?rea de concentra??o: Educa??o e Gest?o em Institui??es Educacionais. / Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. / Data de Aprova??o retirada da vers?o impressa do trabalho. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-12T16:48:09Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anailde_pinheiro_rocha_dourado.pdf: 1647215 bytes, checksum: e9401e86e059fb853756396cb2c46cd3 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:22:28Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anailde_pinheiro_rocha_dourado.pdf: 1647215 bytes, checksum: e9401e86e059fb853756396cb2c46cd3 (MD5) / Made available in DSpace on 2018-07-18T13:22:28Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anailde_pinheiro_rocha_dourado.pdf: 1647215 bytes, checksum: e9401e86e059fb853756396cb2c46cd3 (MD5) Previous issue date: 2017 / Dentre as pol?ticas p?blicas educacionais brasileirasdestacamos, neste momento, a Lei 13.005/2014, que aprovou o Plano Nacional de Educa??o (PNE), e que, em seu desdobramento, determina a obrigatoriedade da elabora??o dos Planos Municipais de Educa??o (PME), com ampla participa??o popular.Nesse sentido, esta pesquisa consiste em analisar o processo de elabora??o do PME do munic?pio de Porteirinha/MG. Para tanto, analisou-seos documentos legaisque conduziram ? constru??o do referido PME,verificando o percurso de constru??o eas estrat?gias utilizadas, com o intuito de identificara forma de participa??o e o envolvimento da comunidade no processo. Como op??o metodol?gica, apropriamo-nos da abordagem qualitativa. Utilizou-se a t?cnica de estudo de caso, pelo fato de o mesmo permitir um estudo baseado nas suas singularidades. Como instrumentos para coletas de dados, foi realizada an?lise documental e de question?rios aplicados aos componentes das equipes de elabora??o do PME (Comiss?o Executiva e Equipe T?cnica), sujeitos desta investiga??o. Esta pesquisa teve suas atividades mais determinantes realizadas no per?odo de 2013 a 2015, que correspondem ao tempo de constru??o do Plano e sua aprova??o pela C?mara de Vereadores.Para a organiza??o do trabalho foram utilizadasas seguintes categorias de an?lises para avaliar o processo de constru??o do referido PME: sujeito em movimento;concep??es e caracter?sticas basilares;participa??o como um movimento dial?tico em um contexto de transforma??o;an?lises, pondera??es e reflex?es. O aporte te?rico utilizado para respaldar essa investiga??ofoi baseadonas discuss?es realizadas por Dourado (2006; 2011); Lib?neo (2005);Luck (2011); e Gadotti (2014). Ap?s realiza??o da coleta de dados, confrontados o aporte te?rico e estudo de documentos, concluiu-se que o processo de elabora??o do PME de Porteirinha contemplou a participa??o da comunidade envolvida, embora apresentando aspectos de fragilidade em determinados momentos de tomadas de decis?es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Among the educational public policies in Brazil, we highlight the government law number 13.005/2014 approving the National Education Plan (PNE), which establishes an obligation to draw up Municipal Education Plans (PME) through broad popular participation. In that sense, this study consists of analyzing the PME elaboration process from the city of Porteirinha, Minas Gerais.For that, we analyzed the legal documents that led to the construction of the PME from the mentioned municipality, verifying the steps of its construction and the strategies used, aiming to identify the community involvement and participation in this process. The qualitative approach was used as the methodology of choice, and the case study was used as technique since it allows to study a process based on its singularities. For data collection, we analyzed documents with the application of questionnaires to the components of the PME development teams (Executive Committee and Technical Team), which were the subjects of this research. The activities analyzed took place between the years of 2013 to 2015, corresponding to the time of construction of the Plan and its approval by the City Council. The study was organized based on the following categories of analysisto evaluate the elaboration process of the PME from Porteirinha: subject in motion; conceptions and basic characteristics; participation as a dialectical movement in a context of transformation; and analysis, ponderations and reflections. The theoretical basis of this research was supported by discussions held by Dourado (2006; 2011), Lib?neo (2005), Luck (2011), e Gadotti (2014). After the data collection, the theoretical confrontation, and the analysis of the documents, we concluded that the PME elaboration process of Porteirinha contemplated the participation of the community involved, although presenting aspects of fragility in certain decision-making moments.

