This dissertation assesses the role of education quality in the convergence process of GDP per capita through teacher\'s quality impact in human capital formation. The simple two-period OLG model suggests initial level of teacher\'s human capital is important to explain non-convergence, even when education quality return is decreasing. This non-convergence arises because an initially low level of teachers\' human capital translates into a low level of human capital transferred to students, which means a low level of teachers\' human capital in the next period, and so on. This work, therefore, provides an alternative explanation of why countries income does not converge, even when differences in other inputs are not accounted for / Esta dissertação analisa o papel da qualidade da educação no processo de convergência do PIB per capita através do impacto da qualidade de professores na formação de capital humano. O modelo de gerações sobrepostas proposto sugere que o nível inicial de capital humano dos professores é importante para explicar o fenômeno da não-convergência, mesmo quando o retorno marginal da qualidade da educação é decrescente. Esta não-convergência surge porque um baixo nível inicial de capital humano dos professores se traduz em um baixo nível de capital humano transferido aos alunos, o que significa um baixo nível de capital humano dos professores no próximo período, e assim por diante. Este trabalho, portanto, fornece uma explicação alternativa do porquê não se observa convergência de renda entre países, mesmo quando as diferenças de outros fatores de produção não são levadas em conta.

O objetivo deste trabalho consiste em apreender os impactos que a política de avaliação da educação superior adotada no período de 1995 a 2002 proporcionou à construção da concepção de qualidade junto às instituições de ensino superior, de forma a compreender a sua lógica intrínseca. Justifica-se a importância dessa pesquisa pela centralidade atribuída à avaliação, na política educacional, que a considerou como o principal mecanismo de melhoria da qualidade do ensino. Essa ênfase permitiu caracterizar, no contexto brasileiro, o modelo de Estado Avaliador. A fundamentação teórica que respaldou a investigação teve como base a teoria neo-institucionalista, constituindo-se em uma pesquisa de avaliação de impacto da política educacional. Para tanto, adotou-se como procedimento metodológico a análise documental, a partir dos resultados da sistemática de avaliação desenvolvida pelo MEC para os cursos de graduação, no período em tela, que considerou os seguintes instrumentos de avaliação: o exame nacional de cursos (ENC), as avaliações desenvolvidas por pares para fins de autorização e reconhecimento de cursos e as informações estatísticas. Apesar de conhecer os questionamentos de pesquisadores acerca da validade do ENC em atribuir qualidade, busca-se analisar esses instrumentos em seu conjunto, no sentido de estabelecer as incongruências existentes e observar os impactos dessa política a partir da lógica de sua formulação e implementação. Nesse sentido, serviram como fontes primárias para a pesquisa: as estatísticas oficiais, os resultados obtidos pelas instituições nas avaliações de pares e no ENC, e, particularmente, os pareceres das comissões de especialistas do MEC elaborados nos momentos das avaliações in loco. Como resultados, observou-se que a concepção de qualidade no Brasil, desde a Reforma de 1968 esteve atrelada à relação entre quantidade e qualidade, sendo a avaliação utilizada como um mecanismo de restrição da quantidade. No entanto, com a reforma de 1995, a avaliação passa a ser utilizada como um mecanismo de expansão de cursos e instituições, a partir da configuração de concepções distintas de qualidade, estabelecidas de acordo com a organização administrativa das instituições de ensino superior, o que conformou a diversificação existente constituída por universidade, faculdade e centro universitário. Apesar do impacto positivo da avaliação, observado no contexto institucional, as evidências encontradas permitem apontar para um esgotamento do poder indutor da avaliação na melhoria da qualidade do ensino, na medida em que as instituições vêm procurando atender aos padrões de qualidade estabelecidos pelo MEC em seus aspectos formais sem, contudo alterar a essência da qualidade do ensino superior. / This study aims to apprehend the impacts that the policies of evaluation caused to the construction to the conception of quality in the Graduation Courses at the Institutions of Education, which was adopted in the period of 1995 and 2002 as a way to understand its intrinsic reason. Its importance is justified by the centralism that is attributed to the evaluation at