Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-26T19:43:26Z No. of bitstreams: 1 RenatoAugustodaSilvaDissertacao2018.pdf: 4251150 bytes, checksum: 2d7c882a4b1f817b155f90e632bd6183 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-26T19:43:40Z (GMT) No. of bitstreams: 1 RenatoAugustodaSilvaDissertacao2018.pdf: 4251150 bytes, checksum: 2d7c882a4b1f817b155f90e632bd6183 (MD5) / Made available in DSpace on 2018-04-26T19:43:40Z (GMT). No. of bitstreams: 1 RenatoAugustodaSilvaDissertacao2018.pdf: 4251150 bytes, checksum: 2d7c882a4b1f817b155f90e632bd6183 (MD5) Previous issue date: 2018-02-09 / Management models that involve networking have been gaining significant prominence in the national and international scenarios. Several social sectors use the term to designate their new way of acting in the market. In the educational area, it is not different. Several educational groups, whether national or international, adopt the model of networking, as a pedagogical and administrative management tool for their maintained educational units. There are some management concepts and practices associated with this new reality, such as strategic planning and corporate governance. This management model is growing among companies in the education sector. The present research aims to show the work of educational management as a network, its main characteristics and the impact of this management model in the units maintained by the Confessional Institution. / Os modelos de gest??o que envolvem trabalho em rede v??m ganhando significativo destaque nos cen??rios nacional e internacional. V??rios setores sociais empregam o termo para designar sua nova forma de atuar no mercado. Na ??rea educacional n??o tem sido diferente. Diversos grupos educacionais, sejam nacionais ou internacionais, adotam o modelo de trabalho em rede, como ferramenta de gest??o pedag??gica e administrativa de suas unidades educacionais mantidas. Aliados a isso est??o alguns conceitos e pr??ticas de gest??o, como planejamento estrat??gico e governan??a corporativa. Este modelo de gest??o tem ades??o crescente entre as empresas do ramo educacional. A presente pesquisa tem como objetivo mostrar o trabalho de gest??o educacional em rede, suas principais caracter??sticas e o impacto deste modelo de gest??o nas unidades mantidas pela Institui????o Confessional.

Submitted by Anelise Milech (anelisemilech@gmail.com) on 2017-11-08T14:17:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Elianma Kohler kroning.pdf: 1029001 bytes, checksum: 0c0a67834bda7fd54c78c93aa3c894ed (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-01-02T13:34:46Z (GMT) No. of bitstreams: 2 Elianma Kohler kroning.pdf: 1029001 bytes, checksum: 0c0a67834bda7fd54c78c93aa3c894ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-01-02T13:35:38Z (GMT) No. of bitstreams: 2 Elianma Kohler kroning.pdf: 1029001 bytes, checksum: 0c0a67834bda7fd54c78c93aa3c894ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-01-02T13:35:46Z (GMT). No. of bitstreams: 2 Elianma Kohler kroning.pdf: 1029001 bytes, checksum: 0c0a67834bda7fd54c78c93aa3c894ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-17 / A necessidade de constante atualização, aprofundamento e avanço no desempenho profissional requerem o desenvolvimento de ações de formação continuada. Nesta perspectiva, tem se observado no contexto educacional o desenvolvimento de ações voltadas à resolução dos problemas ou melhorias no dia-a-dia do fazer pedagógico na escola. Desse modo, o presente estudo teve por objetivo analisar a oferta de ações de formação continuada para professores da área da Educação Física nos municípios que compõem a 5ª Coordenadoria Regional de Educação (5ª CRE). A pesquisa se caracterizou por uma abordagem qualitativa, desenvolvida através de entrevistas semiestruturadas e análise documental. Foram entrevistados oito professores de Educação Física e oito gestores da área de Educação Física escolar. A investigação revelou que a maior parte dos municípios ofertou alguma modalidade de ação de formação continuada aos seus docentes no período compreendido entre 2013 e 2016. É unânime, entre os gestores, a percepção da importância dessas ações para a atualização, qualificação e o enriquecimento do trabalho docente. Porém, não há consenso entre eles com relação ao alcance das metas traçadas no planejamento das ações de Formação Continuada para seus municípios. Quanto aos docentes, mesmo que nem todos concordem que as formações ofertadas correspondam às necessidades encontradas por eles no cotidiano escolar, é quase unânime a opinião sobre a relevância dos conteúdos destas ações e, ainda, a consideração de que tais ofertas e/ou atividades resultaram em alguma mudança no seu fazer pedagógico. / The need of permanent actualization, deepening and advance towards the Professional performance require the development of actions of continuing education. From this perspective, it is observed in the educational context the development of activities that concerns to the resolution of problems or improvements on the day to day of the pedagogical set at school. Thus, this study aims to