A dissertação pretende explorar a agenda da educação nas relações internacionais por meio do papel das organizações internacionais. Inseridos em uma realidade multilateral, organismos como a UNESCO, a UNICEF, o PNUD, a OCDE, a OIT e o Banco Mundial ganham cada vez mais espaço na arena internacional para discutir educação, alargando as fronteiras da ação política educacional para além do âmbito nacional. O objetivo desse trabalho é traçar um panorama histórico do entendimento destas organizações internacionais sobre o tema da educação, além de identificar qual das agências é protagonista na definição de projetos e programas educacionais. Perante a ascensão do Banco Mundial com o mandato da educação, confirmada por sua liderança na iniciativa Education for All, ainda pretende-se realizar um estudo de caso sobre as propostas do Banco Mundial na educação brasileira. A dissertação está dividida em dois artigos. O primeiro consiste em uma análise da educação de acordo com a percepção que as organizações internacionais possuem do tema, com foco na UNESCO e no Banco Mundial. O segundo artigo investiga os projetos do Banco Mundial desenvolvidos para o Brasil a partir de 1990. A finalidade do estudo é analisar de que forma os objetivos do Education for All estão presentes nesses projetos e se eles contribuem para uma mudança nas regulações, práticas e prioridades nacionais, e de que forma. / The dissertation has the purpose to explore the agenda of education in international relations through the role of international organizations. Inserted in a multilateral reality, organizations such as UNESCO, UNICEF, UNDP, OECD, ILO and the World Bank are gaining more space in international arena to discussing education, broadening the boundaries of educational policy-making beyond the national level. The aim of this study is to chart a historical overview of the understanding that these international organizations have about the topic of education, and identify which agency is the protagonist in the definition of the educational projects and programs. Given the rise of the World Bank, with the mandate of education, confirmed by its leadership in the Education for All initiative, the text also intends to conduct a case study on the proposals of the World Bank for Brazilian education. The dissertation is divided into two papers. The first one consists of an analysis of education according to the perception that international organizations, focusing on UNESCO and the World Bank. The second article investigates the Bank projects developed in Brazil since 1990. The purpose of the study is to examine how the goals of Education for All are present in these projects and if they contribute to a change in national regulations, practices and priorities, and how.

A dissertação pretende explorar a agenda da educação nas relações internacionais por meio do papel das organizações internacionais. Inseridos em uma realidade multilateral, organismos como a UNESCO, a UNICEF, o PNUD, a OCDE, a OIT e o Banco Mundial ganham cada vez mais espaço na arena internacional para discutir educação, alargando as fronteiras da ação política educacional para além do âmbito nacional. O objetivo desse trabalho é traçar um panorama histórico do entendimento destas organizações internacionais sobre o tema da educação, além de identificar qual das agências é protagonista na definição de projetos e programas educacionais. Perante a ascensão do Banco Mundial com o mandato da educação, confirmada por sua liderança na iniciativa Education for All, ainda pretende-se realizar um estudo de caso sobre as propostas do Banco Mundial na educação brasileira. A dissertação está dividida em dois artigos. O primeiro consiste em uma análise da educação de acordo com a percepção que as organizações internacionais possuem do tema, com foco na UNESCO e no Banco Mundial. O segundo artigo investiga os projetos do Banco Mundial desenvolvidos para o Brasil a partir de 1990. A finalidade do estudo é analisar de que forma os objetivos do Education for All estão presentes nesses projetos e se eles contribuem para uma mudança nas regulações, práticas e prioridades nacionais, e de que forma. / The dissertation has the purpose to explore the agenda of education in international relations through the role of international organizations. Inserted in a multilateral reality, organizations such as UNESCO, UNICEF, UNDP, OECD, ILO and the World Bank are gaining more space in international arena to discussing education, broadening the boundaries of educational policy-making beyond the national level. The aim of this study is to chart a historical overview of the understanding that these international organizations have about the topic of education, and identify which agency is the protagonist in the definition of the educational projects and programs. Given the rise of the World Bank, with the mandate of education, confirmed by its leadership in the Education for All initiative, the text also intends to conduct a case study on the proposals of the World Bank for Brazilian education. The dissertation is divided into two papers. The first one consists of an analysis of education according to the perception that international organizations, focusing on UNESCO and the World Bank. The second article investigates the Bank projects developed in Brazil since 1990. The purpose of the study is to examine how the goals of Education for All are present in these projects and if they contribute to a change in national regulations, practices and priorities, and how.

