There were five purposes in this study as follows: 1.to develop the Taiwan Creative Education Indicators.(TCEI). 2.to develop the Taiwan Creative Education Indicators Index.(TCEII). 3.to develop the Taiwan Creative Education Implementation Questionnaire. (TCEIQ). 4.to evaluate the practice of creative education in elementary and secondary schools in Taiwan. 5.to bring up some suggestions for elementary and secondary schools in Taiwan. According to Taiwan¡¦s ¡§White paper on Creative Education¡¨(2002), creative educational medium range development program, and documents which concerned about implementing of creative education, this study developed the Taiwan creative education indicators through expert interview, in-field interview, and communicating with the propellants of creative education policy .In order to evaluate the practice of creative education, this study used the survey research method.(surveyed 356 schools and 615 members that actually implemented the Taiwan creative education policy.) This study also constructed AIPO Model to evaluate the practice of creative education, ¡§A¡¨ means the awareness of the teachers and members who actually implemented the creative education policy that established by Bureau of Education. ¡§I¡¨ means the educational input, ¡§P¡¨ means the educational process, ¡¨O¡¨ means the educational output. The educational input (I) includes governmental bounty, human resources, environmental resources. The educational process (P) includes the establishment of the creative communities, the use of creative ideas in academic subjects, the evaluation of creative projects, the evaluation of the use of governmental bounty. The educational output (O) includes creative activities, creative competitions and awards , the development of creative subject matters, students¡¦ creative performances. On the other hand, based on the whole awareness of the creative education, and five action programs as follows: ¡§Professional development for creative teachers¡¨, ¡§Nurturing trips for creative learners¡¨, ¡§Comprehensive management for creative schools¡¨ , ¡§Online learning via a creative intelligence bank¡¨, ¡§Ongoing consolidation of creativity cultivation¡¨ , this study brought up 95 creative education reference indicators. It also developed two evaluation tools- ¡§Taiwan Creative Education Indicators Index.(TCEII)¡¨, and ¡§Taiwan Creative Education Implementation Questionnaire.(TCEIQ)¡¨. The study found the practicing of creative education has great efforts in educational input, educational process and educational output. The average awareness scores of the propellants is 3.76 (1 means helpless, 5 means very helpful). In conclusion, boosting creative education is helpful, and we also know that awareness of teachers, practicing of creative education could enhance creativity of children, problem solving and basic academic ability. For teachers, it can enhance the ability of creativity and transferring courses and professional education knowledge. For school, it can improve participation of community, administrators, teachers and student. In the end, researcher brought up some suggestions for the implementation of creative education, the research targets, the research tools, and the research methods in the further study.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-08-18T12:47:46Z No. of bitstreams: 1 CRISTHIANE SANTOS BARBOSA LIMA.pdf: 3134630 bytes, checksum: e321fa9c7d3283f0c59a5a817d6136dd (MD5) / Made available in DSpace on 2016-08-18T12:47:46Z (GMT). No. of bitstreams: 1 CRISTHIANE SANTOS BARBOSA LIMA.pdf: 3134630 bytes, checksum: e321fa9c7d3283f0c59a5a817d6136dd (MD5) Previous issue date: 2014-08-04 / The present research is to make a survey of social and economic indicators in the sugarcane sector in the municipality of Inhumas. Had as objective to survey indicators measure that allowed the model of agricultural and agroindustrial development using socio-economic-environmental descriptors, in the years 2000-2013 of the municipality of Inhumas prioritizing the production system of the sugarcane sector, under employability and education; and the survey secondary information regarding education, employment, infrastructure and economy of the municipality. Questionnaires were applied to analyze the situation of migrant workers and workers from the region of manual sugarcane cutting, such as education, working conditions, job training and living conditions. / A presente pesquisa consiste em fazer o levantamento de indicadores sociais e econômicos no setor sucroenergético do município de Inhumas. Teve como objetivo fazer o levantamento de indicadores que permitiram mensurar o modelo de desenvolvimento agropecuário e agroindustrial utilizando descritores sócio-econômicos-ambientais, nos anos 2000 a 2013 do município de Inhumas priorizando o sistema de produção do setor sucroenergético, no âmbito da empregabilidade e educação e o levantamento por meio de dados secundários acerca da educação, trabalho, infraestrutura e economia do município. Foram aplicados questionários a fim de analisar a situação dos trabalhadores imigrantes e trabalhadores da própria região do corte manual da cana, como educação, condições de trabalho, capacitação profissional e condições de vida.