadas e ainda influenciam o planejamento e implementação das políticas sociais. A EPS, a partir dos preceitos da Medicina Baseada em evidências e da noção de competências, aponta para a continuidade de um modelo educacional de base pragmática no século XXI. / The study addresses the Health Professional Education (EPS) in higher education and as an object of analysis used a proposed health education for the XXI century, published in The Lancet, in December 2010 through the report entitled ‘Health Professionals for a new century: transforming education strengthen health systems in an interdependent world. ‘The report proposes an educational reform for courses in Medicine, Nursing and Public Health. This paper critically discusses this proposed health training for the twenty-first century, proposes examines the possible relationship between its formulation changes operated in capitalist social relations and discusses the key concepts contained in the proposal: competence and evidence-based medicine. The conclusion of study indicates that the proposal reflects through its central concepts the changes occurring in labor relations and social between state and so-called “civil society”, implementation of social policies. The EPS from the precepts of evidence -based medicine and the notion of competence, points to the continuation of an educational model of pragmatic basis in the XXI century.

Made available in DSpace on 2015-05-07T15:09:14Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2394804 bytes, checksum: f738411f2ddacee949a3c267979f5cca (MD5) Previous issue date: 2013-09-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study analyzes the management reform in the education of the state of Pernambuco, between the years 2007-2010 in order to understand the linkages with the policies of continuing education of teachers of high school sponsored by the Education Department of the State. Therefore, it was discussed, initially, the state reform in the country implemented by the federal government - the government of Fernando Henrique Cardoso - PMDB ( 1995- 1998/1999-2002 ) and the Government Luiz Inacio da Silva - PT ( 2003-2006/2007-2010 ) , with emphasis on educational policies and teacher training , considering its links with the changes implemented in the state of Pernambuco in the period studied . This reform comes in the context of the consolidation of the Third Way neoliberalism in the country and the role of international organizations in building a " new" project of capitalist sociability . Then, investigate, at the state level - Government Eduardo Campos government - PSB (2007-2010) - the implementation and consolidation of state reform in Pernambuco and in the education and training initiatives in teaching in this period. More specifically, it were studied the initiatives teacher training for secondary education and its links to education reform. The study was developed through bibliographical and documental research. Among the main authors of which were fundamental to the understanding of the neoliberal model and teacher training in the context of implanting and deepening of this policy include Gramsci (2000), Neves (2005), Boito Jr. (1999) Harvey (2001) Candau (2003), Imbernon (2010), Maués (2003) Nascimento (2003) and Silva (2004). As for the documentary research we examined the reports of activities performed by Department of Education, as well as the work plans of continuing education programs developed in the period 2007-2010. From the study it was identified that the policy of continuous training of high school teachers aimed at the consolidation of the management of education in the state, from its use as a strategy for dissemination and convincing teachers of the principles of the reforms proposed by the government state, especially through the targeting of educational practices and curriculum proposals for achieving the targets set by the Education Department. However, this policy not only consisted of the deployment mechanism of educational reform. In this process, the institution has gained importance in political accountability , teachers and schools, through the Term of Commitment and policy subsidy of education professionals, with the creation of the Performance Bonus Education (BDE). These elements were constitutive of the process of deepening reform of management education in the state of Pernambuco. / O estudo analisa a reforma gerencial da educação estadual de Pernambuco, entre os anos 2007 a 2010, buscando compreender suas vinculações com as políticas de formação continuada de professores do ensino médio, implantadas pela Secretaria de Educação do Estado. Para tanto, discute, inicialmente, a reforma do Estado no país implantada pelo governo federal - Governo Fernando Henrique Cardoso PMDB (1995-1998/1999-2002) e o Governo Luiz Inácio da Silva PT (2003-2006/2007-2010), com destaque para as políticas educacionais e de formação docente, considerando suas vinculações com as mudanças implementadas no estado de Pernambuco no período estudado. Essa reforma insere-se no contexto de consolidação do neoliberalismo de Terceira Via no país e da atuação de organismos internacionais na construção de um novo projeto de sociabilidade capitalista. Em seguida, investiga, no âmbito estadual Governo Eduardo Campos PSB (2007-2010), a implantação e consolidação da reforma do Estado em Pernambuco e da área educacional, bem como as iniciativas de formação docente nesse período. Mais especificamente, foram estudadas as iniciativas de formação continuada de professores para o ensino médio e suas relações com a reforma da educação. O estudo foi desenvolvido por meio de pesquisa bibliográfica e documental. Entre os principais autores utilizados que foram fundamentais para a compreensão do modelo neoliberal e a formação docente no contexto de implatação e aprofundamento dessa política destacamos Gramsci (2000), Neves (2005), Boito Jr. (1999), Harvey (2001), Candau (2003), Imbernón (2010), Mauês (2003), Nascimento (2003) e Silva (2004). Quanto à pesquisa documental foram examinados os relatórios das atividades realizadas pela Secretaria de Educação, bem como, os planos de trabalho dos programas de formação continuada desenvolvidos no período de 2007 a 2010. A partir do estudo foi possível identificar que a política de formação continuada de professores do ensino médio visou à consolidação do modelo gerencial da educação no estado, a partir de sua utilização como estratégia de disseminação e de convencimento dos docentes dos princípios das reformas propostas pelo governo estadual, especialmente por meio do direcionamento de práticas pedagógicas e de propostas curriculares para o alcance das metas estipuladas pela Secretaria de Educação. Entretanto, essa política não consistiu no único mecanismo de implantação da reforma educacional. Nesse processo, ganhou importância a instituição da política de responsabilização, dos docentes e escolas, por meio do Termo de Compromisso e da política de bonificação dos profissionais da educação, com a criação do Bônus de Desempenho Educacional (BDE). Esses elementos foram constitutivos do processo de aprofundamento da reforma gerencial da educação no estado de Pernambuco.