The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.

A partir da década de 1970 observa-se um crescente aumento no número de matrículas de estudantes com deficiência nas escolas comuns. Esse ingresso maciço marca o início do que se nomeia educação inclusiva. Paulatinamente o termo ganha novos sentidos, significados e entendimentos até articular-se a concepção de uma educação para todos. O presente estudo apresenta fatos e marcos legais que permitem mapear o surgimento da educação inclusiva, assumindo como pano de fundo a história do movimento social e político das pessoas com deficiência para enfatizar consensos e apontar dissensos nos diferentes momentos e contextos. Nesse trabalho, os documentos legais não são entendidos como textos neutros, posto que trazem as marcas das tensões e disputas ocorridas até suas consolidações. Além dos documentos internacionais (convenções e declarações) e nacionais (leis, decretos, portarias etc) são apresentados também algumas normativas e dados da cidade de São Bernardo do Campo, notadamente a respeito de Educação. Na rede municipal de ensino desse município está matriculada a estudante protagonista do estudo de caso desenvolvido como pesquisa de campo dessa dissertação. Uma menina de seis anos, sorridente, moradora de uma região periférica, matriculada no Infantil V de uma escola pública, Natally ou simplesmente Nat, tem dentre outras características a paralisia cerebral. Sua matrícula impulsionou a escola a buscar novas possibilidades de disponibilizar conhecimento. Os dados foram coletados a partir de entrevistas com as pessoas que fazem parte do seu cotidiano escolar. Para análise utilizou-se a categorização apresentada por Booth e Ainscow (2011) e os resultados foram apresentados articuladamente com a explanação teórica. Ao debruçar sobre os discursos dos profissionais acerca das ações cotidianas realizadas por eles mesmos foi possível perceber de que forma o entrelaçamento entre políticas públicas e a teoria utilizada ganha concretude e ressignifica as relações estabelecidas entre todos os atores / From the 1970s there has been an increase in enrollment of students with disabilities in regular schools. This massive inflow defines the beginning of what is named inclusive education. Gradually the term acquires new meanings, significations and understandings, until it articulates with the concept of education for all. This study presents the facts and legal frameworks that allow the mapping of inclusive education emergence, taking as background the history of political and social movement of persons with disabilities to emphasize consensus and indicate dissent in different moments and contexts. In this work, the legal documents are not considered as neutral texts, since they carry the marks of the tensions and disputes that occurred prior to its consolidation. In addition to the international (conventions and declarations) and national (laws, edicts, etc.) documents are also presented some normative and data from the city of São Bernardo do Campo, notably regarding Education. In this citys municipal educational system is enrolled the student who is the protagonist of the case study developed as field research in this dissertation. A six year old girl, smiling, who lives in a peripheral region, enrolled in a public schools kindergarten class, Natally or just Nat, among other characteristics has cerebral palsy. Her enrollment boosted the school in looking for new possibilities of providing knowledge. Data were collected from interviews with people who are part of her daily school life. For analysis was used the categorization presented by Booth and Ainscow (2011) and the results were presented articulately with the theoretical explanation. Observing in depth the discourses of professionals about the everyday actions performed by them was possible to see how the ties between public policy and the theory used becomes more concrete and gives a new meaning to the relations between all actor involved