analyze the offer of actions of continuing education for Physical Education’s teachers in the cities that compose the 5ª Regional Coordination of Education (5ª CRE). The research was featured by a qualitative approach, developed through semi structured interviews and documental analysis. Eight Physical education teachers and eight managers of this context were interviewed. The investigation revealed that most part of the cities offered some form of continuing education to their professors in the period between 2013 and 2016. It is unanimous, between the managers, the perception of the importance of these actions to the actualization, qualification and enrichment of the work of teachers. However, there’s no consensus between them regarding the reach of goals that were inserted in the planning of actions of continuing education to their cities. As to the teachers, even the ones that don’t agree that the education offered to them correspond to the necessities they find in the everyday school, also agree about the relevance of the content of this actions and that this opportunities and/or activities resulted in some change of their pedagogical practice.

Made available in DSpace on 2016-04-28T18:22:48Z (GMT). No. of bitstreams: 1 Maria do Socorro Ferreira Gomes.pdf: 1881700 bytes, checksum: 44d973a7d107b420db12505b7e038661 (MD5) Previous issue date: 2014-01-27 / This research investigates how the management of the training of teachers for the teaching of reading in a Primary School in São Paulo occurs. The research focuses on discourses that organize the Collective Time, through which we analyze the complexity of the demands that permeate the actions of a pedagogical coordinator. The interactions that occur between the educational coordinator and" teachers in school Collective Time make up the corpus of this work and provide a basis for understanding this critical management action and its consequences in the class room of elementary school. The management model that guides this work is based on democratic principles and individual autonomy and collectively constructed, based on values such as criticism, creativity and collaboration. Whereas the method of managing the training of teachers has the potential to influence teaching practices developed at school, teaching reading has been the subject of analysis in the activities of the classroom. This research is based on a conception of fluent reading, in which the student reads assigning meaning to the discourse materialized in the form of concrete utterances. Assumes a subject capable of interacting with texts circulating in social -situations mediated by language. Expected to contribute to proposals for management training of teachers in order to overcome problems that arise in the teaching and learning process of reading in the classroom. For this, two guiding questions were formulated: (1) What mode of management training of teachers, the Collective Time may contribute to the transformation of the meaning of reading in the classroom? (2) What meanings and meanings are assigned to teach reading in school and Collective Time in the classroom? This is a collaborative critical research, which analyzes the Collective Time Seen from the point of view of Activity Theory Socio-Historical-Cultural. The discourses present in this context are analyzed from the perspective of applied linguistics to understand the theoretical assumptions that underlie the actions of individuals, and the collaboration and critical reasoning as a basis for production and analysis of interactions in school activities. The results indicate that individual conceptions of reading teaching coordination and teachers have implications for treatment- of teaching reading in the classroom. The way to manage the training of teachers for teaching reading in school, initially transmissive form, confirmed the conception of structuralist reading and decoding. In the course of this research, management training of teachers becomes more dialogic, as well as the conception of reading approaches a socio-cultural-historical perspective / Esta pesquisa investiga como ocorre a gestão da formação contínua dos professores para o ensino da leitura em uma Escola de Ensino Fundamental do Município de São Paulo. A investigação focaliza discursos que se organizam no Horário Coletivo, por meio dos quais se analisa a complexidade das demandas que permeiam as ações de uma coordenadora pedagógica. As interações que ocorrem entre a coordenadora pedagógica e os professores no Horário Coletivo da escola compõem o corpus deste trabalho e servirão de base para para compreender criticamente essa ação de gestão e seus desdobramentos na sala de aula do Ensino Fundamental. O modelo de gestão que orienta este trabalho está ancorado em princípios democráticos e de autonomia construída individual e coletivamente, com base em valores como: criticidade, criatividade e colaboração. Considerando que o modo de gerir a formação contínua de professores tem o potencial de influir nas práticas de ensino desenvolvidas na escola, o ensino de leitura foi objeto de análise nas atividades