educational policy, which considered it as the main mechanism for improving the quality of education. This emphasis allowed to delineate the model of the Evaluator State among Brazilian context. The theoretical principle which supported this analysis was based on the neo-institutionalism theory, consisting of an evaluation analysis of the educational policy impact. Therefore, it was adopted the documental examination as a methodological procedure from the systematic of the evaluation results developed by MEC for the graduation courses along this period, which considered the following evaluation tools: Exame Nacional de Cursos (ENC), the evaluations developed by specialists in order to recognize and allow the courses besides the statistical data. As it is known the researcher inquiries about the ENC validity in attributing quality, this study attempted to analyze these tools altogether for establishing the current incongruousness and observing the impacts of this policy regarding to its logical formulation and execution. Accordingly, the primary sources of this research were: official statistics, the results obtained from the institutions by specialists , the ENC, and mainly the appraisal from MEC specialists at the moment of the evaluation in loco. As a result, it was noticed that the conception of quality in Brazil, since the Reform in 1968, quantity and quality relation were connected, as the evaluation used was a mechanism of restricting quantity. However, the evaluation is considered a mean of expansion for courses and institutions with the Reform in 1995 as distinct conceptions of quality, which were shaped and established according to the administrative organization of Graduation Institutions, turned to be in accordance to the current diversification constituted by Universities, Colleges and University Centers. Although the impact of the evaluation was positive, which were noticed in the institutional context, the evidences pointed to a scarcity of the inducing evaluation system in improving the quality of education as the institutions are attempting to meet the quality standards determined by MEC in its formal aspects, concerning to preserve the essence of the quality at Graduation.

This thesis is about the importance of work for people with intellectual disabilities. The main subject of my thesis is an integration of people with mental disabilities into an society and subsequently into the work environment, which significantly contributes to the improvement of their lives. The thesis is divided into four chapters. The first chapter specifies a definition, a division of terms related to a mental disability and his historical development. The second chapter is about an employment of people with mental disabilities, basic human rights, also about the convention of rights of people with handicap and supporting to enter into work the environment. It is also worth to mention a free time, which is very closely related to working time. The third chapter is about social work with people with mental disabilities and possibilities to improve an quality of their social life. The last chapter explains the quality of life as the ethical value of people with mental disabilities, their education and a preservation of human dignity. The aim of this work is to find out what is the meaning of work for people with mental disabilities.

A formação permanente de professores é hoje uma medida de qualificação inquestionável, apoiada na preocupação de se construir caminhos alternativos que possibilitem à educação atingir níveis de qualidade compatíveis às expectativas e demandas sociais. Dentre os problemas que envolvem o cenário educacional brasileiro no século XXI, podem ser citadas a própria configuração social deste início de século, os baixos salários atribuídos aos professores, a feminização do magistério, a proletarização, a descaracterização e desvalorização da carreira docente, a carência na infraestrutura da escola pública e os múltiplos problemas de ordem relacional que permeiam a educação escolar. A formação de professores aparece como um aspecto fundamental com vistas à superação de tais problemas e se configura como formação inicial e formação na modalidade em serviço, ou formação permanente, como é tratada no município de Diadema. Com vistas à compreensão desta segunda modalidade de formação, estudaram-se autores que pesquisam os saberes docentes a partir das reuniões escolares como mecanismo de formação de uma cultura colaborativa na escola. O foco de investigação do trabalho foi a formação permanente dos professores da rede pública municipal de Diadema no período compreendido entre 1993 e 2011. Para tanto, a pesquisa concretizou-se em duas etapas: uma pesquisa