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DeboraMP_DISSERT.pdf: 2582152 bytes, checksum: 0335acaad73827e4fcf2200fa8287d93 (MD5) Previous issue date: 2014-02-06 / Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child?s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student?s participation in academic and functional tasks after the intervention program / Diante do paradigma da Educa??o Inclusiva, a presen?a de alunos com transtorno do espectro do autismo no ensino regular tem se tornado mais expressiva nos ?ltimos anos. Estudos t?m revelado, no entanto, uma deficit?ria participa??o acad?mica desses educandos na sala de aula comum. Dentre os fatores que contribuem para esse fen?meno destacam-se a prec?ria forma??o docente e a escassez de estrat?gias que promovam o acesso desses educandos ao curr?culo regular. O objetivo do presente estudo foi desenvolver um instrumento que favorecesse a inclus?o acad?mica de um educando com autismo por meio de procedimentos que pudessem, simultaneamente, dar poder ao professor. Nessa perspectiva, o estudo visou analisar os efeitos de um Plano Educacional Individualizado (PEI), elaborado de forma colaborativa com os professores, no desenvolvimento acad?mico e funcional de um aluno com autismo no contexto da educa??o infantil. Os dados foram coletados em uma escola particular, localizada na cidade de Natal, estado do Rio Grande do Norte, no decorrer do ano letivo de 2012. Al?m do educando com autismo, participaram do estudo uma professora titular, uma professora de apoio pedag?gico e quatro professores auxiliares. A pesquisa utilizou delineamento quase experimental intrassujeito do tipo A-B (linha de base e tratamento), assim como procedimentos qualitativos de an?lise. O estudo foi realizado em tr?s etapas: caracteriza??o, linha de base e interven??o. A primeira compreendeu entrevistas com os pais e professoras do aluno, bem como a identifica??o de duas rotinas focos de interven??o. A segunda contemplou a an?lise do tempo de perman?ncia do educando nas rotinas selecionadas na fase de linha de base. Na terceira o pesquisador elaborou, de forma colaborativa com os professores, um plano educacional individualizado (PEI) para o aluno. Por fim, o PEI foi implementado pelos professores. Os resultados indicaram mudan?as qualitativas e quantitativas na participa??o do estudante nas tarefas acad?micas e funcionais ap?s o programa de interven??o

A análise do setor da educação nas últimas duas décadas permite visualizar a expansão do número de entidades privadas de cunho mercantil atuando especialmente no âmbito da educação superior. Paralelamente a isto, é possível perceber as transformações no posicionamento assumido pelo Estado diante desta situação e como isto tem se refletido sobre a legislação referente à educação. Neste sentido, o avanço do pensamento neoliberal, conforme descrevem Dardot e Laval (2016), conduz a uma nova prática de governo que subverte os fundamentos da democracia e o reconhecimento de direitos sociais atrelados à condição de cidadão, embora este movimento não se dê alheio à resistência de diferentes fontes. Com base nestes indicativos e nos trabalhos realizados por outros autores (CORBUCCI, 2004; CARVALHO, 2006; LEHER, 2014; CHAVES, 2010), percebe-se que há o aprofundamento de um processo de empresarização ocorrendo sobre a Educação. Nesta dissertação analiso o posicionamento de grupos empresariais privados no processo de formulação do Plano Nacional de Educação (PNE), vigente no período de 2014-2024, a partir da perspectiva da teoria da empresarização, conforme descrita principalmente por Solé (2008) e Abraham (2006). Para eles, a empresa se apresenta como a organização por excelência em nossa sociedade, uma vez que ela materializa as demais relações responsáveis por moldar nossos modos de pensar e agir. Os traços típicos da empresa, quer sejam a ―invenção e autonomização da realidade econômica‖, o ―mito fundador da escassez‖, a ―racionalidade moderna‖, a ―propriedade privada‖ e a ―inovação e mito do progresso‖, foram adotados como referência para poder evidenciar a expansão do modelo empresarial sobre o setor. A metodologia utilizada foi a análise de conteúdo, para a qual utilizei documentos formulados pelas entidades empresariais, reportagens e as notas taquigráficas das reuniões e audiências públicas da Câmara dos Deputados e do Senado Federal como principais fontes de dados. Os resultados observados apontam para a presença dos traços nos posicionamentos defendidos pelos grupos estudados, bem como sobre o texto final do PNE 2014-2024 o qual incorporou muitas das