da sala de aula. Esta pesquisa fundamenta-se em uma concepção de leitura fluente, na qual o aluno lê atribuindo sentido ao discurso materializado na forma de enunciados concretas. Pressupõe-se um sujeito capaz de interagir com os textos que circulam nas situações sociais mediadas pela linguagem. Espera-se contribuir com propostas de gestão para formação contínua de professores, tendo em vista a superação de problemas que surgem no processo de ensino e aprendizagem da leitura na sala de aula. Para isso, foram formuladas duas questões orientadoras: (1) que modo de gestão da formação contínua de professores, no HC, pode contribuir para a transformação do significado da leitura na sala de aula? (2) Que sentidos e significados são atribuídos ao ensino de leitura no HC da escola e na sala de aula? Trata-se de uma pesquisa crítica colaborativa, que analisa a atividade Horário Coletivo do ponto de vista da Teoria da atividade Sócio-Histórico-Cultural. Os discursos presentes, nesse contexto, são analisados na perspectiva da Linguística Aplicada para compreender os pressupostos teóricos que fundamentam as ações dos sujeitos, tendo a colaboração crítica e a argumentação como base de produção e análise das interações nas atividades da escola. Os resultados indicam que as concepções individuais de leitura da coordenação pedagógica e dos professores tiveram implicações no tratamento didático da leitura na sala de aula. O modo de gerir a formação contínua dos professores, para o ensino de leitura na escola, inicialmente de forma transmissiva, corroborou uma concepção de leitura estruturalista e decodificadora. Na decorrer desta investigação, a gestão da formação contínua dos professores se torna mais dialógica, assim como a concepção de leitura se aproxima de uma perspectiva sócio-histórico-cultural

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-02-08T12:48:39Z No. of bitstreams: 1 Josiane Roberta Krebs_.pdf: 1855978 bytes, checksum: b5c10c79862b7f2bcb7b440037d9fe37 (MD5) / Made available in DSpace on 2017-02-08T12:48:39Z (GMT). No. of bitstreams: 1 Josiane Roberta Krebs_.pdf: 1855978 bytes, checksum: b5c10c79862b7f2bcb7b440037d9fe37 (MD5) Previous issue date: 2017-01-03 / Nenhuma / O objetivo desse estudo foi analisar como estão estruturados os processos de gestão relacionados à acessibilidade e à inclusão dos estudantes surdos no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) e no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IFSC), considerando os fatores de acesso, permanência e êxito destes estudantes, para que com os resultados da análise pudessem ser propostas melhorias no intuito de viabilizar a efetiva acessibilidade e inclusão dos estudantes surdos, estendendo a possibilidade para todos os Institutos Federais (IFs). A metodologia adotada foi o estudo de caso, considerando casos múltiplos, e o levantamento de dados foi dividido em duas etapas. Na primeira, foi realizada a análise documental, considerando a legislação e os documentos normativos institucionais do IFRS e do IFSC relacionados à acessibilidade e à inclusão. Na segunda, foram entrevistados estudantes surdos, tradutores/intérpretes de Libras, professores e gestores, totalizando quatorze participantes, os dados obtidos foram sistematizados possibilitando a análise de conteúdo e o mapeamento dos processos de gestão. Os principais resultados indicam o compromisso dos IFs em viabilizar a acessibilidade e a inclusão dos estudantes surdos, sendo identificados no mapeamento dos processos ações voltadas à divulgação institucional, ao ingresso e à permanência dos estudantes surdos, no entanto, ainda são ações isoladas e pontuais. Com relação às necessidades dos estudantes surdos foi percebida a importância do reconhecimento e da aceitação de suas diferenças culturais e linguísticas que se resumem principalmente nas formas de comunicação e na utilização da Libras. O estudo conclui que para viabilizar a acessibilidade e a inclusão dos estudantes surdos os processos de gestão devem estar relacionados as etapas de institucionalização de diretrizes voltadas à acessibilidade e à inclusão, do ingresso, da permanência, do êxito e da inclusão do egresso surdo no mundo do trabalho e na sociedade, sendo todas essas etapas perpassadas pelos princípios do acesso, do respeito, da formação e do compromisso social dos IFs. A partir das conclusões foram propostos novos processos de gestão que se configuram como proposta de intervenção resultante deste estudo. / The purpose of this study was to analyze how management processes related to the accessibility and inclusion of deaf students are structured in the Instituto Federal Educação, Ciência e Tecnologia do Rio Grande do Sul (Federal Institute of Education, Science and Technology of Rio Grande do Sul - IFRS) and the Instituto Federal Educação, Ciência e Tecnologia de Santa Catarina (Federal Institute of Education, Science and Technology of Santa Catarina - IFSC), considering the factors of access, permanence and success of these students, so that with the results of the analysis could be proposed improvements in order to enable the effective accessibility