GARCIA, Solange Maria Colares. Política de Educação Integral: Avaliação do Programa Mais Educação e Concepções de Educação Integral na Escola Municipal de Educação Infantil e Ensino Fundamental Professora Fernanda Maria de Alencar Colares. 2013. 146f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-01-15T11:01:35Z No. of bitstreams: 1 2013-DIS-SMCGARCIA.pdf: 727783 bytes, checksum: c71258d12a53ad188c8d0afd362f833c (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-01-15T11:12:54Z (GMT) No. of bitstreams: 1 2013-DIS-SMCGARCIA.pdf: 727783 bytes, checksum: c71258d12a53ad188c8d0afd362f833c (MD5) / Made available in DSpace on 2014-01-15T11:12:54Z (GMT). No. of bitstreams: 1 2013-DIS-SMCGARCIA.pdf: 727783 bytes, checksum: c71258d12a53ad188c8d0afd362f833c (MD5) Previous issue date: 2013 / The goal of this dissertation is to assess the implementation of the Program More Education (PME) on Municipal School of early childhood education and elementary school Municipal Fortaleza by means of conceptions of integral education, the actions of the program and the results seen by the social actors involved in the PME, of the Municipal Secretary of Education (SME), the Regional Executive Secretariat (SER-VI). To this end, we held a discussion on "in-depth review", in which we seek theoretical on Silva, who discusses evaluation of results, and in Rodrigues, who comes to in-depth assessment and highlighting aspects which guided the research, such as: institutional material analysis in the form of law, ordinances, documents, statistical and other data; analysis of the context of the formulation of policy with the construction of the political career of politics of integral education in Brazil; and the institutional history of PME, specifically in Fortaleza. Finally, we performed a case study where we use a number of techniques and instruments, such as participant observation, interviews and the focus group. In data collection, face the conceptions about PME, representatives of PME, SER-VI and the school with the following actors: management, Coordinator of the PME, pedagogical coordinators, teachers, parents and students. Finally, in the analysis, face these conceptions with the theoretical work sustainability that when we present three theoretical assumptions: the first deals with the integral education in the perspective of the human being in its entirety, rather than the idea of expanding the school day; the second discusses integral education as a right and with a view to full protection; and the third discusses integral education as a means to bring the man to the construction of the autonomy and emancipation, that is, confronting the logic of capital under neo-liberal policies. Soon, our evaluative research trajectory, we note several conceptions of integral education, such as: integral education as a possibility to ensure protection to students and integral education full-time as a right which should be offered as an instrument to ensure the full development through access to cultural assets, so that they, in turn, enable its completeness. Finally, we will work to design integral education, which sees the PME and the school as the Redeemer and the instrument to solve social problems such as violence and involvement with drugs. In the survey, other dimensions evaluated were the actions and results of the implementation of PME in school, the point from which we find that the results according to the understanding of the actors involved are positive. This happens since the managers, teachers and coordinators, which justify and explain the importance of PME and the opportunities for students to have access to cultural goods which, otherwise, would not. Parents understand the program as a space in which they can leave their children so they can learn more and be safe and free from violence. Finally, students understand how a significant advance in their lives, both in and outside school. The conclusion we have reached is that there are several ways of thinking integral education and PME, primarily within the school, because, in our view, these various forms of thinking are other tones in the implementation of the PME. Why as the conceptions are different, the positions are. Therefore, regardless of the conceptions of each actor involved, everyone understands and advocate the importance of PME within the school as an instrument 10 that provides access to cultural goods to students and as a means of providing more opportunities which, otherwise, students would not have. Keywords: Conceptions of integral education. Evaluation of public policies. More Education Program. / O objetivo desta dissertação é o de avaliar os resultados da implementação do Programa Mais Educação – PME, na Escola Municipal de Educação Infantil e Ensino Fundamental – EMEIF Fernanda Maria de Alencar Colares por meio das concepções de educação integral, ações do Programa e dos resultados entendidos pelos atores sociais envolvidos no processo a partir da Secretaria Municipal de Educação – SME, Secretaria Executiva Regional – SER VI e especificamente na EMEIF Fernanda Maria de Alencar Colares. Para tanto, realizamos uma discussão sobre “avaliação em profundidade” em que buscamos aportes teóricos em SILVA que discute avaliação de resultados e RODRIGUES que trata de avaliação