opiniões empresariais de forma direta e flexibilizou certas determinações em favor dos interesses destas. Foi possível perceber uma defesa clara da eficiência intrínseca das IES privadas em detrimento de ações Estatais em educação e um direcionamento no sentido de que a avaliação da qualidade da educação se dê primordialmente a partir de critérios de resultados e produtividade, quantitativamente medidos. As demandas do mercado e de desenvolvimento econômico são também tidas como instituições legitimadoras das ações em educação, conotando a presença dos traços supracitados. / The analysis of the educational sector in the last two decades allows one to visualize the expansion on the number of private mercantile entities acting specially upon higher education. Paralel to this, it‘s possible to notice the transformations on the positioning adopted by the State regarding this situation and how it‘s been reflected over the legislation regarding education. In this way, the advance of neoliberal ideas, as described by Dardot and Laval (2016), leads to a new practice of government which subverts the fundamentals of democracy and the acknowledgment of social rights attached to the condition of citizenship, even though this movements do not go on without facing resistence from various sources. Based on these indicatives and the work done by other authors (CORBUCCI, 2004; CARVALHO, 2006; LEHER, 2014; CHAVES, 2010), it is perceived that there is a deepening of a process of enterprisation occuring on Education. In this dissertation I analyze the agency of private business groups in the process of formulating the National Education Plan (PNE), in force in the period 2014-2024, from the perspective of enterprisation theory, as described mainly by Solé (2008) and Abraham (2006). To the authors, the enterprise is the organization per excellence in out society once it materializes other social relations responsible for molding our ways of thinking and acting. The typical traits of the enterprise, which are ―the invention and autonomization of the economical sphere‖, the ―founding myth of scarcity‖, ―modern rationality‖, ―private property‖ and ―inovation and the myth of progress‖, were adopted as reference in order to be able to show the expansion of the entrepeneurial model over the educational sector. The method of analysis chosen is the analysis of content, which was applied to documents produced by the groups under study, media reports and the shorthand notes of the meetings and public hearings held by the Chamber of Deputies and the Federal Senate. Results point to the presence of the enterprisation traits on the positions defended by the private groups studied, as well as on the final text of the PNE 2014-2024 which at some points directly incorporated their understandings and, in others, made certain determinations more flexible in order to meet their interests. It was possible to perceive a clear defense of the intrinsic efficiency of the private Educational Institutions in detriment of Governmental actions in education as well as an attempt of redirectioning the sense of quality evaluation of higher education in order to observe mainly results and productivity criteria, quantitatively measured. The demands of the market and of economic development are considered as legitimating institutions to the actions promoted in education, connoting the presence of the aforementioned traits of enterprisation.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-03-23T10:43:49Z No. of bitstreams: 1 julioaugustodafonsecacostafaria.pdf: 4513634 bytes, checksum: 17cd2d6d81a650ac7e86ca4019e984f9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-23T12:28:10Z (GMT) No. of bitstreams: 1 julioaugustodafonsecacostafaria.pdf: 4513634 bytes, checksum: 17cd2d6d81a650ac7e86ca4019e984f9 (MD5) / Made available in DSpace on 2018-03-23T12:28:10Z (GMT). No. of bitstreams: 1 julioaugustodafonsecacostafaria.pdf: 4513634 bytes, checksum: 17cd2d6d81a650ac7e86ca4019e984f9 (MD5) Previous issue date: 2016-12-28 / O presente trabalho, desenvolvido no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Universidade Federal de Juiz de Fora (CAED/UFJF), analisa a participação social nos processos de elaboração e monitoramento do Plano Municipal de Educação de São Caetano do Sul – SP, considerando como participantes, além dos gestores educacionais, professores, alunos, comunidade escolar e sociedade civil organizada. Para isso são analisados os contextos socioeconômicos e educacionais do município e tomadas como necessárias ações práticas referenciadas pelos princípios da gestão