bibliográfica e uma pesquisa de campo, mediante a utilização da metodologia estudo de caso, que se subdividiu em dois momentos: uma pesquisa documental, realizada a partir da investigação em arquivos da cidade, e entrevistas semiestruturadas com dez educadores da rede e quatro formadores contratados como assessores que permaneceram na rede durante vários anos. A análise dos dados organizou-se em quatro categorias: modalidades de formação e ação docente; formação e competência docente; políticas públicas e ação docente na cidade e formação permanente e qualidade da educação. Os resultados obtidos permitiram identificar a caracterização da formação permanente oferecida aos professores da Rede Municipal de Educação de Diadema no período delineado pela pesquisa, a identificação da matriz de concepção da formação, as fragilidades no processo avaliativo das ações da rede nesta área e os resultados da formação enquanto qualificação das práticas pedagógicas dos professores. / The ongoing training of teachers is today a measure of unquestionable qualifications, supported in the preoccupation of building alternate paths that allow the education levels of quality compatible with social demands and expectations. Among the issues that involve the scenario brazilian education in the 21st century, can be mentioned the social setting of this beginning of century, the low salaries paid to teachers, the feminization of teaching, the proletarianization, the decharacterization and devaluation of the teaching career, the lack in the public school infrastructure and multiple relational problems that permeate the school education. Teacher training appears as a key aspect with a view to overcoming such problems and configures itself as the initial formation and formation in the modality in-service, or permanent formation, as it is treated in the township of Diadema. With a view to understanding this second type of formation, was studied authors who search the knowledge teachers from the school meetings as a mechanism for the formation of a collaborative culture at school. The focus of the research work was the permanent training of teachers in public schools in the township of Diadema in the period between 1993 and 2011. To this end, the research achieved in two steps: a bibliographical survey and a field survey, using the methodology case study, which splintered into two phases: a documentary survey, carried out from the city\'s archives, research and semiestrutured interviews with ten educators of township and four trainers hired as advisors who remained on the township for several years. The analysis of data organized into four categories: modalities of training and teaching action; training and teaching competence; public policies and teaching action in the city and permanent training and quality of education. The results obtained indicate the characterization of permanent formation offered to teachers of the Township of Diadema by the search period, the identification of the formation matrix, the weaknesses in the evaluation process of actions in this area and the results of formation as a qualification of pedagogical practices of teachers.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-26T17:46:03Z No. of bitstreams: 1 Wald¿sia Rodrigues de Lima - pdf.pdf: 2096816 bytes, checksum: 9efc8c848efcaca11b165c54593239f0 (MD5) / Made available in DSpace on 2015-03-26T17:46:03Z (GMT). No. of bitstreams: 1 Wald¿sia Rodrigues de Lima - pdf.pdf: 2096816 bytes, checksum: 9efc8c848efcaca11b165c54593239f0 (MD5) Previous issue date: 2011-11-21 / The objects of study of this work have been the municipal school councils (CEs) of the municipality of Cubatão. The problem under investigation can be summarized in the following question: What is the role that large evaluation, represented by the IDEB, plays in the CEs discussions. The aim of the study is to investigate the CEs actions regarding to the formal elementary education quality, in this case, represented by a external evaluation. The research introduces two strong justifications for that. First: the need for further analysis on the effects, the consequences of external evaluation on the school taking into account the publicity given to the its results, the repercussion for the municipal management and placing of the school under monitoring in consequence of the results. Second: the need of examining how the CE works, what can be an indicator of its consolidation as an instrument for the democratic management. The field work is concentrated in there municipal schools CEs. The study presents a qualitative approach, analyzing the guiding principle of the CEs, the IDEB and the content of CEs meeting minutes. In addition, we analyzed questionnaires