em profundidade, que destaca aspectos que nortearam a pesquisa, tais como: a análise do material institucional sob forma de lei, portarias, documentos, dados estatísticos e outros; análise de contexto da formulação da política e neste aspecto construímos a trajetória política da política da educação integral no Brasil, e a trajetória institucional do PME. Finalmente, realizamos um estudo de caso em que utilizamos uma pluralidade de técnicas e instrumentos tais como, observação participante, entrevistas e o grupo focal. Na coleta dos dados e confrontamos as concepções de representantes da SME, SER VI e da escola com os seguintes atores a gestão, coordenador do PME, coordenadores pedagógicos, professores, pais e estudantes. Por último na análise confrontamos essas concepções com os aportes teóricos que deram sustentabilidade ao trabalho quando apresentamos três pressupostos teóricos. O primeiro aborda a educação integral na perspectiva de trabalhar o homem na sua integralidade independente da expansão da jornada escolar. O segundo discute educação integral na perspectiva da proteção integral e, por último, aborda a educação integral, como meio de levar o homem a construção da autonomia e da emancipação, confrontando a lógica do capital que é a política neoliberal. E diante da nossa trajetória da pesquisa avaliativa verificamos que as concepções de educação integral que encontramos têm várias roupagens. Educação integral como possibilidade de garantir proteção aos estudantes e educação integral como direito que devem ser ofertado como instrumento de garantir o desenvolvimento pleno por meio do acesso aos bens culturais de forma que viabilize sua integralidade. E por último a concepção de educação integral incutida pelo discurso ideológico que enxerga o PME e a escola como a redentora e instrumento para resolver os problemas sociais como a violência, as drogas. Outros aspectos avaliados na pesquisa avaliativa foram às ações executadas e os resultados do PME na escola e verificamos que os resultados segundo o entendimento dos atores envolvidos no processo são positivos desde os gestores, professores e coordenadores que justificam e explicam a importância das ações do PME e, as oportunidades dos estudantes poderem ter acesso aos bens culturais caso contrário não teriam. Os pais compreendem como um espaço que podem deixar seus filhos e vão poder aprender mais e estarem seguros e livres da violência e os estudantes entendem como um avanço significativo na vida deles na escola como fora dela.

Este trabalho versa sobre o papel do Poder Legislativo brasileiro na definição das políticas públicas educacionais. Foi feito o exame de conteúdo de cerca de mil e quinhentos projetos de lei e propostas de emenda à Constituição, apresentados pelos deputados nas legislaturas compreendidas entre os anos de 1995 e 2007. Foram também realizados três estudos de caso sobre duas questões estruturantes das políticas educacionais: o financiamento da educação e a avaliação da educação superior. Nesses casos, analisaram-se as propostas de emendas constitucionais e projetos de lei ou medidas provisórias regulamentadoras, as emendas oferecidas pelos parlamentares, os pareceres e substitutivos apresentados e os textos afinal convertidos em lei. Os resultados encontrados confirmam os estudos que apontam que a iniciativa legislativa dos parlamentares, em algumas áreas de políticas públicas, como a da educação, não está predominantemente vinculada a interesses particularistas ou voltada para a distribuição de benefícios concentrados. Evidenciou-se a predominância de iniciativas legislativas voltadas para benefícios difusos, independentemente da vinculação partidária. O estudo demonstra que, nas questões mais estruturantes de políticas públicas educacionais, normalmente submetidas ao Congresso Nacional pelo Presidente da República, é expressiva a intervenção do Poder Legislativo, por meio da apresentação e à aprovação de emendas, alterando significativamente os textos originais das proposições e freqüentemente levando à aprovação de textos com orientação diversa daquela originalmente pretendida pelo Poder Executivo. Os textos resultantes não são um amontoado de emendas particularistas, mas contribuições para o aperfeiçoamento da legislação, que refletem uma ampla negociação em torno de linhas consensuais de política. Revelam também que a alternância de partidos políticos no Poder Executivo não tem determinado ruptura nessas políticas, mas continuidade com aperfeiçoamento ou ampliação de abrangência. Governos diferentes, com suporte parlamentar diverso, promoveram, com decisiva participação do Poder Legislativo, radical mudança nos mecanismos de financiamento da educação pública, implantando procedimentos redistributivos de recursos e envolvendo o conjunto das três esferas da federação brasileira. Estas iniciativas configuram inovação nas políticas públicas educacionais, estabelecendo novo padrão de financiamento. No campo da avaliação da educação superior, também foram introduzidas normas e procedimentos inovadores, com significativa atuação do Congresso Nacional. / This work discusses the role of the Brazilian Congress, in defining public policies in education. We examine the contents of about fifteen hundred bills and proposed constitutional amendments submitted