Paper 1: This study focused on personal education plans for children in care and the related research around individual education plans. Children in care have been identified by the government and local authorities as a vulnerable group, at risk of failing to fully access education (DCSF, 2010). This paper examines the role of the educational psychologist in supporting children in care. There are three aims; 1. to explore the current role and work of educational psychologists in supporting children in care across local authorities, and within one local authority, 2. to generate, a more in-depth understanding of educational psychologists’ practice regarding children in care. 3. to use the analysis to formulate a framework that will inform an intervention to enhance the personal education plan process. Mixed methods were used to investigate the current role and view of educational psychologists and those involved in the personal education plan (PEP) process. The methods included online surveys, hardcopy questionnaires and semi structured interviews, which produced both qualitative and quantitative data. The findings of this research suggest that EPs most often work with Children in Care in school, and this seems to involve consultations, planning and reviewing meetings at a multiagency level. This study reports that EPs are not often involved in the PEP process but that most EPs have an understanding of the purpose of PEPs. A summary of the distinct contribution EPs believe they have to offer children in care has been presented, and the findings could provide EPs with improved role clarity in the future. A number of themes were also identified that would support the PEP process and a framework has been created that has the potential to enhance the process. Paper 2 - Collaborative Consultation: Background: Children in care (CiC) have consistently underperformed educationally, compared to other children. Personal Education Plans (PEP) were introduced to address this issue. This study aims to implement a PEP intervention (based on a framework from Paper 1) to enhance the educational experience of the child and explore the distinct contribution of the educational psychologist (EP). Method: Action Research was used to structure an intervention and gather the pre and post evaluation data in four case studies. The intervention consisted of an assessment of the child; there were three collaborative consultations with those involved in the PEP and attending the PEP meeting. Data collected include child assessments, notes from consultations, pre and post questionnaires and post semi-structured interviews with the professional. Results: The findings suggest the intervention had a positive impact on the PEP process and how those completing the PEP felt about the process. Changes to the child’s independent functioning could not be attributed to the intervention. The analysis developed and supports the finding in the framework from Paper 1. Conclusion: The revised framework offers a guideline to produce a consistent PEP process across all Local Authorities. Recommendations about the use of assessment and introducing psychological theories through consultation prior to the PEP are provided.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-19T15:49:09Z No. of bitstreams: 1 joaolibaniocavalcante.pdf: 1018884 bytes, checksum: 511c83f5ff506a54fa60d3024258561e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-22T15:05:15Z (GMT) No. of bitstreams: 1 joaolibaniocavalcante.pdf: 1018884 bytes, checksum: 511c83f5ff506a54fa60d3024258561e (MD5) / Made available in DSpace on 2017-09-22T15:05:15Z (GMT). No. of bitstreams: 1 joaolibaniocavalcante.pdf: 1018884 bytes, checksum: 511c83f5ff506a54fa60d3024258561e (MD5) Previous issue date: 2017-02-24 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado tem como foco a Meta 7 do Plano Municipal de Educação do município de Itamarati e seu alinhamento com o Plano Estadual de Educação do Amazonas. O objetivo deste trabalho é descrever e analisar as ações de planejamento para o desencadeamento das estratégias e analisar o alinhamento da Meta 7 entre os planos municipal de Itamarati e o Plano Estadual de Educação do Amazonas, em busca de melhoria na qualidade da educação, no primeiro segmento do ensino fundamental, além de propor ações que levem à melhoria do Ideb. O interesse por desenvolvê-lo se deve ao fato de o município, nos últimos anos, apresentar uma regressão na média do Ideb no 5º ano do ensino fundamental. Assumimos como hipótese que o Plano Municipal de Educação tenha sido elaborado de forma participativa e democrática. Como metodologia, utilizamos a pesquisa documental e entrevistas semiestruturadas com profissionais da educação, entre eles gestor, professores, técnicos da equipe de coordenação e um delegado que participou da conferência para aprovação do plano. Os problemas detectados na pesquisa foram, principalmente, a falta de formação para os profissionais da educação, dificuldades para análise e leitura dos indicadores educacionais, e ausência do instrumento de gestão democrática e participativa. Com isso, propomos um plano de ação que vise contribuir para com a elevação do Índice de Desenvolvimento da Educação Básica no município, visando às melhorias na qualidade da educação. / This dissertation was developed on the Professional Master in Management and Evaluation of Public Education (PPGP) from the Center for Public Policies and Evaluation of Education from the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied here focuses on the Mark 7 presented on the Municipal Education Plan from Itamarati city (in Brazil), and its alignment with the State Education Plan from Amazonas. The aim of this work is therefore to analyze the Mark 7 and its alignment with the State Education Plan, in order to improve the education