This study explored the Teacher Education Accreditation Council (TEAC) and the evaluation of teacher education in Taiwan-related issues that provide to educational authorities to implement the reference teacher education accreditation system in the future. The quality of teacher education is one of the important factors which are connected with national development and competitiveness. In view of the fact that the evaluation of teacher education in Taiwan is important in determining quality of teacher education, improving the progress of teacher education program, and to pursue excellence of system. The study aims to explore TEAC and its implications for the evaluation of teacher education in Taiwan. The study employs three methods of collecting data, including literature review, G. Z. F. Bereday's Comparative Method, and Delphi Method. So we use the methods to explore of TEAC and its implications for the evaluation of teacher education in Taiwan. According to the results, the following conclusions have been concluded: 1. Lacking of teacher education accreditation institutions dedicated units 2. Evaluation of teacher education in Taiwan lacks characteristics of self-evaluation 3. Evaluation of teacher education in Taiwan must be a standardized set of teacher education accreditation principles, objectives and process sequence 4. Evaluation of teacher education in Taiwan experts and members of the organization to be defined 5. Lacking of regular evaluation procedures and appeal procedures 6. Results of the using are the difference between TEAC and Evaluation of teacher education in Taiwan Based upon the above conclusions, some suggestions have been raised by the researcher to play a solid basis for teacher education accreditation and to upgrade the quality of future institution.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-23T14:44:50Z No. of bitstreams: 1 Tese - Paulo Eduardo dos Santos - 2014.pdf: 2388375 bytes, checksum: 1223abc4faafaa196911862eef9cd842 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-26T12:52:53Z (GMT) No. of bitstreams: 1 Tese - Paulo Eduardo dos Santos - 2014.pdf: 2388375 bytes, checksum: 1223abc4faafaa196911862eef9cd842 (MD5) / Made available in DSpace on 2015-01-26T12:52:53Z (GMT). No. of bitstreams: 1 Tese - Paulo Eduardo dos Santos - 2014.pdf: 2388375 bytes, checksum: 1223abc4faafaa196911862eef9cd842 (MD5) Previous issue date: 2014-07-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study is part of the research in State, Policies and History of Education of the Graduate Program of Education Department of the Federal University of Goiás (UFG). This larger research has as central axis an analysis of the State, the changes, impacts and effective developments of actions in the formulation of public policies, mainly in the educational field. Thus, the general objective of this investigation is to understand, based on legal documents and on the perception of the counselors’ who represent the educational workers and those of the executive branch, the institutionalization process of the Municipal Education Councils (MECs) of the Brazilian capitals, especially those from the Center-West Region. One must emphasize that the MCEs are considered here a State organ, of political articulation, located between the government and civil society to address education issues. This study used as analytical reference, mainly from the Gramscian theoretical perspective, concepts such as civil society, political society, State, hegemony, relation between forces, as well as, aspects of the political-administrative decentralization resulting from the Brazilian federalist model. In relation to the research, we chose to use a method of investigation, whose main differential was based on the analysis of dialectic approach. Thus, we sought to use a combination of different techniques of data collection and analysis of reality such as: bibliographic research, analysis of legal documents from MECs of all Brazilian capitals, as well as the application of questionnaires answered by the municipal educational counselors, representatives of the executive branch, and the educational workers in three capitals of the Center-West Region. It must be noted that these subjects were chosen based on what was found in the exploratory phase of this study which detected them as representative segments with higher representativeness in the MECs of the 26 Brazilian capitals. This study, when investigating the institutionalization process of the MECs of the Brazilian capitals, mainly, those from the capitals of the Center-West Region, showed that they are the stage of political conflicts and space of strong relations where the competition between a bureaucratic and a democratic character is constant. This finding seems to indicate that it is exactly in