Orientador: Maria Helena Galvão Frem Dias-da-Silva / Banca: Adriana Maria Cancella Duarte / Banca: Eneida Oto Shiroma / Banca: Cilene Ribeiro de Sá Leite Chakur / Banca: Mirian Jorge Warde / Resumo: Como a maioria das escolas brasileiras, as escolas públicas estaduais paulistas passaram por profundas mudanças oriundas de sucessivas reformas educacionais que se apoiaram em princípios gerencialistas e performáticos que alteraram tanto a organização das escolas quanto o trabalho de seus sujeitos. Introduzida, a partir de 1996, a função de professor coordenador (PC), reivindicação histórica do magistério paulista, foi se transfigurando na figura de um gerente para a implementação das reformas atuais. Considerando tal contexto, esta tese analisa - a partir de estudo tanto documental quanto empírico - as recentes reformas educacionais paulistas e seus impactos sobre os professores e a coordenação pedagógica. A partir da contribuição de pesquisas relacionadas às políticas públicas e trabalho docente em diferentes países, foram analisadas as alterações ocorridas na função mediante a publicação de sucessivas resoluções oficiais no período 1996-2007. Os resultados confirmam que a função, símbolo da democratização das relações do trabalho escolar, foi sendo alterada pelas reformas que promovem tanto o controle do trabalho do professor em sala de aula quanto a imposição de medidas e projetos. A pesquisa empírica, de base qualitativa, recorreu à realização de entrevistas com 30 professores secundários da rede pública, de 22 escolas distribuídas por 3 diferentes Diretorias Regionais de Ensino do interior do estado. A análise quali-quantitativa das entrevistas permitiu dar 'voz' aos professores possibilitando construir um panorama geral do cenário paulista pós-reformas educacionais, desvelando uma 'escola do espetáculo' controlada pela implantação do 'bônus mérito' que tem permitido um desvirtuamento do rumo histórico da educação escolar. Por indicação dos 30 entrevistados, 3 PCs apontados como bem sucedidos foram... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: São Paulo state public schools on a par with most Brazilian schools have undergone deep changes due to education reforms that incorporated managerialism and performing principles that changed both school organization and the work of its agents. The Coordinator Teachers (CT) of São Paulo state public schools, a historical position demanded by teachers, were instantiated in 1996, but were transfigured into school managers that took over the task of implementing the current education reforms. Against this backdrop, this Ph.D. dissertation analyzes the latest São Paulo state education reforms and their impact on teachers and pedagogical coordinators. Changes in the CT position that occurred as a consequence of official acts in force in 1996-2007 were analyzed in the framework of research related to public policies and teacher work in different countries. The results confirm that the CT position - a symbol o democratization of school work relations, has been gradually transmuted by education reforms that have not only forced control on classroom work of teachers but also imposed regulations and projects. The empirical research resorted to the qualitative analysis of 30 interviews with 30 middle school teachers in 22 schools spread over 3 different São Paulo state school districts. The interview analysis gave voice to teachers, which permitted the construction of the post-reform scenario of São Paulo state public schools: "show business" schools controlled by "merit bonuses" that have derailed school education form its historical track. The thorough analysis of both the interviews and the everyday school work in three different towns of 3 successful CTs that were appointed by their peers demonstrate that, despite their approval of school innovations, they defend the leading role of school and its agents in the definition of the job to be done, and do not assign the pedagogical... (Complete abstract click electronic access below) / Doutor