quality in the elementary education first segment, and to propose actions which lead to the Ideb improvement. The interest in developing it is due to the fact that in the last years the city presented a regression in Ideb average on the 5th year of elementary school. We hypothesize that the Municipal Education Plan was elaborated in a participatory and democratic way. As a methodology, we used the documentary research and semi-structured interviews with education professionals, including managers, teachers, coordination team technicians and a delegate who participated in the conference to approve the plan. The problems detected in the research were mainly the lack of training for professionals in education, difficulties in analyzing and reading educational indicators, and lack of a democratic and participatory management tool. So, we propose an action plan that aims to contribute to the elevation of Ideb from the city, aiming at improvements on the education quality.

Articulate rationale for early assessment Describe process of assessment and feedback sessions List benefits of process based on: Objective data Opinion of interns over past 2 years

IDEIA requires a student who receives special education services to have an IEP that is specific to each student and NCLB requires that all students be taught the same knowledge and skills. The purpose of this study was to determine with which federal school law, No Child Left Behind (NCLB) or Individuals with Disabilities Education Improvement Act (IDEIA), school districts in Mississippi are choosing to comply and what drives that decision. The research questions were: (a) Are Mississippi school districts choosing to comply with NCLB or IDEIA when writing IEPs for their students receiving special education services? and (b) What are the reasons for that decision? A multiple-case design was used in this study resulting in a more convincing explanation because when more cases are involved variation increases across the studies. Real-life applications and issues were noted in case studies. The researcher was the main instrument for data collection and analysis. Three school districts participated in the study that included 11 teachers. Five themes emerged from the case studies. Those were: (a) teacher opposition, (b) out-of-level testing, (c) achievement test preparation, (d) lack of written guidelines, and (e) different approaches in meeting educational needs of students receiving special education services. Recommendations included: (a) development of guidelines for special education students who do not take the grade level MCT , (b) mandatory training on standardized IEP guidelines, (c) further study on report of numbers of special education students within schools, (d) further study on self-concept of special education students who participate in out-of-level instruction and testing, (e) comparative study of inclusion and resource students using MCT as pre- and post-test.

Hälsa är ett begrepp som har avsaknad av en bestämd definition. Det finns flertalet erkända definitioner såsom WHO:s men det finns även de definitioner som skapats av den enskilda individen. De flesta definitioner som finns kring och om hälsa har sitt ursprung i den fysiska aktivitetens värld, än dock menar flera personer att om hälsa enbart skall ses som god utifrån den fysiska aktiviteten så blir begreppet hälsa inte särskilt innehållsrikt. Syftet med studien var att undersöka hur lärarna ser på begreppet hälsa. Enligt bakgrund och tidigare forskning så är hälsa ett personligt och svårdefinierat begrepp, vilket de sex lärare som intervjuades i denna kvalitativa studie bekräftade. Lärarnas kunskap om hälsa har inhämtats från tidigare idrottsliga erfarenheter och utbildning. Resultatet i denna studie visar att hälsoundervisningen stundtals blir personlig då lärarna utgår från sina tidigare idrottsliga erfarenheter när de talar och undervisar om hälsa. Resultatet har analyserats utifrån två hälsomodeller, kontinuummodellen samt den kliniska modellen. Resultatet som framkommer är att hälsa många gånger ses ur ett kontinuumperspektiv och sällan ur ett dikotomt perspektiv. Sammanfattat så handlar denna studie om hur lärarna ser på begreppet hälsa och hur de önskade att hälsoundervisningen skulle kunna se ut. / Health defines a person’s general condition, both mind and body. Being healthy or have “good health” is something that people, on a daily basis, can read about in the newspaper or on the internet, but what is health or being healthy? Health is often taken for granted and is also often associated with training, but many claim that health is not only about being fit or train hard. There are different definitions of health; world health organization (WHO) has one that has been acknowledged for many years: “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. This definition has been controversy because it says that a person only can have good health if the person is free from illness, injury or pain which can seems quite possible to achieve. WHO:s definition about health, is not the only one, there are  many more definitions that has been created by dissimilar people. The aim with this study was to see how teachers look at health (and health studies) and where they got their knowledge about health. If you look at previous studies it says that health is a personal thing, each individual has their own opinion what health is, something that the teacher in this study agreed about. This is a qualitative study and sex teachers were interviewed. The result has been analyzed by two health models, the continuum model and the clinic model. The result showed that the teachers look at health from a continuum perspective and the teachers also said that their athletic background were the main reason for there value of health and how they look at health overall.