nÃo hà / Nossa pesquisa procura fazer uma anÃlise crÃtica sobre a categoria da aprendizagem no Projeto de EducaÃÃo para Todos (EPT), detalhada no Plano de AÃÃo para Satisfazer as Necessidades BÃsicas de Aprendizagem (NEBAS), destacando, nesses termos, o seu carÃter ideolÃgico e sua vinculaÃÃo com o plano de gestÃo do capital. Com base na perspectiva marxiana, tomamos como objetivo examinar as principais metas do Programa de EducaÃÃo para Todos, firmadas na ConferÃncia Mundial de EducaÃÃo para Todos, realizada em Jomtien, em 1990, e reiterada no FÃrum de AÃÃo de Dacar, no ano 2000. Nessa direÃÃo, denunciaremos tambÃm a grande articulaÃÃo universal da concepÃÃo da EPT nos paÃses pobres, mediante a utilizaÃÃo anual de RelatÃrios de Monitoramento de EducaÃÃo Para Todos (EPT), com Ãnfase nos documentos de 2003 a 2008. Resultante de um estudo eminentemente teÃrico-bibliogrÃfico e documental, nossa anÃlise centra-se na concepÃÃo onto-histÃrica do trabalho e da reproduÃÃo do ser social, comungando com autores marxistas a visÃo de que a educaÃÃo, como um complexo social, torna-se, nos marcos da sociabilidade do capital, uma mercadoria. Partindo do pressuposto de que a aprendizagem à o recurso apontado pelo prÃprio capital como importante para a sustentabilidade econÃmica e social da ordem, compreendemos que o Programa de EPT, sob a organizaÃÃo do Banco Mundial, impÃe um amplo programa de reestruturaÃÃo dos sistemas nacionais de ensino, com prioridade na universalizaÃÃo da educaÃÃo bÃsica. Asseveramos que o ideÃrio de uma educaÃÃo para todos tem sua gÃnese a partir da ascensÃo da burguesia ao poder, determinando novas relaÃÃes sociais e um novo modo de produÃÃo: o sistema capitalista. Nessa nova ordem, a formaÃÃo do trabalhador està voltada para aprendizagens Ãteis e adquiridas fora do trabalho. Sob o capital, o complexo educacional encontra-se, essencialmente, voltado para a sustentabilidade e reproduÃÃo de sua lÃgica de acumulaÃÃo ampliada. Na particularidade brasileira, constatamos um conjunto de reformas educacionais, ancoradas num pacto social para impulsionar o desenvolvimento econÃmico e a reduÃÃo da pobreza. ConcluÃmos que o Projeto de EducaÃÃo para Todos com foco nas aprendizagens para a educaÃÃo bÃsica torna-se apenas um âmecanismo educacional e ideolÃgicoâ, pois promove padrÃes mÃnimos de formaÃÃo do conhecimento, ao limitar a escolarizaÃÃo bÃsica como a necessÃria e suficiente para os paÃses pobres adentrarem na chamada economia sustentÃvel e global do SÃculo XXI. / The research seeks to develop a critical analysis of the learning category in the context of the Project of Education for All (EPT), detailed on the Plan of Action to Satisfy the Basic Needs of Learning (NEBAS), emphasizing, by these terms, its ideological character and its link with the capitalâs management plan. Based on the Marxian perspective, we aim to examine the main goals put forward by the Program of Education for All, established at the World Conference of Education for All, carried out in Jomtien, in 1990, and reiterated in the Dakar Forum of Action, in the year 2000. This way, we will also denounce the large universal articulation of the EPT conception in the poor countries, through the annual utilization of the Reports of Monitoring of Education for All (EPT), with emphasis in the 2003 through 2008 documents. Resulting from a study of a theoretical-bibliographical nature, our analysis is centered upon the ontohistorical conception of labor as the fundamental moment in the process of social reproduction, sharing with Marxist authors the idea that education as a social complex becomes itself, a commodity, in the limits of capitalâs sociability. Presuming that learning is appointed by capital as an important tool to guarantee economical and social sustainability, we reassert that the EPT Program, under the World Bank organization, imposes a wide restructuring program of the national teaching systems, with priority on the universalization of basic education. We state that the idea of an education for all has its genesis in the rise of the bourgeoisie to power, determining new social relations and a new way of production: the capitalistic system. In this new order, the workerâs formation is based upon those practical learnings which are useful to the world of production. Under the capital system, the education complex finds itself essentially based on the sustainability and reproduction of the logic of accumulation. In the Brazilian particularity, we notice a group of educational reforms, based on a social pact to drive the economic development and the poverty reduction. We conclude that the Project of Education for All, focused on the learnings towards the basic education, becomes itself only an educational and ideological tool, for it promotes minimal knowledge standards, limiting the basic schooling as a sufficient pattern for the poor countries to enter the sphere of the so called sustainable and global economy of the XXIth Century.