and inclusion of deaf students, extending the possibility for all Federal Institutes of Education, Science and Technology (IFs). The methodology adopted was the study of case, considering multiple cases, and the data collection was divided into two stages. In the first stage, the documentary analysis was carried out, considering IFRS and IFSC institutional legislation and normative documents related to accessibility and inclusion. In the second stage, deaf students, translators / interpreters of Libras, teachers and managers, selected in a joint way between the two institutions were interviewed, in a total of fourteen participants. The data obtained were systematized, allowing content analysis and mapping of management processes. The main results indicate the commitment of the IFs to make possible the accessibility and inclusion of deaf students, being identified in the process mapping actions aimed at institutional disclosure, admission and permanence of deaf students, however, they are still isolated and punctual actions. Regarding the needs of deaf students was realized the importance of recognizing and accepting their cultural and linguistic differences, which are mainly summarized in the forms of communication and in the use of Libras. The study concludes that in order to make possible the accessibility and inclusion of deaf students, the management processes should be related to the stages of institutionalization of guidelines for accessibility and inclusion, access, permanence, success and inclusion of the deaf egress in the world Work and society, all of which are based on the principles of access, respect, formation and social commitment of IFs.

Transformation is change—especially under challenging circumstances—that is significant, systematic, and sustained, resulting in high levels of achievement for all students in all settings (Caldwell, 2006). Urban education is the primary focus and target of the school reform movement. The No Child Left Behind Act (NCLB) includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Urban public school superintendents confront social and economic challenges unique to urban districts and are under pressure to meet NCLB’s accountability standards and mandated policies. This study started with a broad question about effective urban public school superintendent management concepts and strategies. The study was designed and conducted to (a) identify the prevailing management concepts and strategies initiated by the superintendent to attain organizational clarity and effectiveness in improving student performance; (b) examine the degree to which the superintendent’s leadership and management concepts and strategies were understood, supported, and embraced by key members of the organization; and (c) examine how the management concepts and strategies used by the superintendent align with a business management concept that may be useful to district leaders and administrators seeking a concept or strategy to sustain organizational change. This researcher used a single-case study to examine the management concepts and strategies used by an urban public school district superintendent. This study was conducted in the largest urban public school system in Texas. The superintendent, 6 members of the district’s leadership team, and five principals were interviewed and answered online questionnaires. A board member was also interviewed. Finally, student achievement data were examined. The study found the superintendent implemented management leadership concepts and strategies that prevailed over the social and economic barriers faced by urban students. Use of these strategies increased and sustained student performance. Despite limitations, this study opens opportunities for further research in management leadership. Opportunities include further research within this urban district, outside the school district, or on each management leadership concept or strategy identified in this study. / text

From 1971 public music education in South Africa depended on government funding for instruments, buildings, salaries and equipment, but since 1994 this support has gradually faded. A case study shows that music centers are now being forced to become independent of financial support from either the government or the governing body of the school. Funding for operational costs needs to be self-generated. Theories about business management and entrepreneurial skills were the basis for this investigation. The aim of this research project was to investigate South African music centers as sustainable and profitable small business enterprises. The strengths, weaknesses, opportunities and threats of music centers were investigated. Data were collected to form a situation analysis of the expectations that parents and pupils have of music education and the circumstances of music teachers. A qualitative study from the interpretivist perspective was done over four years in order to gain understanding of the situation. Data were collected through questionnaires, interviews and participant observation. The total number of respondents was 