by deputies in legislatures between the years 1995 and 2007. We also conducted three case studies on two structural issues of educational policy: education funding and evaluation of higher education. In such cases, we analyzed the proposals for constitutional amendments and their respective regulatory bills, the amendments made by parliamentarians, and the texts that finally became law. The results confirm other studies showing that the initiative of parliamentarians in some policy areas such as education, is not predominantly linked to particularistic interests or facing the distribution of concentrated benefits. It is revealed the predominance of legislative initiatives that aimed at diffuse benefits, regardless of party ties. The study shows that in the more structural issues of public educational policies, normally submitted to Congress by the President, there is a significant intervention by the Legislature, through the submission and approval of amendments, which significantly change the original texts of the propositions, often leading to the adoption of texts with different orientation than that originally intended by the Executive Branch. The texts are not a bunch of particularistic amendments, but contributions to the improvement of legislation, which reflect a broad trading around consensual lines of politics. They also show that the alternation of political parties in the Executive Branch has not determined break of those policies, but continued improvement or extension of coverage. Different governments, with diverse parliamentary support and decisive participation of the Legislature, promoted a radical change in the funding of public education, implementing procedures of redistribution of resources involving the three spheres of the Brazilian federation. These initiatives shape innovation in public policy education, establishing a new pattern of funding. In the field of higher education assessment, innovative policies and procedures were also introduced, with significant action of Congress.

Made available in DSpace on 2015-04-16T14:49:16Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2084864 bytes, checksum: fdf39896bf962235b2f4994e721e1c57 (MD5) Previous issue date: 2014-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The discussion concerning the identification of the most important resources used by organizations, although not too significant, has been taking place in researches during the latest years. The continuous major focus consists in getting to know whether the financial and technological resources have a greater representation than the knowledge ones. Currently, there is no doubt related to the consensus which states knowledge as a significant, competitive and differential tool. From this perspective, much has been done to create mechanisms to identify, store and disseminate knowledge into the organizations, by using the contribution of the information technology (IT) backgrounds. On the other hand, there is a growing discussion about the assessments, particularly in regard to higher education, issuance nuclear part of several evaluative proposals adopted in the past. Today, the country has the National System of Higher Education Assessment (SINAES) as a new model of current assessment. Divided into three stages, this system is formed by: Learning Institute Evaluation (IES), Specific Evaluation (in loco) and National exam of student performance (ENADE). Thus, the main purpose of this research consists of representing graphically the mapping of knowledge about the categories of Evaluation in loco, based on laws, rules and procedures established by the National Assessment System of Higher Education, in business courses, demonstrating the usage of a technology information tool that is able to help in that knowledge explanation. It means, as a whole, to bring to the field of higher education assessment the discussion led by the knowledge management and the contributions that the latter can refer to the first. In methodological terms, this research uses a qualitative, applicative and descriptive approach, coming out from literature and documentary researches, taking account primary and secondary data. Concluding, it is notorious that both parts - theoretical and practical - are surely justified because of the importance in knowledge management, mostly for the professionals who depend on outsourcing of this specific knowledge because of the systematic evaluations procedures. It was also required a reflection regarding the whole usage of TI on the social knowledge management context, as well as a graphical representation of reference applied in the assessment in loco (SINAES) with any IES, taking account the specifications of each course / A discussão sobre a identificação dos recursos de maior importância para as organizações, apesar de não ser demasiadamente significativa, de certa forma, vem ocupando espaço nos estudos nos últimos anos. A tônica é mantida em torno da questão de se os recursos financeiros e tecnológicos têm maior representatividade em relação aos recursos intangíveis. Atualmente, existe certo acordo consensual de que o conhecimento, indubitavelmente, compreende um expressivo diferencial competitivo. Nessa perspectiva, muito se tem feito para criar mecanismos para identificar, armazenar