democrática, da cidadania deliberativa e do monitoramento participativo, preconizados pela Constituição de 1988 e pelo Plano Nacional de Educação de 2014. Pressupõe-se o monitoramento como etapa essencial para que seja essa política pública atestada como participativa e democratizante, considerando a análise dos ciclos de políticas públicas, seu impacto na avaliação e no redesenho de programas e políticas como o PME, em prol do cumprimento de suas metas e estratégias, exemplificadas pela análise da meta 7. Descreve-se a presença da participação observada nos registros das atas das reuniões do Conselho Municipal de Educação, bem como nos relatos dos gestores e demais participantes, propondo a continuidade ou a introdução dessas práticas em planos de monitoramento participativo que envolvam a comunidade e os professores, além da gestão, em ações educativas e de formação. Os achados de pesquisa referenciam a sugestão de programas de formação e possibilidades de ação que, instituídas, podem ser estendidas ao monitoramento das outras metas ou mesmo de Planos de outros municípios. / In the present study, developed under the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Universidade Federal de Juiz de Fora (CAED/UFJF), we analyzed the social participation in the preparation and monitoring process from the Municipal Education Plan of São Caetano do Sul – SP, by considering the participants, beyond the educational managers, the teachers, the students, the school community and the organized civil society. In order to do so, the municipal educational and socioeconomic contexts are analyzed as well as taken as practical necessary actions referenced by democratic management principles, deliberative citizenship and the participatory monitoring, advocated by 1988 Constitution and by the 2014 National Education Plan. It is assumed that the monitoring is the essential stage so that the public politics be assured as participatory and democratizing, considering the analysis of public politics cycles, its impact at the assessment and the redesign of programs and politics such as PME, towards the achievement of targets and strategies, exemplified by the analysis of target 7. It is described the presence of the participation observed at the meeting minutes registers from the Municipal Education Council, as well as the managers and other participants’ reports, and therefore, proposes the follow-up or the introduction of such standards in participatory monitoring plans which involve the community and the teachers, beyond the management, in educational and training actions. The research findings acknowledge the suggestion of training programs and action possibilities that, if constituted, can be extended to the monitoring of other targets or even the planning of other towns.

The Individuals with Disabilities Education Act requires local education agencies to include parents as equal team members in the cultivation of their child’s individual education plan (IEP). Despite law, studies have shown that parents experience barriers to being included in the process. Barriers such as a lack of information, lack of understanding of the law, and feelings of unequal status or power as compared to school district team members have been noted. The aim of this study was to explore the perceptions, feelings, and understanding of the initial IEP process as experienced by parents new to the world of special education. This study took the form of two research articles, each with a set of three research questions. Through the utilization of narrative inquiry, I was able to listen to the stories of parents as they tried to navigate their way through the initial IEP experiences, hear who supported their understanding along the way, learn how parents perceived their role during their journey, feel the emotions that parents shared feeling during their experiences, and find out if parents knew their procedural safeguard rights. The most impactful barriers for parents new to special education was the lack of adherence to legal timelines. Parent requests for special education assessment took up to two years for some parents. Lack of information and understanding of the IEP process and law was another major hurdle for participants. Without adequate information and understanding parents felt a power imbalance and feeling of being taken advantage of. Parents described a disconnect regarding how they viewed their parent role and how the school district viewed their role. A copious amount of praise was given to family resource centers for their support and trainings offered to parents.