A presente pesquisa tem como objetivo analisar as políticas públicas de educação infantil e de educação especial materializadas nos Planos Nacionais de Educação de 2001 e 2014, considerando as especificidades do Estado brasileiro e o processo de lutas para a garantia do direito à educação das crianças com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação. Para tanto, ancora-se no conceito de Estado ampliado, a partir dos pressupostos gramscianos, na tentativa de compreender as relações dialéticas e a luta de classes na disputa por hegemonia como tentativa de evidenciar contradições, limites e avanços das políticas de educação no Brasil. A abordagem metodológica apoia-se na análise documental, à luz de elementos do materialismo histórico dialético e da filosofia da práxis, tomando como base as Leis nº 10.172/2001 e 13.005/2014; o Plano Nacional de Educação: Proposta da Sociedade Brasileira, elaborado em 1997; os documentos finais das Conferências Nacionais de Educação (Conaes) de 2010 e 2014 e as cartas sínteses dos encontros nacionais do Movimento Interfóruns de Educação Infantil do Brasil (Mieib), considerando seus efeitos nas decisões governamentais para a implementação de políticas públicas destinadas às crianças matriculadas na primeira etapa da educação básica. Os resultados evidenciam os embates entre os diversos grupos sociais, revelando as contradições no âmbito da sociedade brasileira. Observam-se, nos respectivos documentos, aspectos que demonstram a força da hegemonia burguesa e de conformismo a partir de certo modelo de sociabilidade, alinhados aos princípios do capitalismo, a saber: concepção de crianças, infância, educação infantil e de educação inclusiva com marcas de políticas focalizadas; caráter compensatório para minimizar os efeitos da pobreza; ambiguidades quanto ao papel do Estado, revelando demasiada força de grupos empresariais na disputa pela gestão e financiamento da educação infantil e da educação especial; e o direito à educação pela perspectiva utilitarista. No entanto, as lutas travadas no contexto da sociedade civil são marcos fundamentais para evidenciar a tensão em torno da defesa da escola pública e de uma educação emancipatória na direção da contra-hegemonia pela classe trabalhadora. As considerações finais apontam, ainda, para o agravamento dos riscos de perdas de direitos sociais, o que ocasionará impactos na educação das crianças com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação, matriculadas na educação infantil, após o ano 2016, reconhecendo a importância das lutas coletivas e da resistência em torno da defesa de uma educação emancipatória e contra-hegemônica. / The objective of this research is to analyze the public policies of early childhood education and special education materialized in the National Education Plans of 2001 and 2014, considering the specificities of the Brazilian state and the process of struggle to ensure the right to education of children with disabilities, pervasive developmental disorders and intellectual giftedness. To achieve this, the research is based on the Gramscian concept of expanded State, trying to comprehend both the dialectical relations and the class struggle in the dispute for hegemony in order to finally highlight contradictions, limits and advances in Brazilian education policies. The methodological approach rests on document analysis, in the light of elements of both the historical dialectical materialism and the philosophy of praxis, focusing on the following documents: the laws 10.172/2001 and 13.005/2014; the National Education Plan: Proposal of the Brazilian Society, drawn up in 1997; the final documents of the National Conferences of Education (Conaes, in the Portuguese acronym), which took place in 2010 and 2014; the national meetings summary charters of Brazilian Early Childhood Interforums Movement (Mieib, in the Portuguese acronym); the analysis considered the effects of these documents for the implementation of public policies intended for children enrolled in the first level of basic education. The results show the conflicts between the various social groups, which are related to the contradictions within the Brazilian society. There are in the above documents aspects that demonstrate the strength of the bourgeoisie and conformism concerned to a certain model of sociability that is aligned with the principles of capitalism, namely: conception of child, childhood, early childhood education and inclusive