143. Teachers, parents, pupils and principals were involved in the investigation, and a case study was undertaken with a music centre in North-West Province. Music education is not a sustainable and viable business opportunity. Music educators, who are mostly trained in classical music, should reconsider the subject matter and the didactical approach. Jazz and popular music are in demand from the majority of pupils. Teachers are responsible for teaching, administrative tasks and even cleaning and gardening. Almost half the teachers have access to computers and very few have telephones at work while nearly all the pupils have their own cell phones and Internet access. Most teachers are hired part time without benefits, usually without a fixed salary. Music education must be relevant and entertaining. Educators should adapt to the needs of the client and other sources of income should be investigated. Ways in which services could be expanded should be investigated further. The importance and value of music education should be promoted and marketed in the community, and the focus of music education training should be on ensemble playing, improvising, composing and song writing, as well as on entrepreneurship and business management. / Thesis (MMus)--North-West University, Potchefstroom Campus, 2012

From 1971 public music education in South Africa depended on government funding for instruments, buildings, salaries and equipment, but since 1994 this support has gradually faded. A case study shows that music centers are now being forced to become independent of financial support from either the government or the governing body of the school. Funding for operational costs needs to be self-generated. Theories about business management and entrepreneurial skills were the basis for this investigation. The aim of this research project was to investigate South African music centers as sustainable and profitable small business enterprises. The strengths, weaknesses, opportunities and threats of music centers were investigated. Data were collected to form a situation analysis of the expectations that parents and pupils have of music education and the circumstances of music teachers. A qualitative study from the interpretivist perspective was done over four years in order to gain understanding of the situation. Data were collected through questionnaires, interviews and participant observation. The total number of respondents was 143. Teachers, parents, pupils and principals were involved in the investigation, and a case study was undertaken with a music centre in North-West Province. Music education is not a sustainable and viable business opportunity. Music educators, who are mostly trained in classical music, should reconsider the subject matter and the didactical approach. Jazz and popular music are in demand from the majority of pupils. Teachers are responsible for teaching, administrative tasks and even cleaning and gardening. Almost half the teachers have access to computers and very few have telephones at work while nearly all the pupils have their own cell phones and Internet access. Most teachers are hired part time without benefits, usually without a fixed salary. Music education must be relevant and entertaining. Educators should adapt to the needs of the client and other sources of income should be investigated. Ways in which services could be expanded should be investigated further. The importance and value of music education should be promoted and marketed in the community, and the focus of music education training should be on ensemble playing, improvising, composing and song writing, as well as on entrepreneurship and business management. / Thesis (MMus)--North-West University, Potchefstroom Campus, 2012

The present dissertation titled "the program Management Note 10: public-private partnership in education" has as its main objective to analyze the public private partnership between the Department of education of the State of Pernambuco and the Instituto Ayrton Senna, through adherence to Program Management Note 10, highlighting the implications of the management of the public school. As methodological strategy, we opted for a case study of qualitative nature, having as a locus of network education school of Pernambuco. The subjects of the research are the team manager and two teachers, distributed between the State Department of Education of the State (SEEP) of Pernambuco, the Regional Manager of Southern Education (GRE/AM) and school search. The data collection took place from semi-structured interviews and analysis of official documents provided by the SEEP. The theoretical landmark is the crisis of capital, having among its strategies to overcome neoliberalism and the third way, proposing to reform the State from the premise that the State is in crisis-and not the capital. The changes evident in the field of educational management in the 1990 are part of the reform of the State Apparatus, that through the strategic plan of the reform of the State apparatus-(PDRAE), has been reorganizing the public spaces proposing the decentralization of services