The purpose of this qualitative phenomenological study was to examine the perceptions of middle school teachers regarding differentiation of instruction for students with mild to moderate disabilities. Although there has been little documentation in the literature regarding instructional differentiation five factors that facilitate change have been identified in the framework. Data collection strategies included one-on-one semi-structured interviews and questionnaires. Analysis of data occurred in three phases: (a) transcribing interviews, (b) member checking of the transcripts, (c) coding-recoding of the data. The analysis of data was based on the theoretical proposition that student achievement, positive behaviors, and increased learner motivation fosters the change process when differentiation is implemented. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, code-recode strategy, and member checking. The results indicate that differentiation has a positive influence on student learning. Five themes emerged from the analysis of data: (1) teachers’ personal definition of differentiation, (2) a variety of implementation strategies yield positive student results, (3) barriers to implementation of differentiation, (4) needed supports for implementation of differentiation strategies, and (5) student achievement.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-09-17T21:29:16Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TATIANE OLIVEIRA SANTOS NASCIMENTO.pdf: 472481 bytes, checksum: 5deeef2e2c0bec8cb31bce600564b9a5 (MD5) / Made available in DSpace on 2018-09-17T21:29:16Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TATIANE OLIVEIRA SANTOS NASCIMENTO.pdf: 472481 bytes, checksum: 5deeef2e2c0bec8cb31bce600564b9a5 (MD5) Previous issue date: 2018-03-15 / The research aims to analyze the impact of the new National Education Plan (PNE-2014-2024) on municipal management, focusing on the elaboration of Municipal Education Plans (PME) of two municipalities belonging to the National Union of Municipal Education Directors (UNDIME) of a region in the interior of the state of São Paulo. The study focuses on the following objectives: describe the process of preparing SMEs and investigate the limits and possibilities of actions of municipalities in the construction of their educational documents. The aim of this study was to understand the contradictions emanating from a process based on democratic principles that, paradoxically, develop mechanisms to control the action of the subjects in the definition of predetermined goals. In this sense, the work is structured in the construction of data relevant to the understanding of the subject, in the collection and analysis of data that make possible the understanding of the process of elaboration of the municipal plans, considering the diverse forms of mobilization, the proposals elaborated and the decision-making processes. This research was based on a so-called meso-analytic approach, whose intention is to direct the focus of the study to the action of the subjects within the systems, in order to understand the strategies created by them and used in the materialization of municipal educational policies. For that, a qualitative study was carried out in two municipalities of medium and small size in a region of the interior of São Paulo. The research data were obtained through documental and bibliographic analysis, partially structured interviews and questionnaires applied to the SME commission of the municipalities investigated. Concerning the elaboration of the municipal education documents, it is perceived that, in a course guided by bureaucratic principles, there was a "normative infidelity" regarding the organicity of educational policy. Although the process was guided by social participation, the speed in the development of SMEs and the alleged autonomy delegated to municipalities weakened the democratic principle of education. / A pesquisa objetiva analisar o impacto do novo Plano Nacional de Educação (PNE– 2014-2024) na gestão municipal, com foco na elaboração dos Planos Municipais de Educação (PME) de dois municípios pertencentes à União Nacional dos Dirigentes Municipais de Educação (UNDIME) de uma região do interior do estado de São Paulo. O estudo concentra-se no alcance dos seguintes objetivos: descrever o processo de elaboração dos PMEs e averiguar os limites e as possibilidades de ações dos municípios na construção de seus documentos educacionais. As questões orientadoras da pesquisa perpassam o interesse em compreender a materialização dos PMEs. Seu intento foi apreender as contradições emanadas de um processo pautado em princípios democráticos que, paradoxalmente, desenvolve mecanismos de controle da ação dos sujeitos na definição de metas predeterminadas. Nesse sentido, o trabalho estrutura-se na construção de dados relevantes para a compreensão do tema, no levantamento e na análise de dados que possibilitam o entendimento do processo de elaboração dos planos municipais, considerando as diversas formas de mobilização, as propostas elaboradas e os processos de tomada de decisão. Esta pesquisa pautou-se em uma abordagem denominada mesoanalítica, cuja intenção é direcionar o foco do estudo para a ação dos sujeitos no interior dos sistemas, visando compreender as estratégias por eles criadas e utilizadas na materialização das políticas educacionais municipais. Para isso, realizou-se um minucioso estudo qualitativo em dois municípios de médio e pequeno porte de uma região do interior paulista. Os dados da pesquisa foram obtidos por meio de análise documental e bibliográfica, entrevistas parcialmente estruturadas e questionários aplicados à comissão elaboradora dos PME dos municípios investigados. A respeito da elaboração dos documentos municipais de educação, percebe-se que, em um curso norteado por princípios burocráticos, houve uma “infidelidade normativa” quanto à organicidade da política educacional. Embora o processo tenha sido guiado pela participação social, a celeridade no desenvolvimento dos PMEs e a pretensa autonomia delegada aos municípios fragilizaram o princípio democrático da educação.