education as marks of policies with a very specific focus; compensatory tone in order to minimize the effects of poverty; the power of business groups on dispute over management and financing of early childhood education and special education and the right to education through an utilitarian perspective. Although, the struggles that take place in the context of civil society are fundamental marks to show the tension over the defense of emancipatory education towards the counter-hegemony of the working class. The final considerations point out to the worsening of social rights losses - which will cause impacts in the education of children with disabilities, pervasive developmental disorders and intellectual giftedness which have been enrolled in early childhood education since 2016, recognizing the importance of collective struggles and resistance to the defense of emancipatory and counter-hegemonic education.

Individual Education Plans and the means of creating a sustainable platform for children with learning difficulties is a subject of vast discussion. The original idea was to create a system in which the documentation of certain students with learning difficulties would lead to precautions being taken in order to eradicate difficulties and improve student’s abilities to excel in studies. However, in practice, the IEPs proved less functioning and the special needs of students were not attained accordingly to the theoretical approach. In some aspects the IEPs were a helpful tool to create sustainability for students with special needs, but in the long term the IEPs seemed to provide less support and more segregation. The usage of individual education plans in the Swedish school, as well as Irish- and British schools, had its own theoretical standpoints within each faculty. For some schools the IEP was used as a tool to reflect that the institution indeed followed the guidelines set for special education, in order to protect institutional activities. For other schools there was a normative behavioral standard to be measured through IEPs, in these certain scenarios the IEP served as a tool to create a “normal” behavior for the students that showed certain social “problems”. In many regards these behavioral precautions did not have any actual relation to said student’s special education needs. In this study we examine how the theoretical approach to the IEPs was regarded and how these theoretical ideas have been implemented in practice. In this study we also present a discussion about how the theoretical and practical usage of IEPs is in any form regarded as positive or negative, in accordance to the scientific approach of special education.

Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-03T19:29:26Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-04T14:46:39Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) / Made available in DSpace on 2018-04-04T14:46:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) Previous issue date: 2017 / O presente trabalho tem por finalidade o estudo dos planos municipais de educa??o dos munic?pios localizados no territ?rio do Alto Jequitinhonha, sob a esfera administrativa da Superintend?ncia Regional de Ensino de Diamantina, Minas Gerais com vistas a responder se tais planos encontram-se alinhados ao Plano Nacional de Educa??o e vinculados a outros instrumentos de gest?o local, podendo ser entendidos como suporte ao planejamento das pol?ticas educacionais que se estabelecem no munic?pio. Para a consecu??o dos objetivos partiu-se de um referencial te?rico prioritariamente fundamentado nos estudos de Saviani; Cury e Chiavenato sobre as perspectivas hist?ricas, conceitual e estrat?gica. Quanto ? metodologia, no percurso da pesquisa documental foram analisadas a Constitui??o Federal de 1988, a LBDN 9394/96, a Lei 10.172/2001, o Plano Nacional de Educa??o vigente, as leis municipais instituidoras dos Planos de Educa??o do universo estudado e as fichas de Monitoramento e Avalia??o dos referidos planos. Foram constru?das categorias de an?lise que buscaram a averigua??o espec?fica do cumprimento de prazos legais, representa??o e participa??o na produ??o dos planos; sele??o e an?lise de metas e estrat?gias para constata??o da coer?ncia, planejamento e integra??o institucional na aplica??o das pol?ticas educacionais e a vincula??o das metas e estrat?gias a outros instrumentos de planejamento utilizados pela gest?o municipal nos documentos das cidades de Diamantina, Itamarandiba e Veredinha. Os resultados indicam que a maior parte dos Planos Municipais de Educa??o foi produzida em conformidade com os prazos legais e que, nos planos dos tr?s munic?pios selecionados para a pesquisa, as respostas ?s indaga??es decorrentes da an?lise indicam lacunas que podem ser adequadas a partir de um processo de monitoramento e avalia??o. Entretanto, tais adequa??es n?o impedem que os Planos possam ser considerados como instrumentos de planejamento e de suporte ?s pol?ticas educacionais aplicadas nos territ?rios dos munic?pios. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The purpose of this research is to study the municipal education plans of the counties located in Alto Jequitinhonha, according to the administrative sphere of the Regional Superintendence of Teaching of Diamantina, Minas Gerais. The study proposal seeks to answer if such plans are aligned with the National Plan Education and linked to other local management instruments, as they can be understood as support to the planning of educational policies that are established in the counties. In order to achieve the objectives, it developed a theoretical framework based mainly on the studies of Saviani; Cury and Chiavenato on how were the historical, conceptual and strategic perspectives?. For the methodology, it were analyzed the Federal Constitution of 1988, LBDN 9394/96, Law 10.172 / 2001, the National Education Plan in force, the municipal laws that instituted the Education Plans of this studied, and also the monitoring and assessment plans. Consequently, it were formulated categories of analysis to point out the specific investigation of compliance with legal deadlines, representation and participation in the production of the plans. In addition, there were examination related to the selection and analysis of goals and strategies to establish coherence, planning and institutional integration in the implementation of educational policies, as well as the linkage of objectives and strategies with other planning instruments used by the municipal administration in the cities of Diamantina, Itamarandiba and Veredinha. The results indicate that most of the Municipal Education Plans were in accordance with legal deadlines and that, in the plans of the three municipalities selected for the research, the answers to the questions arising from the analysis reveal gaps that may be appropriate from a process of monitoring and evaluation. However, such adjustments do not prevent the Plans from being considered as tools for planning and supporting the educational policies applied in the territories of the counties.

Submitted by RUBIA CARLA DONDA DA SILVA null (rubidonda@hotmail.com) on 2018-03-24T20:54:04Z No. of bitstreams: 1 Dissertação_Educação de surdos nos PEEs e PDE_Rubia Carla Donda da Silva_2018.pdf: 11272045 bytes, checksum: 0b0d60f5442cf3d41ccfd3f02e0a8f71 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-26T17:29:47Z (GMT) No. of bitstreams: 1 silva_rcd_me_mar.pdf: 11272045 bytes, checksum: 0b0d60f5442cf3d41ccfd3f02e0a8f71 (MD5) / Made available in DSpace on 2018-03-26T17:29:47Z (GMT). No. of bitstreams: 1 silva_rcd_me_mar.pdf: 11272045 bytes, checksum: 0b0d60f5442cf3d41ccfd3f02e0a8f71 (MD5) Previous issue date: 2018-02-26 / Não recebi financiamento / Esta dissertação apresenta resultados da pesquisa que teve por objetivo investigar como os Planos Estaduais e Distrital de Educação se estruturaram a partir do Plano Nacional de Educação (PNE – 2014), no que diz respeito à educação dos surdos. Para o desenvolvimento do estudo, foram adotadas algumas contribuições conceituais presentes na “abordagem do ciclo de políticas”, formuladas por Stephen Ball e colaboradores. Em linhas gerais, tais formulações permitem operar com uma nova perspectiva de análise, pois os textos são tomados como fragmentos de um embate ininterrupto em que os discursos e, por conseguinte, as políticas, são retrabalhados, aperfeiçoados e recriados nas diferentes localidades e contextos. Nesse sentido, compreende-se que cada um dos 27 Planos de Educação investigados comporta enunciados concretos e únicos acerca da educação de surdos. Trata-se de um estudo documental que propôs mapear as relações estabelecidas entre os Planos Estaduais e Distrital de Educação com o PNE – 2014 e as políticas educacionais e linguísticas que se articulam a eles, analisar as implicações dessa relação na proposição de estratégias para intervir na oferta da educação para estudantes