e disseminar conhecimentos dentro das organizações, utilizando, para isso, a contribuição das ferramentas de TI. Por outro lado, existe uma crescente discussão em relação às avaliações no ensino, principalmente, no que concerne ao ensino superior, objeto de várias propostas avaliativas adotadas no passado. Hoje, o país tem o Sistema Nacional de Avaliação do Ensino Superior (SINAES) como novo modelo de avaliação vigente. Dividido em três etapas, esse sistema é formado por: Avaliação Externa da IES; Avaliação in loco e o ENADE. Assim, o objetivo central do presente estudo é representar, graficamente, o mapeamento do conhecimento pertinente às categorias de Avaliação in loco, ancorando-se em leis, normas e procedimentos definidos pelo Sistema Nacional de Avaliação do Ensino Superior, em cursos de Administração, demonstrando o uso de uma ferramenta de Tecnologia da Informação capaz de auxiliar na explicitação desse conhecimento. De forma ampla, significa trazer, para o campo da avaliação do ensino superior, a discussão encabeçada pela gestão do conhecimento e as contribuições que esta última pode remeter para a primeira. Em termos metodológicos, este trabalho utiliza uma abordagem qualitativa, de caráter aplicativo e descritivo, fundamentado por intermédio de pesquisa bibliográfica e documental, com dados secundários e primários. Em termos de constatações, tornou-se evidente que as duas vertentes teórica e prática se justificam amplamente, devido à importância da gestão do conhecimento, principalmente para os profissionais que dependem da externalização desse conhecimento por ocasião dos processos de avaliações sistemáticas. Também se verificou a necessidade de reflexão acerca da utilização plena da TI para a gestão do conhecimento socialmente elaborado, bem como que a construção de uma representação gráfica de referência poderá ser aplicada na Avaliação in loco (SINAES) junto a qualquer IES, respeitando as especificidades de cada curso

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 ShirmeniaKSNE_DISSERT.pdf: 1503801 bytes, checksum: 85c65eface4a3d85729738729d6db512 (MD5) Previous issue date: 2010-06-30 / This thesis entitled SINAES: the different faces of the evaluation at UFRN, aims to analyze the configuration that the national policy for assessment in higher education has taken on UFRN. We assume that in recent years there are an oscillation between the concepts of evaluation, according with the logic of public administration it has preferred an approach that presents itself as a promoter of quality, sometimes with regulatory aspects, sometimes with educational ones. The text discusses the use of the new assessment tools for higher education placing them under the new demands on state reform context in which this is to promote and measure quality based on the values of excellence and competitiveness. This movement arises from the redefinition of the role of the State that has been taking features of Evaluator State. From a historical review of government initiatives in the field of evaluation, we analyze the characteristics of assessment policies outlined over the past decades. We are based on the theoretical method that aims to examine the multiple determinants that shape a particular reality from the larger movement of totality. To identify, in this case, connections and ruptures that have emerged over the history of assessment policies aimed at higher education by checking their determinants in order to better explain the reality. To investigate the object of this study we used as instruments: the research literature and research documents, the semi-structured interviews and non-participant observation. The study revealed that there are different practices of evaluation and that before to establishment the SINAES program, the UFRN already had a culture of an institutional assessment, more participatory and democratic, opposing to the rigidity of the self-assessment in SINAES program that it was instituted by the Commission for assessment (CPA). We also noticed that the implementation of the SINAES at URFN has been performed very slowly and the breadth and complexity of the evaluation process has contributed to hinder its implementation in all dimensions provided by MEC. Although it was observed that in its operationalization the SINAES has assumed a more normative assessment and directed to establish rankings between courses and higher education schools than to establish a more qualitative assessment in this system. As regards the evaluation of the undergraduate course studied on this research and subjected to the three dimensions of evaluation proposed by SINAES (self-assessment, Evaluation of Courses and ENADE) it was not possible to verify an effective integration between the methods of assessing conducted. The results are considered separately, in only a partial view of the course evaluated the proposal what pits the SINAES as a system that involves the totality / O presente trabalho intitulado SINAES: as diferentes faces da avalia??o na UFRN tem como objetivo analisar a configura??o que a pol?tica nacional de avalia??o para o ensino superior vem assumindo na UFRN. Partimos do pressuposto de que, nos ?ltimos anos, tem havido uma oscila??o entre as concep??es de avalia??o que, na l?gica da gest?o p?blica, tem