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-26T13:16:52Z No. of bitstreams: 1 Michelle Melina Gleica Del Pino Nicolau Pereira.pdf: 1136030 bytes, checksum: 908e34f82b7906ad22a395243d85bb7f (MD5) / Made available in DSpace on 2016-08-26T13:16:52Z (GMT). No. of bitstreams: 1 Michelle Melina Gleica Del Pino Nicolau Pereira.pdf: 1136030 bytes, checksum: 908e34f82b7906ad22a395243d85bb7f (MD5) Previous issue date: 2016-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to analyze the educational indicators of people with disabilities in relation to gender and race. Sources of data collection were the Demographic Census (IBGE 2010), on the incidence of population and the School Census (MEC, INEP, 2012) with regard to the enrollment of students with visual impairments, hearing impairments, physical and intellectual in the year 2012, in basic education, by type of schooling and education step, nationwide and distributed by geographic regions. The data were submitted to hypothesis tests, Z based on the normal distribution, for two independent samples, Chi-square and coefficient C of Cramér and analyzed on the basis of the contributions of Bourdieu (1983, 1998 and 2011), Louro (2003) and Munanga (1986, 1996), about social divisions and relations of gender and race inequality in order to investigate other social tags in the analysis of the processes of education of these students , disregarded by educational research, as well as in those of Cury (2002, 2005 and 2008), Skrtic (1996, 2011) and Bueno (1999, 2008) on inclusive policies and equal opportunities. We conclude that the combination between the categories of gender and race intensify the inequality in access to education of persons with disabilities: increased enrollment of male white students, a fact that also reproduces in the segregated school; the black women students with disabilities have greater disadvantage of access to schooling; the white men have better possibilities for school progression, with the largest number of enrollments in high school / Este estudo teve como objetivo analisar os indicadores educacionais de pessoas com deficiência, em relação ao gênero e raça. As fontes de coleta dos dados foram o Censo Demográfico (IBGE, 2010), sobre a incidência populacional, e o Censo Escolar (MEC, INEP, 2012) no que se refere às matrículas de alunos com deficiência visual, auditiva, física e intelectual no ano de 2012, na educação básica, por tipo de escolarização e etapa de ensino, em âmbito nacional e distribuídos pelas regiões geográficas. Os dados foram submetidos aos testes de hipótese Z baseado na distribuição normal, para duas amostras independentes, Qui-Quadrado e coeficiente C de Cramér e analisados com base nas contribuições de Bourdieu (1983, 1998 e 2011), Louro (2003) e Munanga (1986, 1996), a respeito das divisões de ordem social e das relações de desigualdade de gênero e raça na perspectiva de investigar outras marcas sociais na análise dos processos de escolarização desses alunos, desconsideradas pela pesquisa educacional, assim como nas de Cury (2002, 2005 e 2008), Skrtic (1996, 2011) e Bueno (1999, 2008) sobre as políticas inclusivas e garantia de igualdade de oportunidades. Concluímos que a combinação entre as categorias gênero e raça intensificam a desigualdade no acesso à escolarização de pessoas com deficiência: maior número de matrículas de alunos do sexo masculino, declarados brancos, fato que também se reproduz no ensino segregado; as alunas negras com deficiência têm maior desvantagem de acesso à escolarização; os homens declarados brancos têm melhores possibilidades de progressão escolar, com maior número de matrículas no Ensino Médio

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-27T11:40:19Z No. of bitstreams: 1 Ricardo Ferreira Vitelli_.pdf: 1677553 bytes, checksum: 46190bc071ca631c0e976655dbf01fa5 (MD5) / Made available in DSpace on 2017-06-27T11:40:19Z (GMT). No. of bitstreams: 1 Ricardo Ferreira Vitelli_.pdf: 1677553 bytes, checksum: 46190bc071ca631c0e976655dbf01fa5 (MD5) Previous issue date: 2017-01-12 / Nenhuma / Este estudo analisa as políticas públicas, de três governos do Rio Grande do Sul, e de como se relacionaram com os resultados dos indicadores de qualidade da Educação Básica. Focaliza o Ensino Médio e foi desenvolvida em escolas públicas estaduais em Porto Alegre. Os indicadores escolhidos foram: taxa de reprovação e de abandono escolar, além da taxa de defasagem idade-série. A metodologia utilizada foi a de um Estudo Misto (CRESWEL). Na etapa quantitativa foram usadas técnicas de análise estatística descritiva, de correlação, de variância e de