<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.</p>

<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.</p>

ICT4D, here defined as the use of Information and Communication Technologies (ICT) in developing regions, can be seen as one of the most powerful and cost efficient ways to improve the standard of living in the developing world. Many regions in Asia have shown a rapid but heterogeneous development where information technology had a drastic impact on development but often with the problems related to ICT4D 1.0: lack of sustainability and lack of scalability. This study analysed the Sri Lankan infrastructure for region-wide dissemination of blended learning in the 21st century based on the exploration of some selected ICT4D hubs and educational initiatives. The overall aim of the research was to observe, describe and analyse how the selected ICT4D initiatives and the creation of ICT4D hubs in Sri Lanka might support region-wide dissemination of blended learning and local development. A longitudinal case study has been the overall approach where a number of embedded thematic units were explored in long-term fieldwork conducted between 2006 and 2012. Data has been collected from a combination of observations, interviews, group discussions, surveys and document analysis. Findings showed that several of the studied ICT4D hubs have contributed to the general development but the country’s internal digital divide has in fact grown, as urban growth has been so much faster than the growth in rural areas, leaving the country with geographic as well as socio-economic gaps. Some of the former war zones have definitely been left behind and there is a need for further support of the Eastern and Northern regions of the island. Sri Lanka has had an outcome that must be classified as better than average compared to other developing regions with increased opportunities for education and with some ICT4D hubs as multipurpose meeting points. Contributing factors to the successful development are the high literacy rate, the chain of ICT4D projects rolled out in the right order and a committed implementation of educational eServices. On the other hand there were other, more negative findings indicating that sustainability, knowledge sharing and inter-project cooperation and coordination have often failed. The identified strength in the Sri Lankan model, which can be recommended for other parts of the world as well, is the way top-down management of infrastructure sometimes is combined with bottom-up grass-root activities. Other recommendations, that also are global, are to extend existing ICT4D hubs and upgrade them to more intelligent, autonomous and multi-service ICT4D routers that could also handle the future need for eServices in the fields of eHealth, eFarming and eGovernance.

143 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T18:41:01Z No. of bitstreams: 1 Evanir Abenhaim Seg.pdf: 700126 bytes, checksum: 9bc530eb991a825d8fff43ab0b78917c (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T20:09:46Z (GMT) No. of bitstreams: 1 Evanir Abenhaim Seg.pdf: 700126 bytes, checksum: 9bc530eb991a825d8fff43ab0b78917c (MD5) / Made available in DSpace on 2013-04-30T20:09:46Z (GMT). No. of bitstreams: 1 Evanir Abenhaim Seg.pdf: 700126 bytes, checksum: 9bc530eb991a825d8fff43ab0b78917c (MD5) Previous issue date: 2006 / No presente trabalho, busca-se verificar como os documentos oficiais sobre educação para todos fundamentaram mudanças numa escola de Salvador/BA para que ela seja reconhecida pela Secretaria da Educação da Bahia e pelo Ministério da Educação, como escola inclusiva. Para tanto, realizou-se levantamento bibliográfico e estudo dos principais documentos, nacionais e internacionais, que propõem a transformação da escola regular em escola inclusiva, no intuito de levantar as características essenciais da escola inclusiva. A partir desse estudo, realizou-se uma investigação qualitativa de abordagem etnográfica, no período de 17 de agosto de 2004 a 13 de janeiro de 2005. Os instrumentos para a coleta de dados formam, concomitantemente, observação direta nas salas de aula e na sala dos professores, observação participante e entrevistas semidiretivas. O estudo, a análise e a interpretações dos dados, realizados à luz de abordagens multirreferenciadas, evidenciam que as grandes inovações educacionais do momento apontam para a possibilidade da abertura das escolas à diversidade humana. Busca-se, ao final do trabalho, contribuir para a transformação da escola regular em escola que acolha a diversidade humana. / Salvador