and the transfer of what was once the sole responsibility of the State for organised Civil society and the third sector or public non-State : the call publication. The results of this survey suggest a strengthening of control over public management education, an overvaluation of educational contents, and a growing number of partnerships as new management tool in the planning and execution of activities before the State exclusivity, resulting in a significant reduction in the autonomy of the school management team. / Fundação de Amparo a Pesquisa do Estado de Alagoas / A presente dissertação intitulada “O Programa Gestão Nota 10: parceria público-privado na educação” tem como objetivo principal analisar a parceria público privado entre a Secretaria de Educação do Estado de Pernambuco e o Instituto Ayrton Senna, através da adesão ao programa Gestão Nota 10, destacando as implicações da mesma para a gestão da escola pública. Como estratégia metodológica, optou-se pela realização de um estudo de caso de cunho qualitativo, tendo como lócus uma escola da rede estadual de educação de Pernambuco. Os sujeitos da pesquisa são a equipe gestora e dois professores, distribuídos entre a Secretaria Estadual de Educação do Estado (SEEP) de Pernambuco, a Gerência Regional de Educação do Agreste Meridional (GRE/AM) e a escola pesquisada. A coleta dos dados realizou-se a partir de entrevistas semiestruturadas e análise dos documentos oficiais disponibilizados pela SEEP. O marco teórico é a crise do capital, tendo entre suas estratégias de superação o Neoliberalismo e a Terceira Via, propondo reformar o Estado a partir da premissa que o Estado está em crise - e não o capital. As mudanças que se evidenciam no âmbito da gestão educacional na década de 1990 são parte da Reforma do Aparelho Estado, que através do Plano Diretor da Reforma do Aparelho do Estado - (PDRAE), vem reorganizando os espaços públicos propondo a descentralização dos serviços e a transferência do que antes era de responsabilidade exclusiva do Estado para a Sociedade Civil Organizada e o Terceiro Setor ou público não estatal: a chamada publicização. Os resultados desta pesquisa sugerem uma intensificação do controle sobre a gestão pública educacional, uma supervalorização dos índices educacionais, e um crescente número de parcerias como nova ferramenta de gestão no planejamento e execução das atividades antes de exclusividade do Estado, implicando em uma redução significativa na autonomia da equipe gestora da escola.

This paper, gets as reference the historical materialism, aims to problematize the dynamics of management Collective of popular education, understanding their dynamics as educational political practices. In this point, consists in subjects the identification and analysis, in the context of neoliberal level of capitalism production way, the motivations which gather their different agents and strategies, undertaken to develop the activities. The methodology appropriates from critic epistemology reference privileging the object analysis as a social construction and, therefore, like a constitutional of a historical totality. The study is developing in a movement which, starting from the aim, seeks to put it in a winder social historical context to, then, come back to the object and identify their specificities and manifestation dynamics. It s possible to notice that the praxis intends to undertake a management perspective selfmanageable inside on a teaching institution, The Universidade Federal de Santa Maria , in a process marked for conflicts among this institution and its agents. These contradictions are marked by tension among values and related practices of individualism and competition, and the emergency from the lived experience in values related to kindness and democratic participation. / O presente trabalho, que toma como referência o materialismo histórico, tem como objetivo problematizar as dinâmicas de gestão do Práxis Coletivo de Educação Popular, entendendo suas dinâmicas como práticas políticas educativas. Nesta perspectiva, constituem temas a identificação e análise, no contexto do estágio neoliberal do modo de produção capitalista, as motivações que agregam seus diferentes agentes e as estratégias empreendidas para o desenvolvimento das atividades. A metodologia apropriase de referenciais da epistemologia crítica, privilegiando a análise do objeto como uma construção social e, desta forma, como parte constituinte de uma totalidade histórica. O estudo é desenvolvido em um movimento que, partindo do objeto, procura situá-lo em um contexto histórico social mais amplo para, então, retornar ao objeto e identificar suas especificidades e dinâmicas de manifestação. Observa-se que o Práxis busca empreender uma perspectiva de gestão autogestionária no interior de uma instituição de ensino formal, a Universidade Federal de Santa Maria, em um processo marcado por conflitos entre este e a instituição e entre seus agentes. Estas contradições são marcadas por uma tensão entre valores e práticas relacionadas ao individualismo e a competição, e a emergência no bojo da experiência vivida de valores relacionados à solidariedade e a participação democrática.