privilegiado uma perspectiva que se apresenta como promotora da qualidade, ora com aspectos Estado avaliador. Ensino superior. Pol?ticas de avalia??o reguladores, ora formativos. O texto discute o uso da edifica??o de novos instrumentos de avalia??o para o ensino superior situando-a no ?mbito das novas demandas contextuais na reforma do Estado em que este passa a promover e mensurar a qualidade com base nos valores da excel?ncia e da competitividade. Esse movimento decorre da redefini??o do papel do Estado, que vem assumindo fei??es de Estado avaliador. A partir de uma retrospectiva hist?rica das iniciativas do governo no campo da avalia??o, explicitamos as caracter?sticas das pol?ticas de avalia??o delineadas ao longo das ?ltimas d?cadas. Servimo-nos de um referencial te?ricometodol?gico que visa analisar as m?ltiplas determina??es que configuram uma determinada realidade a partir de um movimento maior de totalidade. Nesse sentido, s?o identificadas conex?es e rupturas que surgiram, ao longo da hist?ria das pol?ticas de avalia??o voltadas para o ensino superior verificando os seus determinantes, visando explicar melhor a realidade. Para investigarmos o objeto de estudo, utilizamos, como procedimentos metodol?gicos, a pesquisa bibliogr?fica e documental, as entrevistas semiestruturadas e a oberva??o n?o-participante. O estudo revelou haver, na institui??o, diferentes pr?ticas de avalia??o e que, antes da implanta??o do SINAES, j? havia uma cultura de avalia??o institucional, mais participativa e democr?tica que se contrap?e ? rigidez presente na autoavalia??o institu?da pelo SINAES e, seguida, pela Comiss?o Pr?pria de Avalia??o. Verificamos, tamb?m, que a implanta??o do SINAES, na URFN, vem sendo realizada de forma muito lenta e a amplitude e complexidade do processo avaliativo t?m contribuido para dificultar a sua implementa??o em todas as dimens?es previstas pelo MEC. Ainda foi poss?vel evidenciar que, em sua operacionaliza??o, o SINAES tem assumido uma postura de avalia??o muito mais normativa e voltada para o estabelecimento de rankings entre cursos e intitui??es do que em estabelecer uma avalia??o mais qualitativa do ensino. No que se refere ? avalia??o do Curso de gradua??o submetido ?s tr?s dimens?es de avalia??o propostas pelo SINAES (autoavalia??o, Avalia??o de Cursos e ENADE) n?o foi poss?vel verificar uma efetiva integra??o entre as modalidades de avalia??o realizadas. Os resultados s?o considerados isoladamente, em uma vis?o, apenas, parcial do curso avaliado o que descaracteriza a proposta do SINAES como um sistema de avalia??o global

Este trabalho versa sobre o papel do Poder Legislativo brasileiro na definição das políticas públicas educacionais. Foi feito o exame de conteúdo de cerca de mil e quinhentos projetos de lei e propostas de emenda à Constituição, apresentados pelos deputados nas legislaturas compreendidas entre os anos de 1995 e 2007. Foram também realizados três estudos de caso sobre duas questões estruturantes das políticas educacionais: o financiamento da educação e a avaliação da educação superior. Nesses casos, analisaram-se as propostas de emendas constitucionais e projetos de lei ou medidas provisórias regulamentadoras, as emendas oferecidas pelos parlamentares, os pareceres e substitutivos apresentados e os textos afinal convertidos em lei. Os resultados encontrados confirmam os estudos que apontam que a iniciativa legislativa dos parlamentares, em algumas áreas de políticas públicas, como a da educação, não está predominantemente vinculada a interesses particularistas ou voltada para a distribuição de benefícios concentrados. Evidenciou-se a predominância de iniciativas legislativas voltadas para benefícios difusos, independentemente da vinculação partidária. O estudo demonstra que, nas questões mais estruturantes de políticas públicas educacionais, normalmente submetidas ao Congresso Nacional pelo Presidente da República, é expressiva a intervenção do Poder Legislativo, por meio da apresentação e à aprovação de emendas, alterando significativamente os textos originais das proposições e freqüentemente levando à aprovação de textos com orientação diversa daquela originalmente pretendida pelo Poder Executivo. Os textos resultantes não são um amontoado de emendas particularistas, mas contribuições para o aperfeiçoamento da legislação, que refletem uma ampla negociação em torno de linhas consensuais de política. Revelam também que a alternância de partidos políticos no Poder Executivo não tem determinado ruptura nessas políticas, mas continuidade com aperfeiçoamento ou ampliação de abrangência. Governos diferentes, com suporte parlamentar diverso, promoveram, com decisiva participação do Poder Legislativo, radical mudança nos mecanismos de financiamento da educação pública, implantando procedimentos redistributivos de recursos e envolvendo o conjunto das três esferas da federação brasileira. Estas iniciativas configuram inovação nas políticas públicas educacionais, estabelecendo novo padrão de financiamento. No campo da avaliação da educação superior, também foram introduzidas normas e procedimentos inovadores, com significativa atuação do Congresso Nacional. / This work discusses the role of the Brazilian Congress, in defining public policies in education. We examine the contents of about fifteen