A partir da década de 1970 observa-se um crescente aumento no número de matrículas de estudantes com deficiência nas escolas comuns. Esse ingresso maciço marca o início do que se nomeia educação inclusiva. Paulatinamente o termo ganha novos sentidos, significados e entendimentos até articular-se a concepção de uma educação para todos. O presente estudo apresenta fatos e marcos legais que permitem mapear o surgimento da educação inclusiva, assumindo como pano de fundo a história do movimento social e político das pessoas com deficiência para enfatizar consensos e apontar dissensos nos diferentes momentos e contextos. Nesse trabalho, os documentos legais não são entendidos como textos neutros, posto que trazem as marcas das tensões e disputas ocorridas até suas consolidações. Além dos documentos internacionais (convenções e declarações) e nacionais (leis, decretos, portarias etc) são apresentados também algumas normativas e dados da cidade de São Bernardo do Campo, notadamente a respeito de Educação. Na rede municipal de ensino desse município está matriculada a estudante protagonista do estudo de caso desenvolvido como pesquisa de campo dessa dissertação. Uma menina de seis anos, sorridente, moradora de uma região periférica, matriculada no Infantil V de uma escola pública, Natally ou simplesmente Nat, tem dentre outras características a paralisia cerebral. Sua matrícula impulsionou a escola a buscar novas possibilidades de disponibilizar conhecimento. Os dados foram coletados a partir de entrevistas com as pessoas que fazem parte do seu cotidiano escolar. Para análise utilizou-se a categorização apresentada por Booth e Ainscow (2011) e os resultados foram apresentados articuladamente com a explanação teórica. Ao debruçar sobre os discursos dos profissionais acerca das ações cotidianas realizadas por eles mesmos foi possível perceber de que forma o entrelaçamento entre políticas públicas e a teoria utilizada ganha concretude e ressignifica as relações estabelecidas entre todos os atores / From the 1970s there has been an increase in enrollment of students with disabilities in regular schools. This massive inflow defines the beginning of what is named inclusive education. Gradually the term acquires new meanings, significations and understandings, until it articulates with the concept of education for all. This study presents the facts and legal frameworks that allow the mapping of inclusive education emergence, taking as background the history of political and social movement of persons with disabilities to emphasize consensus and indicate dissent in different moments and contexts. In this work, the legal documents are not considered as neutral texts, since they carry the marks of the tensions and disputes that occurred prior to its consolidation. In addition to the international (conventions and declarations) and national (laws, edicts, etc.) documents are also presented some normative and data from the city of São Bernardo do Campo, notably regarding Education. In this citys municipal educational system is enrolled the student who is the protagonist of the case study developed as field research in this dissertation. A six year old girl, smiling, who lives in a peripheral region, enrolled in a public schools kindergarten class, Natally or just Nat, among other characteristics has cerebral palsy. Her enrollment boosted the school in looking for new possibilities of providing knowledge. Data were collected from interviews with people who are part of her daily school life. For analysis was used the categorization presented by Booth and Ainscow (2011) and the results were presented articulately with the theoretical explanation. Observing in depth the discourses of professionals about the everyday actions performed by them was possible to see how the ties between public policy and the theory used becomes more concrete and gives a new meaning to the relations between all actor involved