regressão múltipla. As Análises Estatísticas foram abordadas por testes quantitativos (TUKEY). Os estudos qualitativos foram desenvolvidos utilizando Análise Documental (CELLARD) e Análise de Conteúdo (BARDIN) com entrevistas em profundidade gravadas e transcritas. Foram pesquisadas três escolas e entrevistados seis docentes. O critério de escolha das escolas se baseou na diversidade de resultados para os indicadores que se mostraram relevantes. Os docentes tinham experiência no Ensino Médio público em todo o período pesquisado. A teoria que fundamentou a análise das políticas públicas foi o Ciclo de Políticas (BALL) com ênfase no contexto da prática. Os resultados da pesquisa mostraram que as taxas de abandono escolar se mostraram afetadas nos períodos pesquisados. Triangulando com os resultados da Análise de Conteúdo foi possível identificar que as políticas para alterar os resultados dos indicadores não são propostas ou não se concretizam. A constituição dos Planos de Governo avaliados apresenta propostas de políticas públicas baseadas nas experiências anteriores dos governos, optando por não dar continuidade às políticas que os procederam. Além disso, são vistas com descrédito pela análise desenvolvida junto aos docentes. Considerando o contexto da prática constatou-se uma cisão no quadro de docentes, em especial com relação a aspectos que envolvem o descrédito com as políticas, ressignificação das políticas, formas de avaliação dos conteúdos, o rompimento com as políticas; a resignação com as políticas; métodos alternativos de aprendizagem; acolhimento dos docentes aos discentes. Foram identificados a partir das falas dos docentes que foram categorizadas a partir das aproximações de suas narrativas. / This study analyzes three Rio Grande do Sul Governments public policy, and how they related to the results of basic education quality indicators. Focuses on the high school and was developed in State public schools in Porto Alegre. The indicators chosen were: and disapproval rate of school drop-out, beyond the age-gap rate series. The methodology used was a Joint Study (CRESWEL). On stage were used quantitative analytical techniques descriptive statistics, correlation, multiple regression and variance. The statistical analyses were addressed by quantitative tests (TUKEY). Qualitative studies have been developed using document analysis (CELLARD) and content analysis (BARDIN) with in-depth interviews recorded and transcribed. Were surveyed three schools and interviewed six teachers. The criterion of choice of schools was based on diversity of results for the indicators that were relevant. Teachers had experience in public high school in the whole period researched. The theory that substantiate the analysis of public policies was the Political cycle (BALL) with emphasis in the context of the practice. The survey results showed that the school drop-out rates were affected in the periods surveyed. Triangulating the results of content Analysis it was possible to identify the policies to change the results of the indicators are not proposed or not come true. The Constitution of the Government plans assessed proposals of public policies based on the past experiences of Governments, choosing not to give continuity to policies that proceeded. In addition, are viewed with disfavour by the analysis developed with the teachers. Considering the context of the practice there was a split on the Board of teachers, in particular with regard to aspects involving the disrepute with policies, policies, forms of ressignification evaluation of content, the breaking with the policies; the resignation with policies; alternative methods of learning; greeting of the teachers to the students. Were identified from the talk of teachers that have been categorized on the basis of their narratives approaches.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research introduces educational quality indicators, focusing on indigenous educational modality. Thus, the problem of this research is the relation between the quality indices of national education and school education offered to indigenous population, seeking in this context to produce elements to reflect on the teaching of natural sciences. The overall objective of this research is to reveal the relation between the quality data of national education, and indigenous education as a way to contribute to the reflection of the relevance (or not) of the school performance test proposition that include, especially, the natural sciences in school indigenous education (EEI - Escola de Educação Indígena). The methodology used has a qualitative-quantitative/theoretical-bibliographic approach, more predominantly qualitative approach. Data collection was done through reading, and analysis of academic productions, and official documents that specifically point the national education quality indicators, and EEI, also through the open questionnaire, carried