Made available in DSpace on 2016-08-10T10:29:29Z (GMT). No. of bitstreams: 1 Rosalina Maria de Lima Leite do Nascimento.pdf: 3671296 bytes, checksum: 175d63389fd32baffcafce62edfb70b1 (MD5) Previous issue date: 2008-05-30 / The Environment is a topic of interest in all sectors, especially in the economic segment. Companies are already directing their management strategies in order to consider environmental aspects as a way to maximize profits, from the reduction of raw materials, minimization of reprocessing, up to positioning of their public image. This dissertation studies the influence of environmental management on entrepreneurial success and more specifically, the contribution of Environmental Education as a management tool. With this objective, besides the use of studies, reports and legislation on the theme, an analysis was made of several authors who studied these correlations in literature. Also, during a period of four months, from July to September 2007, an active research was done at Indústria Farmacêutica Neoquímica, in order to implement the initial actions of an Environmental Education plan elaborated by this company. Some results of this plan are already described in this work and the conclusions drawn show that Environmental Education can contribute in a significant manner as a management tool, not only as employee training to comply with norms and objectives, but above all for the development of a culture of ethics and commitment in relation to the Environment. / O Meio Ambiente é tema de interesse em todos os segmentos, especialmente no econômico. Nas empresas, as estratégias de gestão já começam a ser direcionadas a levar em conta as questões ambientais como forma de maximização dos lucros desde a redução de matéria-prima, diminuição de retrabalhos até o posicionamento de sua imagem. Esta dissertação estuda a influência da gestão ambiental no sucesso empresarial e de forma mais específica a contribuição da Educação Ambiental como ferramenta de gestão. Para tanto, foram analisados autores que estudaram estas correlações na literatura, utilizando-se ainda de estudos, relatórios e legislação sobre o tema. Foi realizado também uma pesquisa-ação na Indústria Farmacêutica Neoquímica por um período de quatro meses, de junho a setembro de 2007, para implantar as primeiras ações de um plano de educação ambiental elaborado para esta empresa. Alguns resultados desse plano já estão descritos no trabalho e as conclusões já alcançadas mostram que a Educação Ambiental pode contribuir significativamente como ferramenta de gestão, não só como treinamento de colaboradores para o cumprimento de normas e metas, mas sobretudo para o desenvolvimento de uma cultura ética e de compromisso com o meio ambiente.

Esta dissertação aborda a temática do financiamento da política educacional brasileira, tendo como objetivo principal a análise do contexto e dos processos políticos que resultaram na aprovação da meta de investimento público do II Plano Nacional de Educação (II PNE) (Lei 13.005/2014). O estudo conta com três principais fontes de informação, quais sejam, i) a revisão bibliográfica acerca da temática do financiamento educacional e da planificação da área, ii) entrevistas com atores da comunidade educacional, além de iii) análise de registros públicos do processo de construção social e tramitação legislativa do plano. O modelo de coalizões de defesa orienta as análises desenvolvidas, aliado à literatura sobre projetos políticos e instrumentos de políticas públicas. Foram identificadas duas coalizões que defendiam interesses, ideias e propostas sobre o tema, tendo influenciado a versão final da meta de investimento público em educação. A primeira coalizão, descrita sob o lema ampliação de recursos públicos para a educação pública, defendeu de maneira preponderante a maior destinação de recursos para as políticas de educação ofertadas exclusivamente pelo setor público, tendo influenciado centralmente a aprovação dos dois principais dispositivos trazidos pela meta 20, quais sejam, a vinculação de recursos como projeção percentual do PIB, o Custo Aluno Qualidade Inicial (CAQi) e o Custo Aluno Qualidade (CAQ). A segunda coalizão, identificada sob o lema ampliação de recursos públicos para a educação, aliada à gestão, defendia uma maior destinação de recursos para a área, contemplando a oferta educacional realizada por atores não-públicos, desde que aliada ao aprimoramento dos mecanismos de gestão do gasto. A análise do processo de construção do plano aponta a existência de múltiplos atores, governamentais e não-governamentais, que buscaram influenciar a formatação final do II PNE, no qual a temática do financiamento teve destaque. O texto final normativo é reflexo desta construção e, embora represente um extensivo e intensivo processo de racionalização decisória, produziu contradições que acabam por prolongar e intensificar a disputa no campo do financiamento educacional / This dissertation discusses the issues of public education funding in Brazil, and aims to analyze the context and political processes related to the approval of the public investment goal stablished by