applied on CEs and to 47 school principals in the same municipality. Several authors that discuss the attainments of collegiate and the public management support this work: Barroso (1996), Bordignon (2004), Dourado (2004), Gadotti (2004), Martins (2005), Scheinvar & Algebaile (2005), Silva (2006), Freire (2007), Libâneo (2008), Lima (2008) and Saviani (2009). Also, we will take into account other authors that analyze the educational policy evaluation, like:Vianna (2000), Afonso (2009) e Freitas (2009). The data analyzed show that the CEs under investigation behave as democratic management instrument. They do not explicity discuss fundamental issues to guarantee the schooling education quality: the use of financial resources from federal and municipal programs with pegagogic aims and focused on the student; disciplinary issues like the collective elaboration of conduct codes; demand for technical administrative personnel and teachers to address the lack of personnel, monitoring and decision on educational projects, therefore, they show envelopment in issues relevant to the schooling scope. / Este trabalho tem como objeto de estudo os Conselhos Escolares (CEs) de escolas municipais de ensino fundamental da cidade de Cubatão. O problema investigado pode ser resumido na questão: qual o lugar da avaliação em larga escala, representada pelo IDEB, nas discussões dos CEs? O estudo tem como objetivo investigar a atuação dos CEs no que se refere à qualidade da educação escolar, no caso, representada por uma avaliação externa. A investigação apresenta duas grandes justificativas. Primeira: a necessidade de aprofundamento da análise sobre os efeitos, os reflexos da avaliação externa na escola, considerando-se a publicidade dada aos seus resultados, as implicações para a gestão municipal e a colocação da escola sob acompanhamento, em virtude de seus resultados. Segunda: a necessidade de examinar como se dá a atuação do CE, o que pode ser um indicador de sua consolidação como instrumento de gestão democrática. O trabalho de campo está concentrado nos CEs de três escolas municipais. O estudo realizado apresenta enfoque qualitativo, com análise das diretrizes sobre os CEs, o IDEB e do conteúdo das atas de reuniões dos CEs. Além disso, foi analisado questionário aplicado pela rede municipal de ensino sobre os CEs a 47 diretores de escola do mesmo município. Apoiam este trabalho autores que discutem a atuação de colegiados e de gestão democrática, entre eles: Barroso (1996), Bordignon (2004), Dourado (2004), Gadotti (2004), Martins (2005), Scheinvar e Algebaile (2005), Silva (2006) Freire (2007), Libâneo (2008), Lima (2008), e Saviani (2009). Serão igualmente considerados autores como: Vianna (2000) Afonso (2009) e Freitas (2009), que analisam a avaliação nas políticas educacionais. Os dados analisados indicam que os CEs pesquisados atuam como instrumento de gestão democrática. Não discutem explicitamente o IDEB como indicador de qualidade da educação escolar, mas discutem questões fundamentais para a garantia de qualidade da educação escolar: a utilização de recursos financeiros oriundos de programas federais e municipais, com fins pedagógicos, e foco no aluno; questões disciplinares como a elaboração coletiva de códigos de conduta; reivindicação de pessoal técnico-administrativo e professores para suprir a falta de pessoal; acompanhamento e deliberação sobre projetos educacionais, mostrando um envolvimento em questões pertinentes ao universo escolar.

The thesis verifies the relationship between education and economic growth using economic theory and current data about education in the Czech Republic. After verifying this relationship the current state and the form of Czech education are analyzed. Demonstration of declining results of Czech primary and secondary education with the usage of international comparative investigations follows together with the detection of the absence of similar data in tertiary education. These findings direct the main goal of the thesis to ascertain the causes of the declining results of primary and secondary schools and their impact on the quality of higher education. Subsequent analysis of the Czech tertiary education identifies the strengths and weaknesses of the higher education system and also positive and negative trends in this area during the last decade. Final identification of the causes determining the current level and quality of tertiary education leads to the submission of recommendations to improve the quality and increase the competitiveness of Czech universities in international comparisons. Providing top quality education is one of the decisive factors influencing the competitiveness and future economic growth of the country.