out with the state departments of education of all states. Initially, we discussed the Brazilian assessment system, taking into consideration the main educational statistics in Brazil. We tried to approach as following, the organization of the national education system, its modalities, and education quality indicators with emphasis on ERA. Among the indicators of educational quality which include the evaluation of EEI, the following ones were discussed: the registration, training of teachers, educational establishments, the specific educational resources for indigenous schools, and school performance in external evaluations. Afterwards, we approached the reality of two indigenous schools, one of them is in Mato Grosso State, chosen because surveys have been carried out in such institution during the PhD studies that anticipate this work. The second school establishment is located in Sergipe State, It is chosen as the only of this type in the state and due to activities of the Institutional Scholarship Program for Initiation to Teaching (PIBID) in school. These activities are developed by the students of the UFS (Campus Itabaiana), PIBID Scholars. From the results, it is clear that the ERA is established throughout the country, except for the Federal District. We present yet, data about the teaching of Natural Sciences in this type of education, based on observation of the aforementioned two Indian schools. In this last step, we seek to unveil, from official documents and publications of the members of the "Study Group Science Education, Diversity and Environment", some indices of educational quality. In closing remarks, reflect the above items, underscoring the perception that, over the past two decades, significant advances have been achieved by indigenous peoples; However, according to studies, it is clear that there is still much to do in promoting and ensuring a quality ERA. / Esta pesquisa aborda os indicadores de qualidade educacionais com foco na modalidade educacional indígena. Desse modo, a problemática da pesquisa é a relação entre os índices de qualidade da educação nacional e da educação escolar ofertada aos indígenas, buscando, nesse contexto, produzir elementos para refletir sobre o ensino de Ciências Naturais. Nesse sentido, o objetivo geral da pesquisa é desvelar a relação entre os dados de qualidade da educação nacional e a educação indígena, como forma de contribuir para a reflexão da pertinência (ou não) da proposição de testes de desempenho escolar que contemplem, de maneira especial, as Ciências Naturais na Educação Escolar Indígena (EEI). A metodologia aplicada tem uma abordagem qualitativo-quantitativa teórica bibliográfica com predominância do enfoque qualitativo. A coleta dos dados foi feita através da leitura e análise de produções acadêmicas e documentos oficiais que abordam especificamente os indicadores de qualidade da Educação nacional e a EEI por meio da aplicação de questionário aberto, realizado junto às secretarias estaduais de educação de todos os estados da federação. Inicialmente, abordamos o sistema de avaliação brasileiro, discutindo as principais estatísticas educacionais no Brasil. Procuramos abordar, no segundo momento, a organização do sistema de ensino do país, suas modalidades e os indicadores de qualidade educacional com ênfase à EEI. Dentre os indicadores de qualidade educacional que contemplam a avaliação da EEI, foram discutidos os seguintes: a matrícula, a formação dos professores, os estabelecimentos de ensino, os recursos didáticos específicos para as escolas indígenas e o desempenho escolar nas avaliações externas. Posteriormente, abordamos a realidade de duas escolas indígenas, uma situada no estado de Mato Grosso, escolhida em razão de pesquisas que já foram realizadas nesta instituição durante o período de doutorado da orientadora deste trabalho. A outra escola, situada em Sergipe, foi escolhida por ser a única desta modalidade no estado e devido à realização de atividades do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) na escola. Tais atividades são desenvolvidas pelas alunas da UFS (Campus Itabaiana), bolsistas do PIBID. A partir dos resultados, percebe-se que a EEI é instituída em todo o país, com exceção do Distrito Federal. Apresentamos ainda, dados acerca do ensino de Ciências Naturais nessa modalidade de ensino com base na observação das duas escolas indígenas supracitadas. Nessa última etapa, procuramos desvelar, a partir de documentos oficiais e das publicações dos integrantes do Grupo de Estudo Ensino de Ciências, Diversidade e Ambiente , alguns índices de qualidade educacional. Nas considerações finais, refletimos os itens citados, ressaltando a percepção de que, ao longo das duas últimas décadas, avanços significativos foram alcançados pelos povos indígenas. Contudo, de acordo com os estudos realizados, percebe-se que ainda há muito a ser feito para a promoção e garantia de uma EEI de qualidade.