hundred bills and proposed constitutional amendments submitted by deputies in legislatures between the years 1995 and 2007. We also conducted three case studies on two structural issues of educational policy: education funding and evaluation of higher education. In such cases, we analyzed the proposals for constitutional amendments and their respective regulatory bills, the amendments made by parliamentarians, and the texts that finally became law. The results confirm other studies showing that the initiative of parliamentarians in some policy areas such as education, is not predominantly linked to particularistic interests or facing the distribution of concentrated benefits. It is revealed the predominance of legislative initiatives that aimed at diffuse benefits, regardless of party ties. The study shows that in the more structural issues of public educational policies, normally submitted to Congress by the President, there is a significant intervention by the Legislature, through the submission and approval of amendments, which significantly change the original texts of the propositions, often leading to the adoption of texts with different orientation than that originally intended by the Executive Branch. The texts are not a bunch of particularistic amendments, but contributions to the improvement of legislation, which reflect a broad trading around consensual lines of politics. They also show that the alternation of political parties in the Executive Branch has not determined break of those policies, but continued improvement or extension of coverage. Different governments, with diverse parliamentary support and decisive participation of the Legislature, promoted a radical change in the funding of public education, implementing procedures of redistribution of resources involving the three spheres of the Brazilian federation. These initiatives shape innovation in public policy education, establishing a new pattern of funding. In the field of higher education assessment, innovative policies and procedures were also introduced, with significant action of Congress.

nÃo hà / O objetivo desta dissertaÃÃo à o de avaliar os resultados da implementaÃÃo do Programa Mais EducaÃÃo â PME, na Escola Municipal de EducaÃÃo Infantil e Ensino Fundamental â EMEIF Fernanda Maria de Alencar Colares por meio das concepÃÃes de educaÃÃo integral, aÃÃes do Programa e dos resultados entendidos pelos atores sociais envolvidos no processo a partir da Secretaria Municipal de EducaÃÃo â SME, Secretaria Executiva Regional â SER VI e especificamente na EMEIF Fernanda Maria de Alencar Colares. Para tanto, realizamos uma discussÃo sobre âavaliaÃÃo em profundidadeâ em que buscamos aportes teÃricos em SILVA que discute avaliaÃÃo de resultados e RODRIGUES que trata de avaliaÃÃo em profundidade, que destaca aspectos que nortearam a pesquisa, tais como: a anÃlise do material institucional sob forma de lei, portarias, documentos, dados estatÃsticos e outros; anÃlise de contexto da formulaÃÃo da polÃtica e neste aspecto construÃmos a trajetÃria polÃtica da polÃtica da educaÃÃo integral no Brasil, e a trajetÃria institucional do PME. Finalmente, realizamos um estudo de caso em que utilizamos uma pluralidade de tÃcnicas e instrumentos tais como, observaÃÃo participante, entrevistas e o grupo focal. Na coleta dos dados e confrontamos as concepÃÃes de representantes da SME, SER VI e da escola com os seguintes atores a gestÃo, coordenador do PME, coordenadores pedagÃgicos, professores, pais e estudantes. Por Ãltimo na anÃlise confrontamos essas concepÃÃes com os aportes teÃricos que deram sustentabilidade ao trabalho quando apresentamos trÃs pressupostos teÃricos. O primeiro aborda a educaÃÃo integral na perspectiva de trabalhar o homem na sua integralidade independente da expansÃo da jornada escolar. O segundo discute educaÃÃo integral na perspectiva da proteÃÃo integral e, por Ãltimo, aborda a educaÃÃo integral, como meio de levar o homem a construÃÃo da autonomia e da emancipaÃÃo, confrontando a lÃgica do capital que à a polÃtica neoliberal. E diante da nossa trajetÃria da pesquisa avaliativa verificamos que as concepÃÃes de educaÃÃo integral que encontramos tÃm vÃrias roupagens. EducaÃÃo integral como possibilidade de garantir proteÃÃo aos estudantes e educaÃÃo integral como direito que devem ser ofertado como instrumento de garantir o desenvolvimento pleno por meio do acesso aos bens culturais de forma que viabilize sua integralidade. E por Ãltimo a concepÃÃo de educaÃÃo integral incutida pelo discurso ideolÃgico que enxerga o PME e a escola como a redentora e instrumento para resolver os problemas sociais como a violÃncia, as drogas. Outros aspectos avaliados na pesquisa avaliativa foram Ãs aÃÃes executadas e os resultados do PME na escola e verificamos que os resultados segundo o entendimento dos atores envolvidos no processo sÃo positivos desde os gestores, professores e coordenadores que justificam e explicam a importÃncia das aÃÃes do PME e, as oportunidades dos estudantes poderem ter acesso aos bens culturais caso contrÃrio nÃo teriam. Os pais compreendem como um espaÃo que podem deixar seus filhos e vÃo poder aprender mais e estarem seguros e livres da violÃncia e os estudantes entendem como um avanÃo significativo na vida deles na escola como fora dela. / The