O objetivo deste trabalho consiste em apreender os impactos que a política de avaliação da educação superior adotada no período de 1995 a 2002 proporcionou à construção da concepção de qualidade junto às instituições de ensino superior, de forma a compreender a sua lógica intrínseca. Justifica-se a importância dessa pesquisa pela centralidade atribuída à avaliação, na política educacional, que a considerou como o principal mecanismo de melhoria da qualidade do ensino. Essa ênfase permitiu caracterizar, no contexto brasileiro, o modelo de Estado Avaliador. A fundamentação teórica que respaldou a investigação teve como base a teoria neo-institucionalista, constituindo-se em uma pesquisa de avaliação de impacto da política educacional. Para tanto, adotou-se como procedimento metodológico a análise documental, a partir dos resultados da sistemática de avaliação desenvolvida pelo MEC para os cursos de graduação, no período em tela, que considerou os seguintes instrumentos de avaliação: o exame nacional de cursos (ENC), as avaliações desenvolvidas por pares para fins de autorização e reconhecimento de cursos e as informações estatísticas. Apesar de conhecer os questionamentos de pesquisadores acerca da validade do ENC em atribuir qualidade, busca-se analisar esses instrumentos em seu conjunto, no sentido de estabelecer as incongruências existentes e observar os impactos dessa política a partir da lógica de sua formulação e implementação. Nesse sentido, serviram como fontes primárias para a pesquisa: as estatísticas oficiais, os resultados obtidos pelas instituições nas avaliações de pares e no ENC, e, particularmente, os pareceres das comissões de especialistas do MEC elaborados nos momentos das avaliações in loco. Como resultados, observou-se que a concepção de qualidade no Brasil, desde a Reforma de 1968 esteve atrelada à relação entre quantidade e qualidade, sendo a avaliação utilizada como um mecanismo de restrição da quantidade. No entanto, com a reforma de 1995, a avaliação passa a ser utilizada como um mecanismo de expansão de cursos e instituições, a partir da configuração de concepções distintas de qualidade, estabelecidas de acordo com a organização administrativa das instituições de ensino superior, o que conformou a diversificação existente constituída por universidade, faculdade e centro universitário. Apesar do impacto positivo da avaliação, observado no contexto institucional, as evidências encontradas permitem apontar para um esgotamento do poder indutor da avaliação na melhoria da qualidade do ensino, na medida em que as instituições vêm procurando atender aos padrões de qualidade estabelecidos pelo MEC em seus aspectos formais sem, contudo alterar a essência da qualidade do ensino superior. / This study aims to apprehend the impacts that the policies of evaluation caused to the construction to the conception of quality in the Graduation Courses at the Institutions of Education, which was adopted in the period of 1995 and 2002 as a way to understand its intrinsic reason. Its importance is justified by the centralism that is attributed to the evaluation at educational policy, which considered it as the main mechanism for improving the quality of education. This emphasis allowed to delineate the model of the Evaluator State among Brazilian context. The theoretical principle which supported this analysis was based on the neo-institutionalism theory, consisting of an evaluation analysis of the educational policy impact. Therefore, it was adopted the documental examination as a methodological procedure from the systematic of the evaluation results developed by MEC for the graduation courses along this period, which considered the following evaluation tools: Exame Nacional de Cursos (ENC), the evaluations developed by specialists in order to recognize and allow the courses besides the statistical data. As it is known the researcher inquiries about the ENC validity in attributing quality, this study attempted to analyze these tools altogether for establishing the current incongruousness and observing the impacts of this policy regarding to its logical formulation and execution. Accordingly, the primary sources of this research were: official statistics, the results obtained from the institutions by specialists , the ENC, and mainly the appraisal from MEC specialists at the moment of the evaluation in loco. As a result, it was noticed that the conception of quality in Brazil, since the Reform in 1968, quantity and quality relation were connected, as the evaluation used was a mechanism of restricting quantity. However, the evaluation is considered a mean of expansion for courses and institutions with the Reform in 1995 as distinct conceptions of quality, which were shaped and established according to the administrative organization of Graduation Institutions, turned to be in accordance to the current diversification constituted by Universities, Colleges and University Centers. Although the impact of the evaluation was positive, which were noticed in the institutional context, the evidences pointed to a scarcity of the inducing evaluation system in improving the quality of education as the institutions are attempting to meet the quality standards determined by MEC in its formal aspects, concerning to preserve the essence of the quality at Graduation.