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation presents results of a research carried out in the Master s Degree in Education Course, linked to the LP2 line of research: School Practice and Public Policy, of Education Graduate Program at the Federal University of Santa Maria (UFSM). This study presents as theme early childhood education public policiy of the municipality of Santa Maria, Rio Grande do Sul (RS), based on the 59th Amendment of the Constitution of Brazil, enacted on November 11th, 2009 (BRASIL, 2009a), which has modified its Article 208 (BRASIL, 1988), extending compulsory education from 4 to 17 years old. The main objective of this research is to analyze the expansion process of early childhood education vacancy in the Municipal Public Education System of Santa Maria RS, considering the compulsory school enrollment from 4 years old, in the period from 2009 to 2016. The specific objectives are: a) to describe the process of early childhood education in Brazil; b) to understand the development movements of public policy in early childhood education context; and c) to analyze the developed actions by the Municipal Public Education System of Santa Maria, in order to operationalize policies of compulsory school enrollment of basic education of children from 4 years old. The methodology used is the qualitative approach, from the case study type. It has used as analytical sources data from School Census, available on the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) plataform, and systematized data from State Audit Court of Rio Grande do Sul (TCE/RS), besides the education laws and legislation of Santa Maria RS, documents from Municipal Education Department of Santa Maria and semi-structured interview with the Municipal Council of Education. The theoretical background is guided by studies on childhood and early childhood education in Brazil, using articles by Kramer (1987), Rosemberg (2002), Campos (2010), among others, and studies on educational policies and their development in educational management, discussing researches by Dourado; Oliveira; Santos (2007), Cury (2002), Lück (2006), Vieira (2001), among others. This study indicates that the public education system of Santa Maria has expanded its offer in nursery and pre-school classes in the last seven years, but it has not reached the goal of universalizing pre-school. The actions of Santa Maria s City Hall to expand access to early childhood education are guided by vacancy purchase in private educational institutions of Santa Maria, strengthening, therefore, the public-private partnership. / Esta dissertação apresenta os resultados da pesquisa realizada no Curso de Mestrado em Educação, vinculada à Linha de Pesquisa LP2: Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM). O estudo apresenta como tema as políticas de educação infantil do município de Santa Maria, Rio Grande do Sul (RS), a partir da Emenda Constitucional Nº 59, de 11 de novembro de 2009 (BRASIL, 2009a), que alterou o Art. 208 da Constituição Federal (BRASIL, 1988) ampliando a escolaridade obrigatória dos 4 aos 17 anos de idade. O objetivo geral da pesquisa é analisar o processo de expansão da oferta de educação infantil na Rede Pública Municipal de Ensino de Santa Maria RS, considerando a matrícula obrigatória a partir dos 4 anos de idade, no período de 2009 a 2016. Os objetivos específicos são: a) descrever o processo de construção da educação infantil no Brasil; b) compreender os movimentos de construção de políticas públicas no contexto da educação infantil; e c) analisar as ações desenvolvidas pela Rede Pública Municipal de Ensino de Santa Maria, RS, para operacionalizar as políticas de implementação da obrigatoriedade do ingresso da educação básica a partir dos 4 anos de idade. A metodologia adotada é de abordagem qualitativa do tipo estudo de caso e utilizou como fontes de análise os dados estatísticos do Censo Escolar, disponíveis na plataforma do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e dados sistematizados pelo Tribunal de Contas do Estado do Rio Grande do Sul (TCE/RS), a legislação da educação municipal de Santa Maria, RS, documentos da Secretaria Municipal de Educação de Santa Maria (SMED) e entrevista semiestruturada com o Conselho Municipal de Educação (CME). A fundamentação teórica está pautada em estudos sobre a infância e a educação infantil no Brasil, com obras de Kramer (1987), Rosemberg (2002), Campos (2010), entre outros, e estudos sobre políticas educacionais e seus desdobramentos na gestão da educação, com obras de Dourado; Oliveira; Santos (2007), Cury (2002), Lück (2006), Vieira (2001), entre outros. A pesquisa demonstra que a rede pública municipal de ensino de Santa Maria expandiu a sua oferta em turmas de creche e pré-escola nos últimos 7 anos, porém não atingiu a meta de universalizar a pré-escola. As ações da Prefeitura para expandir o acesso à educação infantil estão pautadas na compra de vagas em instituições privadas de ensino do Município, fortalecendo, assim, a parceria público-privada.