goal of this dissertation is to assess the implementation of the Program More Education (PME) on Municipal School of early childhood education and elementary school Municipal Fortaleza by means of conceptions of integral education, the actions of the program and the results seen by the social actors involved in the PME, of the Municipal Secretary of Education (SME), the Regional Executive Secretariat (SER-VI). To this end, we held a discussion on "in-depth review", in which we seek theoretical on Silva, who discusses evaluation of results, and in Rodrigues, who comes to in-depth assessment and highlighting aspects which guided the research, such as: institutional material analysis in the form of law, ordinances, documents, statistical and other data; analysis of the context of the formulation of policy with the construction of the political career of politics of integral education in Brazil; and the institutional history of PME, specifically in Fortaleza. Finally, we performed a case study where we use a number of techniques and instruments, such as participant observation, interviews and the focus group. In data collection, face the conceptions about PME, representatives of PME, SER-VI and the school with the following actors: management, Coordinator of the PME, pedagogical coordinators, teachers, parents and students. Finally, in the analysis, face these conceptions with the theoretical work sustainability that when we present three theoretical assumptions: the first deals with the integral education in the perspective of the human being in its entirety, rather than the idea of expanding the school day; the second discusses integral education as a right and with a view to full protection; and the third discusses integral education as a means to bring the man to the construction of the autonomy and emancipation, that is, confronting the logic of capital under neo-liberal policies. Soon, our evaluative research trajectory, we note several conceptions of integral education, such as: integral education as a possibility to ensure protection to students and integral education full-time as a right which should be offered as an instrument to ensure the full development through access to cultural assets, so that they, in turn, enable its completeness. Finally, we will work to design integral education, which sees the PME and the school as the Redeemer and the instrument to solve social problems such as violence and involvement with drugs. In the survey, other dimensions evaluated were the actions and results of the implementation of PME in school, the point from which we find that the results according to the understanding of the actors involved are positive. This happens since the managers, teachers and coordinators, which justify and explain the importance of PME and the opportunities for students to have access to cultural goods which, otherwise, would not. Parents understand the program as a space in which they can leave their children so they can learn more and be safe and free from violence. Finally, students understand how a significant advance in their lives, both in and outside school. The conclusion we have reached is that there are several ways of thinking integral education and PME, primarily within the school, because, in our view, these various forms of thinking are other tones in the implementation of the PME. Why as the conceptions are different, the positions are. Therefore, regardless of the conceptions of each actor involved, everyone understands and advocate the importance of PME within the school as an instrument 10 that provides access to cultural goods to students and as a means of providing more opportunities which, otherwise, students would not have. Keywords: Conceptions of integral education. Evaluation of public policies. More Education Program.

This research is concerned with the assessment of student nurses' practice, implementation of which has been considered problematic since the move of initial training into higher education. It examines clinical nurses' accounts of assessment, and rejects an approach based on identification of competencies as too rationalistic for a situated practice. Insights from, in particular, Foucault, Deleuze, and Derrida were used to analyse practitioners' alternative discourse of practice, and the processes of self-constitution and decision-making. Eighteen practitioners from different settings were interviewed in depth about how they determine acceptable performance. Three participants were interviewed twice to develop ideas arising from the first round of conversations. Practitioners' accounts challenged the conventional understanding of assessment, and the construction of practice implicit in current policy. The analysis suggests a more fluid, un-predetermined understanding, characterised by hesitation and uncertainty, though without losing a concern with safe practice. Several implications for policy and practice are presented. These require a shift of authority towards practitioners' situated judgements and away from predetermined outcomes, both in respect of programme planning and policy guidelines on the specification of standards. A new alliance is proposed to encourage a more authentic engagement with the process from both clinical and educational practitioners.