Kokybės siekimas šiandien aktualus ne tik įstaigoms, gaminančioms produktus ar teikiančioms paslaugas, bet ir švietimo įstaigoms. Lietuvoje švietimo kokybe susirūpinta atkūrus nepriklausomybę. Tačiau švietimo kokybės įvertinimas problematiškas dėl šių pagrindinių priežasčių – kokybės sąvokų gausos, įvairumo ir dėl to, kad dalis rezultatų paaiškėja po tam tikro laiko (pvz. integracija į darbo rinką). Lietuvos švietimo sistemoje kokybės siekiama decentralizuojant švietimo sistemą, diegiant strateginį valdymą, švietimo vadybą, mokyklų įsivertinimo ir įvertinimo sistemą (vidaus ir išorės auditą). Ši reforma apima tris etapus: 1992-1997 m. – švietimą reglamentuojančiose dokumentuose užsimenama apie švietimo kokybę; 1998-2002 m. – kuriama vidaus audito metodika, eksperimentuojama; 2003-2012 m. – vidaus auditas tampa privalomas mokykloms; tobulinama metodika. Apibendrintai vidaus auditą galima apibrėžti taip: tai objektyvi priemonė, kurios tikslas – skatinti švietimo kokybę išnagrinėjant mokyklos veiklos aspektus (privalumus, trūkumus, problemas), rengti veiklos tobulinimo planus. Magistro darbo tikslas – teoriškai ir empiriškai pagrįsti vidaus audito, kaip kokybės valdymo instrumento, panaudojimą mokyklose. Teoriškai VA – mokyklos valdymo dalis: vadybos funkcijų, strateginio valdymo aspektu atlieka kontrolės funkciją, kurios metu gautieji rezultatai – veiklos tobulinimo planų kūrimo šaltinis. Siekiant empiriškai atskleisti VA panaudojimą mokyklose, atliktas tyrimas ( anoniminė... [toliau žr. visą tekstą] / Today the quality aspiration is relevant not only for the companies which produce products or offer service, but also for education institutions. In Lithuania the issue of education quality was raised after the recreation of independency. But the evaluation of education quality is problematical because of the following major reasons such as abundance and variety of quality concepts and because the part of audit results comes out only after particular period of time (e.g. integration to labor market). In Lithuania the quality in education system is aimed with the help of education system decentralization, instillation of strategic administration, education management and the system of self evaluation and assessment at schools (internal and external audit). This reform is comprised of three stages: 1992-1997 y. – education quality is mentioned in the documents which regulate education; 1998-2002 y. – internal audit methodology is created, experiments are carried out; 2003-2012 y. – internal audit becomes obligatory at schools, the methodology is being improved. In general, internal audit can be defined as the objective means the aim of which is to promote education quality in order to explore the school activity aspects (advantages, disadvantages, problems) and prepare the plans of activity improvement. The aim of this work is to prove theoretically and empirically the use of internal audit as the instrument of education quality control at schools. Theoretically IA is a... [to full text]

Nursing has undergone major changes under the influence of recent social events. Due to the influence of new circumstances, it was also necessary to radically approach to the new concept of nursing fields. Then we can register attempts to make the nursing profession independent. That is why the main representatives of this profession have adopted more efficient approach to the care for the patient. The development of the research in nursing helps them significantly, as well as high level of education of nurses, new management techniques and monitoring of the quality of provided nursing care. All mentioned elements lead to support and strengthening of autonomy of the nursing field. We dealt with this issue, because we perceive the position of nursing and the social status of nurses as unsatisfactory. With creating our diploma thesis we would like to contribute to a few literary sources, that are directly engaged in the issue of autonomy of the nursing field. The theoretical part of our thesis was divided into two parts. In the first part we focus on the explanation of the concept of autonomy of nursing and the impact of activity of the nurse with regards to the autonomy of the profession. The second part of the thesis makes clear elements, which significantly strengthen the autonomy of the nursing field. The aim of this thesis is the following: 1. To explore whether nurses and doctors consider nursing as an autonomous scientific field. 