this contradictory movement between the bureaucratic and/or democratic action that lies the possibility of municipal educational advice becoming “advanced trenches”. It is a concrete fact that hegemonic battles are fought, that projects of society and education are confronted and constitute new relationships between civil society and political society, in the attempt to establish a new State and a new society. Finding out that the MECs act preferably in a bureaucratic way seems to indicate the strength of concrete reality acting over them. However, it does not mean that such a circumstance is fateful, for, at the same time in which objective reality imposes itself, it creates spaces for its overcoming. Therefore it is not possible to state that the MECs are only bureaucratic even though this aspect prevails, but such prevalence could be related to the structural limits that the capitalist system imposes on any social organization of democratic style. Certainly, there is no ready and finished advice, as it constitutes a specific process of institutionalization. Thus, it might be said that the advice is, in fact, a space of disputes, a place balance of power. / Este estudo está inscrito na linha de pesquisa Estado, Políticas e História da Educação do Programa de Pós-graduação da Faculdade de Educação – Universidade Federal de Goiás (UFG) – que tem como eixo central a análise do Estado, as transformações, os impactos e os desdobramentos efetivos decorrentes de suas ações na formulação de políticas públicas, sobretudo no campo da educação. Sendo assim, o objetivo geral dessa tese é compreender, com base em documentos legais e na percepção dos conselheiros representantes dos trabalhadores em educação e do poder executivo, o processo de institucionalização dos Conselhos Municipais de Educação (CMEs) das capitais brasileiras, especialmente, os da Região Centro-Oeste. Ressalte-se que os CMEs são aqui compreendidos como órgão de Estado, de articulação política, localizado entre o governo e a sociedade civil para tratar de assuntos educacionais. Para a realização deste estudo, foi utilizada como referencial de análise, sobretudo a partir da perspectiva teórica gramsciana, conceitos como sociedade civil, sociedade política, Estado, hegemonia, relação de forças e, além disso, aspectos da descentralização político-administrativa advinda do modelo federalista brasileiro. No tocante à realização da pesquisa propriamente dita, optou-se pelo método de investigação, cuja referência principal está baseada na análise de abordagem dialética, e assim, buscou utilizar uma combinação de diferentes técnicas de coletas de dados e de análise da realidade como: pesquisa bibliográfica, análise de documentos legais referentes aos CMEs de todas as capitais brasileiras, bem como se recorreu à aplicação de questionários aos conselheiros municipais de educação representantes do poder executivo e dos trabalhadores em educação das três capitais da Região Centro-Oeste. Vale esclarecer que estes sujeitos foram escolhidos com base no encontrado na etapa exploratória desse estudo que detectou estes como os segmentos representativos com maior representatividade nos CMEs das 26 capitais brasileiras. O presente estudo, ao investigar o processo de institucionalização dos CMEs das capitais brasileiras, e em especial, os das capitais da Região Centro-Oeste, constatou que eles são palco de luta política e espaço de relações de força em que a disputa entre um caráter burocrático e um democrático é constante e cotidiana. Tal constatação parece indicar que, é exatamente nesse movimento contraditório entre uma atuação burocrática e/ou democrática, que está a possibilidade de os conselhos municipais de educação tornarem-se “trincheiras avançadas” de fato, pois é na realidade concreta que as lutas hegemônicas são travadas, que os projetos de sociedade e de educação são confrontados e que se constituem novas relações entre sociedade civil e sociedade política, na tentativa de estabelecimento de um novo Estado e uma nova sociedade. Constatar que os CMEs atuam preferencialmente de forma burocrática parece indicar a força da realidade concreta se exercendo sobre eles; entretanto, não significa dizer que tal circunstância é um destino, pois, ao mesmo tempo em que a realidade objetiva se impõe, ela cria espaços para sua superação. Assim não é possível afirmar que os CMEs são apenas burocráticos ainda que este aspecto prevaleça, mas tal prevalência pode estar relacionada aos limites estruturais que o sistema capitalista impõe a qualquer organização social de cunho democrático. Por certo, não há um conselho pronto e acabado, pois ele se constitui em um processo particular de institucionalização. Desse modo, pode-se afirmar que os conselhos são, de fato, espaço de disputas, lugar de relações de força.