surdos, e evidenciar as estratégias apresentadas nos Planos Estaduais e Distrital de Educação, que apontam modos de organização da educação bilíngue distintos dos previstos no PNE – 2014. A reunião dos documentos incluiu o rastreamento nos portais das Secretarias da Educação dos 27 entes federados; a solicitação dos documentos por e-mail e/ou carta às secretarias; a consulta nos portais das Assembleias Legislativas dos Estados e do Distrito Federal; e a consulta na página do "PNE em Movimento", no portal do Ministério da Educação (MEC). Embora os Planos de Educação contemplem uma multiplicidade de estratégias para intervir no atendimento educacional dos estudantes surdos, a maior parte das estratégias sinalizam uma tendência dos entes federados em responder as recomendações das políticas linguísticas da Libras, articulando-as à proposta da política nacional de educação inclusiva. Tal flexibilização incide em uma compreensão equivocada de que a educação de surdos pode ser bilíngue e inclusiva se for condicionada ao Atendimento Educacional Especializado (AEE) no contraturno e à presença do intérprete de Libras, em espaços preponderantemente ocupados por ouvintes. Todavia, de modo excepcional, o Plano Distrital de Educação (PDE) e alguns Planos Estaduais de Educação (PEEs) outorgam propostas educacionais favoráveis às reivindicações do movimento surdo pela consolidação de um projeto educacional bilíngue, promovendo compreensões distintas acerca da experiência da surdez, dos valores e papéis atribuídos à Libras e à Língua Portuguesa e, por conseguinte, da inclusão educacional dos estudantes surdos. / This dissertation presents the results of the research that aimed to investigate how the States and Federal District education plans were structured from the National Education Plan (PNE – 2014), regarding the education of deaf students. For the development of the study were adopted some conceptual contributions present in the "policy cycle approach" formulated by Stephen Ball et al. In general terms, such formulations allow us to operate with a new perspective of analysis, because the texts are taken as fragments of an uninterrupted confrontation in which discourses and, therefore, politics are reworked, improved and recreated in the different localities and contexts. In this sense, it is understood that each of the 27 education plans investigated includes concrete and unique statements about the education of the deaf. It is a documentary study that proposed to map the relations established between the States and Federal District Plans of Education with the PNE – 2014 and the educational and linguistic policies that are articulated to them, to analyze the implications of this relation in proposing strategies to intervene in offering education for deaf students and highlighting the strategies presented in the State and Federal District Education Plans, that point to ways of organizing bilingual education distinct from those foreseen in PNE – 2014. The documents' collecting included the tracking of the portals of the education departments of the 27 entities federated; the request of the documents by e-mail and / or letter to the state secretaries; the consultation in the portals of the Legislative Assemblies of the States and the Federal District and the consultation in the page of the “PNE in movement” in the portal of the Ministry of Education (MEC). Although the Education Plans contemplate a multiplicity of strategies to intervene in the educational service of deaf students, most strategies signal a tendency of the federated entities to respond to the recommendations of the linguistic policies of Brazilian Sign Language – Libras, articulating them to the proposal of the national policy of inclusive education. Such flexibility implies a misunderstanding that the education of the deaf can be bilingual and inclusive if it is conditioned to the Specialized Educational Service (SES) in the counter-shift and the presence of an interpreter of Libras, in spaces predominantly occupied by hearing. However, the Federal District Education Plan (PDE) and some States Education Plans (PEEs), however, grant educational proposals favorable to the demands of the deaf movement for the consolidation of a bilingual education project, promoting different understandings about the experience of the deafness, values and roles attributed to Libras and the Portuguese languages and, consequently, the educational inclusion of deaf students.