Made available in DSpace on 2014-08-20T13:47:41Z (GMT). No. of bitstreams: 1 Daniel_Godoy_Dissertacao.pdf: 2352040 bytes, checksum: 1a44705f8a05c984bb2637822fc55d7c (MD5) Previous issue date: 2012-03-03 / This scientific research is a case study, which examined the education management and control of performance in Brazil through the case of the Index of Basic Education Development - IDEB established by Presidential Decree 6094 of 2007. The case of IDEB was studied by means of trimming the institutionalization process, for observation of their status as informational and device control, seeking to understand how this device is now operated as a political technology governance education. The methodology used, therefore, was the case study complemented by a critical discourse analysis, used to analyze the speeches and the statements found on the fluidity of discursive communities in ORKUT ®, texts of interviews with experts, newspaper articles and politics texts. In this study, we identified the articulated presence in the educational politics texts and in the content of research on educational inequalities, and the presence of speeches about field arrangement and discourses about the geographies of opportunities. It was therefore possible realize and reveal, marks of a new phase of rationality in educational planning focused on the control and regulation of education through the use of performativity and management, as tools of political language and technologies of governance policies which trend to promote inter-sectoral policies and public policy programs. Thus, in the first decade of this century, two political technologies stand out: Performativity and management for governance. And as the institutionalization of counter IDEB, it was observed that its effect on the performative public discourse, instead of promoting a national mobilization on behalf of education trends to have opposite effects. The IDEB manifests with the voices of teachers and the population as a device for disqualification and depreciation of education / A presente pesquisa analisou a gestão da educação e o controle dos desempenhos no Brasil através do estudo do caso do Índice de Desenvolvimento da Educação Básica IDEB, instituído pelo Decreto Presidencial 6.094 de 2007. Através do estudo de caso, foi possível investigar o processo de institucionalização desse indicador educacional, observando seu estatuto de dispositivo informacional e de controle, percebendo como este dispositivo passa a ser operado como uma tecnologia política de governança. A metodologia utilizada, portanto, foi o estudo de caso, complementado por uma análise crítica do discurso, a qual foi utilizada para analisar os discursos e os enunciados encontrados na fluidez discursiva de redes de relacionamentos sociais na internet, textos de entrevistas com especialistas e textos jornalísticos. Utilizando contribuições de Paolo Virno, Antonio Negri, Michel Hardit, Michel Foucault, Gilles Deleuze e Steffen Ball, foi possível identificar as presenças articuladas nos textos de políticas educacionais e nos textos de pesquisas sobre as desigualdades educacionais, dos discursos do ordenamento territorial e dos discursos sobre as geografias das oportunidades. Foi, portanto, possível perceber e evidenciar, marcas de uma nova fase da racionalidade do planejamento educacional voltada para o controle e para a regulação da educação, mediante o uso da performatividade e da gestão, como ferramentas de linguagem política e de tecnologias políticas de governança, que tendem a promover a inter setorialidade das políticas públicas

This thesis focuses on the indicators of quality of education. The indicators are learning exercises the aim of which is to prove whether the tested pupils reached the level of knowledge defined by the national curriculum and listed in the Framework Education Programme. While learning Chemistry, the students should master the key competencies and educational objectives from the education area "Man and Nature" and further from the subject of Chemistry. The thesis focuses on the evidence of reaching the educational goals in Chemistry within the scope of General Chemistry. Since the level of knowledge defined by the Framework Education Programme is not very specific, the author of this thesis decided to settle the educational goals for the subject of General Chemistry based on the study of expert literature and curricular documents. Furthermore, the author also suggests a system of indicators which can be used to verify reaching these goals by the pupils of the secondary schools. The thesis also includes one of the models of working with such indicators. The indicator system was first assessed by a focus group (Chemistry teachers and experts in Didactics of Chemistry). This focus group evaluated the content and the construct validity of the suggested indicators. Afterwards, some of the learning...