the II Plano Nacional de Educação (II National Education Plan) (Lei 13.005/2014), based on the identification of actors, strategies, interests and ideas in dispute. The study is based on three main information resources, that is, i) bibliographic research related to the theme of education funding in Brazil, and educational planning, ii) interviews carried out with actors from educational community, besides iii) public documents from the process of social and legislative construction of the II National Education Plan. Advocacy coalition framework guides the presented analysis, along with political project and public policy instruments literature. There have been identified two coalitions defending interests, ideas and propositions to the theme, having influence to the final version of the education funding goal. The first coalition, defined under the term, enlargement of public resources for public education, defended a broader destination of resources to educational public policies carried out exclusively by the public sector, having influence to the approval of two main instruments of the 20 goal, that are, linking resources as a percentage of the PIB (GDP), the Cost of Initial Quality Education per Student (CAQ) and the Cost of Quality Education per Student. The second coalition, identified under the term enlargement of public resources for education, allied to management, defended a broader destination of public resources to the area, including the policies offered by non-state institutions, as long as connected to the enhancement of quality expenditure mechanisms. The analysis of the process points out the existence of multiple social actors, governmental and non-governmental, which sought to influence the II PNE, process in which the education funding theme was central. The final version of the plan reflects this construction and, although represents an extensive and intensive decisional rationalization process, it has produced contradictions that end up prolonging and intensifying the dispute in educational funding arena

Läsåret 2013/2014 saknar nästan var tionde elev i årskurs 6 godkänt betyg i matematik. Matematik är ett av tre ämnen som en elev behöver godkänt i för att senare under sin skolgång kunna få gymnasiebehörighet. Skolan har ett lagstadgat uppdrag att ge alla elever förutsättningar att nå godtagbara kunskapskrav och om så inte sker ska ett särskilt stöd sättas in och dokumenteras i åtgärdsprogram. Åtgärdsprogram får kontinuerligt utstå en hel del kritik för att de alltför ofta brister i kvalitet. Genom en kvalitativ textanalys granskas 15 åtgärdsprogram med syfte att utveckla kunskapen kring hur arbetet med särskilt stöd i matematik skrivs fram och bearbetas. Studien visar att det finns en koppling mellan åtgärdsprogram och kunskapskrav i 22 av 29 behovsbeskrivningar i 11 av 15 åtgärdsprogram. Det saknas i fyra av 15 åtgärdsprogram helt en beskrivning av elevens behov av särskilt stöd utifrån kursplanen i matematiks centrala innehållsområden och angivna förmågor. Av 38 åtgärder i åtgärdsprogrammen är sex av tydlig karaktär och resterande 32 av diffus karaktär. En klar majoritet av åtgärderna uppfyller inte kriterier om utvärderingsbarhet och konkretion som anges i Skolverkets allmänna råd. Studien visar att 26 av 38 åtgärder har en anknytning till aktuell forskning kring vad som är att betrakta som gynnsamma åtgärder för elever i matematiksvårigheter. Enbart i två av 15 åtgärdsprogram syns ett tydligt samband mellan elevens framskrivna behov och de inskrivna åtgärderna. / Academic year 2013/2014 almost every tenth student in grades 6 lacks passing grade in mathematics. Mathematics is one of the three subjects that a student needs to pass in order to later in their schooling get high school eligibility. The school has a statutory mandate to provide all students with opportunities to achieve acceptable knowledge requirements and if this is not done, a special support should be deployed and documented in an education plan. Education plans must constantly endure a lot of criticism because they do often lack in quality. Through a qualitative text analysis 15 education plans will be reviewed for the purpose of developing knowledge about how the work with special support in math are projected and processed. The study shows that there is a link between education plan and knowledge requirement in 22 of the 29 necessary descriptions in 11 of the 15 education plans. In four of the 15 education plans a description of the student's special needs based on the Mathematical Syllabuses core content and given abilities is missing entirely. Of the 38 measures in the education plans there are six with distinct character and the remaining 32 are of a diffuse character. A clear majority of the measures do not fulfill the criteria of evaluability and concreteness specified in Skolverkets general advice. The study shows that 26 of the 38 measures are related to current research on what is considered to be favorable measures for students in mathematics difficulties. Only two of the 15 education plans shows a clear connection between the students written needs and measures.