<p>The present study investigated technical qualities of the elicited imitation (EI) items used by the Assessment of College English – International (ACE-In), a locally developed English language proficiency test used in the undergraduate English Academic Purpose Program at Purdue University. EI is a controversial language assessment tool that has been utilized and examined for decades. The simplicity of the test format and the ease of rating place EI in an advantageous position to be widely implemented in language assessment. On the other hand, EI has received a series of critiques, primarily questioning its validity. To offer insights into the quality of the EI subsection of the ACE-In and to provide guidance for continued test development and revision, the present study examined the measurement qualities of the items by analyzing the pre- and post-test performance of 100 examines on EI. The analyses consist of an item analysis that reports item difficulty, item discrimination, and total score reliability; an examination of pre-post changes in performance that reports a matched pairs t-test and item instructional sensitivity; and an analysis of the correlation patterns between EI scores and TOEFL iBT total and subsection scores.</p><p>The results of the item analysis indicated that the current EI task was slightly easy for the intended population, but test items functioned satisfactorily in terms of separating examinees of higher proficiency from those of lower proficiency. The EI task was also found to have high internal consistency across forms. As for the pre-post changes, a significant pair-wise difference was found between the pre- and post-performance after a semester of instruction. However, the results also reported that over half of the items were relatively insensitive to instruction. The last stage of the analysis indicated that while EI scores had a significant positive correlation with TOEFL iBT total scores and speaking subsection scores, EI scores were negatively correlated with TOEFL iBT reading subsection scores. </p><p>Findings of the present study provided evidence in favor of the use of EI as a measure of L2 proficiency, especially as a viable alternative to free-response items. EI is also argued to provide additional information regarding examinees’ real-time language processing ability that standardized language tests are not intended to measure. Although the EI task used by the ACE-In is generally suitable for the targeted population and testing purposes, it can be further improved if test developers increase the number of difficult items and control the contents and the structures of sentence stimuli. </p><p>Examining the technical qualities of test items is fundamental but insufficient to build a validity argument for the test. The present EI test can benefit from test validation studies that exceed item analysis. Future research that focuses on improving item instructional sensitivity is also recommended.</p>

Grades serve as one of the primary indicators of student learning, directing subsequent actions for students, instructors, and administrators, alike. Therefore, grade validity—that is, the extent to which grades communicate a meaningful and credible representation of what they purport to measure—is of utmost importance. However, a grade cannot be valid if one cannot trust that it will consistently and reliably result in the same value, regardless of who makes a measure or when they make it. Unfortunately, such reliability becomes increasingly challenging to achieve with larger class sizes, especially when utilizing multiple evaluators, as is often the case with mandatory introductory courses at large universities. Reliability suffers further when evaluating open-ended tasks, as are prevalent in authentic, high-quality engineering coursework.<div><br></div><div>This study explores grading reliability in the context of a large, multi-section engineering course. Recognizing the number of people involved and the plethora of activities that affect grading outcomes, the study adopts a systems approach to conduct a human reliability analysis using the Functional Resonance Analysis Method. Through this method, a collection of data sources, including course materials and observational interviews with undergraduate teaching assistant graders, are synthesized to produce a general model for how actions vary and affect subsequent actions within the system under study. Using a course assignment and student responses, the model shows how differences in contextual variables affect expected actions within the system. Next, the model is applied to each of the observational interviews with undergraduate teaching assistants to demonstrate how these actions occur in practice and to compare graders to one another and with expected behaviors. These results are further related to the agreement in system outcomes, or grades, assigned by each grader to guide analysis of how actions within the system affect its outcome.<br></div><div><br></div><div>The results of this study connect and elaborate upon previous models of grader cognition by analyzing the phenomenon in engineering, a previously unexplored context. The model presented can be easily generalized and adapted to smaller systems with fewer actors to understand sources of variability and potential threats to outcome reliability. The analysis of observed outcome instantiations guides a set of recommendations for minimizing grading variability.<br></div>

Looking into and Evaluation Quallity, Efficiency and Effects of Further Education A thesis centers upon description and comparison of methods that gain a feedback in the field of the quality of further education. It considers both institutions providing further education and institutions/organisations (e.g. schools, offices of public administration) representing source of participants of further education courses. A theoretical part the thesis compares well known methods reporting on the quality and effectivity of further education in a view of both a provider and a customer. A research aims for an analysis of gaining a feedback in the field of further education from 50 providing institutions and 340 institutions/organizations in a role of a customer. Those 340 institutions/organizations include 32 offices of public administrative and another 308 publicly figuring organizations (e.g. schools). This part of the thesis also presents positives and negatives of chosen methods. A conclusion of the thesis summarizes findings and provides recommendations for both surveyed groups.