[pt] Esta pesquisa busca estabelecer relações entre as capacidades estatais e a qualidade da oferta de educação infantil em dezessete municípios do Estado do Rio de Janeiro, no período entre 2014 e 2019. O período se justifica pelas mudanças legais na educação infantil, como a escolarização obrigatória a partir dos 4 anos de idade (BRASIL, 2009b) e das metas de universalização da pré-escola e expansão do atendimento em creches previstas no Plano Nacional de Educação (BRASIL, 2014). Com isso, os municípios, responsáveis constitucionais por esta etapa, tiveram que elaborar e/ou adequar seus Planos Municipais de Educação (PME), integrando metas e estratégias com vistas a ampliar a oferta de vagas em creches, universalizar as pré-escolas e garantir a qualidade da educação infantil. Considerando que o histórico da educação infantil aponta que a qualidade foi muitas vezes preterida no processo de expansão, nos questionamos se os municípios estariam observando a qualidade da educação infantil ao ampliarem suas redes e se a qualidade da educação infantil está de alguma forma relacionada com as capacidades estatais municipais. Dessa forma, nos baseamos na literatura para selecionarmos as dimensões da qualidade da educação infantil a serem consideradas - oferta da educação infantil, infraestrutura e formação docente. Já com relação às capacidades estatais analisamos, em diálogo com Souza (2004; 2020), Pires e Gomide (2016) e Souza e Fontanelli (2020), informações relativas ao desempenho dos municípios em indica-dores socioeconômicos, demográficos e educacionais. Também foram investigadas as iniciativas dos municípios destinadas a creches e pré-escolas, por meio de dados do IBGE, PNUD, INEP e de um survey direcionado às secretarias municipais de educação, além dos PME. A tese identifica dimensões que podem ser consideradas como proxy de capacidades estatais municipais – recursos humanos, infraestrutura e definição de metas e estratégias de ampliação da oferta de vagas para as crianças de 0 a 6 anos de idade presentes nos planos municipais de educação. Em que pese a natureza exploratória da pesquisa não tenha permitido observar relações diretas entre as capacidades estatais e a qualidade da educação infantil, nos municípios que compuseram a nossa amostra, foi possível identificar que há indicativos de que essa qualidade vem sendo observada de forma heterogênea pelos municípios estudados. a natureza exploratória da pesquisa não tenha permitido observar relações diretas entre as capacidades estatais e a qualidade da educação infantil, nos municípios que compuseram a nossa amostra, foi possível identificar que há indicativos de que essa qualidade vem sendo observada de forma heterogênea pelos municípios estudados. / [en] This research aims to establish relations between state capacities and the qual-ity of early childhood education in seventeen municipalities in the State of Rio de Janeiro, in the period between 2014 and 2019. The period is justified by the legal changes in early childhood education, such as compulsory schooling from 4 years of age (BRASIL, 2009b) and the goals of universalization of pre-school and expansion of care in daycare centers provided for in the National Education Plan (BRA-SIL, 2014). With this, the municipalities, constitutionally responsible for this stage, had to elaborate and / or adapt their Municipal Education Plans (PME), integrating goals and strategies with a view to expanding the offer of places in daycare centers, universalizing preschools and ensuring the quality of early childhood education. Considering that the history of early childhood education points out that quality has often been neglected in the expansion process, we question whether municipalities are observing the quality of early childhood education by expanding their municipal school systems and whether the quality of early childhood education is in any way related to municipal state capacities. Thus, we used the literature to select the quality dimensions of early childhood education to be considered - provision of early childhood education, infrastructure and teacher training. Regarding state capacities, we analyzed, in dialogue with Souza (2004; 2020), Pires and Gomide (2016) and Souza and Fontanelli (2020), information related to the performance of municipalities in socioeconomic, demographic and educational indicators. Municipal initia-tives aimed at day care centers and preschools were also investigated, using data from IBGE, PNUD, INEP and a survey directed at municipal education departments, in addition to Municipal Education Plans. The thesis identifies dimensions that can be considered as a proxy for municipal state capacities - human resources, infrastructure and the definition of goals and strategies for expanding the offer of places for children from 0 to 6 years of age present in municipal education plans. It also shows that these capacities vary between municipalities and in the way they seem to affect local educational indicators. Despite the exploratory nature of the research, it was not possible to observe direct relationships between state capacities and the quality of early childhood education, in the municipalities that comprised our sample, it was possible to identify that there are indications that this quality has been observed in a heterogeneous way by municipalities studied.