2. To map barriers preventing the perception of nursing as an autonomous scientific field. 3. To determine current possibilities for strengthening the autonomy of the nursing field. The empirical part of the thesis is formed by the combination of quantitative and qualitative research. In the quantitative part of the investigation, we were interested in three research hypotheses. 1. Nurses perceive education as a potential acquisition of skills in order to ensure the autonomy of the profession for the benefit of the patient. 2. Nurses present nursing in public as a separate profession. 3. Status of the autonomy of nursing allows to promote results of the research in providing the nursing care. The method of querying with the assistance of questionnaire was used for the data processing of the quantitative part of the research. It contained 41 questions. There were used closed, half-open and open questions in the questionnaire. There were used pie charts and tables for processing of responses. The 2nd degree classification was used for the statistical evaluation of the results. The researched group for the quantitative part of the investigation were nurses from ambulant and bedded sectors of two health care facilities. There were distributed 220 questionnaires in total, 134 (100 %) correctly completed pieces were kept for processing. The querying method using the technique of semi-structured questionnaire containing seven open questions was used for the qualitative part of the research. Four chairwomen of sections of ČAS, who received the questionnaire via e-mail, actively participated on the investigation of the research. Individual responses were analyzed and subsequently processed into diagrams. In this empirical investigation we identified the answers to three research questions. 1. What is the position of chairwomen of sections of ČAS for promoting and defending nursing as an autonomous profession? 2. What obstacles perceived by chairwomen of sections of ČAS slow down the enforcement of autonomy of the nursing field? 3. What can be done to strengthen the autonomy of nursing in the group of other science or professional disciplines? The research questions sent in the form of half-structured questionnaire were answered by four chairwomen of sections of ČAS. We found out on the basis of obtained results, that nurses do not consider nursing as an autonomous scientific field.

Orientadora: Prof. Dra. Vanessa Elias de Oliveira / Dissertação (mestrado) - Universidade Federal do ABC. Programa de Pós-Graduação em Políticas Públicas, 2017. / A presente dissertação tem como por objetivo analisar como o conceito de qualidade da educação vem sendo desenvolvido na formulação das políticas educacionais brasileiras para o Ensino Fundamental, por meio da atuação do Conselho Nacional de Educação, que tem como missão traduzir e especificar o conteúdo normativo da legislação educacional por intermédio de seus pareceres e resoluções. Embora tenhamos muitas controvérsias entre os diferentes discursos sobre a qualidade da educação vigente em nossa sociedade, podemos elencar alguns consensos que vêm sendo construídos sobre algumas dimensões, fatores e condições necessárias para obtermos uma educação de qualidade. Tomando por base essas dimensões, fatores e condições, faremos uma análise de documentos produzidos pelo CNE, buscando evidenciar como tais elementos aparece nessa produção e com que frequência. / The present dissertation aims to analyze how the concept of quality of education has been developed in the formulation of Brazilian educational policies for Elementary Education, through the action of the National Education Council (CNE), whose mission is to translate and specify the normative content of educational legislation through its documents. Although there are many controversies among the different reasonings about the quality of education in our society, we can list some consensuses that have been constructed on some dimensions, factors and conditions necessary to obtain quality in education. Based on these dimensions, factors, and conditions, we will make an analysis of documents produced by the CNE, seeking to show how these elements appear in this production and with what frequency.