Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-08-17T20:38:23Z No. of bitstreams: 1 sueniadossantosfranco.pdf: 960118 bytes, checksum: 1838dcb80714c13ac6add0675b94572e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-24T11:49:34Z (GMT) No. of bitstreams: 1 sueniadossantosfranco.pdf: 960118 bytes, checksum: 1838dcb80714c13ac6add0675b94572e (MD5) / Made available in DSpace on 2017-08-24T11:49:34Z (GMT). No. of bitstreams: 1 sueniadossantosfranco.pdf: 960118 bytes, checksum: 1838dcb80714c13ac6add0675b94572e (MD5) Previous issue date: 2016-12-27 / A presente dissertação foi desenvolvida no âmbito do Programa de Pós-Graduação 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, aqui trabalhado, tem como objeto geral de estudo as práticas gestoras frente aos resultados educacionais de uma escola estadual na cidade de Manaus, buscando analisar as práticas de gestão e os resultados educacionais da escola investigada. Pretendeu-se descrever o cenário com vistas a compreender e analisar as práticas educacionais frente aos resultados da escola, para, em seguida, propor um plano de ação educacional que vise a melhoria de seus resultados. Foi adotado como metodologia, observações no campo de pesquisa, reunindo os dados para a construção do caso de gestão e realização de entrevistas semiestruturadas com o gestor, pedagogo e quatro professores – dois do turno matutino e dois do turno vespertino da escola investigada. Adotaram-se, como referencial teórico, os estudos sobre qualidade de ensino, eficácia escolar, gestão participativa, apropriação de resultados e os efeitos e contribuições das avaliações em larga escala no desempenho escolar. Através das observações e entrevistas, identificouse na escola um modelo de gestão pouco participativo, que inspirou a produção de um plano de ação educacional voltado para propor ações mais democráticas, capazes de envolver seus atores educacionais na melhoria da qualidade do ensino. / This dissertation was developed within the scope of the Professional Postgraduate Program in Management and Evaluation of Education (PPGP), the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case has as general object of study the management practices against the educational results of a state school in the city of Manaus, seeking to analyze the management practices and the educational results of the state school investigated. The intention was to describe the scenario in order to understand and analyze management practices in relation to the educational results of the school, and then to propose an educational action plan aimed at improving its results. The research was carried out in a state public school in the city of Manaus (AM) and methodology was adopted as observations in the field of research, gathering the data for the construction of the case of management and conducting semi-structured interviews with the manager, pedagogue And four teachers, two on the morning shift and two on the afternoon shift of the investigated school. Theoretical references included studies on teaching quality, school effectiveness, participatory management, appropriation of results, and the effects and contributions of large-scale evaluations on school performance. Through the observations and interviews, a little participatory management model was identified in the school, which inspired the production of an educational action plan aimed at proposing more democratic actions, capable of involving its educational actors in improving the quality of teaching.

TITLE: Headmaster's influence at educational results of pupils AUTHOR: Hana Kindlová DEPARTMENT: School Management Centre SUPERVISOR: PhDr. Jan Voda, Ph.D. ABSTRACT: The topic of this thesis is to investigate the influence of the headmaster on pupils' educational results. The aim is to suggest and verify a model suitable for analyzing the influence of the headmaster on pupils' educational results. The basic research question is the following: "How can we analyze the relationship between pupils' educational results and various aspects of work of the headmaster?" The objective was achieved by the following manner. At first, they were defined by means of the educational results of pupils in the theoretical part and, based on the study of foreign resources, the fields of work of the headmasters that have an influence on pupils' educational results were listed. The influence of the headmaster on educational results of a selected research sample of pupils was examined, described and quantified in the research part by means of a survey (in the form of an interview), its analysis, synthesis and evaluation. Subsequently, the relationship between the quality of work of the headmaster and the educational results of pupils was defined and evaluated according to the results achieved in NIQES testing by pupils of the...

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-02T18:37:09Z No. of bitstreams: 1 joseluizbarbosa.pdf: 1610066 bytes, checksum: 263e24b63c31148396c1ead57312b31c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-03T11:25:55Z (GMT) No. of bitstreams: 1 joseluizbarbosa.pdf: 1610066 bytes, checksum: 263e24b63c31148396c1ead57312b31c (MD5) / Made available in DSpace on 2016-02-03T11:25:55Z (GMT). No. of bitstreams: 1 joseluizbarbosa.pdf: 1610066 bytes, checksum: 263e24b63c31148396c1ead57312b31c (MD5) Previous issue date: 2014-12-29 / A presente dissertação trata-se de um estudo exploratório cujo objetivo é analisar a formação continuada dos professores em Língua Portuguesa e Matemática do Estado do Rio de Janeiro consubstanciada no Curso de Aperfeiçoamento do Convênio entre a Secretaria de Estado de Educação (SEEDUC) e o Centro de Ciências e Educação Superior a Distância do Rio de Janeiro (CECIERJ). O estudo procede a uma análise qualitativa do referido curso, a partir de uma base teórica assentada em fontes bibliográficas sobre o tema. A base empírica reúne dados coletados através de questionário composto de perguntas fechadas e abertas. Inicialmente o estudo aborda questões relacionadas aos indicadores educacionais no cenário fluminense, seguidas de uma síntese das reformas curriculares na rede estadual do Rio de Janeiro a partir da década de 1980. Faz considerações importantes sobre a formação continuada de professores e, especificamente, mostra como essa formação vem sendo realizada no estado do Rio de Janeiro. A seguir, numa análise metodológica, apresenta o caminho seguido pela investigação com seus respectivos procedimentos de coleta e análise de dados. Por fim, os resultados são discutidos a partir dos dados coletados. Os resultados obtidos sugerem uma reavaliação do programa, em que participem não apenas os membros de suas diferentes instâncias, mas também professores cursistas, gestores escolares e coordenadores regionais, para que se possam fazer os ajustes necessários à eficiência do programa. / The present dissertation constitutes an exploratory study whose aim is to analyze the continuing teacher training program in Portuguese Language and Mathematics in the State of Rio de Janeiro, consubstantiated in the Perfecting Course by a join action of the State Education Secretariat (SEEDUC, in Portuguese) and the Center for Science and Higher Distance Education of Rio de Janeiro (CECIERJ, in Portuguese). The study conducts a qualitative analysis of that course, from a seated theoretical basis of bibliographic sources on the topic.The empirical basis gathers data collected through a survey composed of multiple choice and open questions. Initially the study approached matters related to educational results in the state, followed by a synthesis of the curricular reforms in the state network of Rio de Janeiro since the 1980s. The study conducts important considerations regarding continuing teacher training and, specifically, shows how such training has been conducted in the state of Rio de Janeiro. Then, in a methodological analysis, it presents the path followed on the course of the investigation with its respective procedures for gathering and analyzing data. Finally, the results are discussed based on the data collected. The results obtained suggest a reassessment of the program, in which not only the members should participate, but also the teachers, school managers and regional coordinators, so that the necessary adjustments may be realized towards the program’s efficiency.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-14T14:44:33Z No. of bitstreams: 1 marciacristinadamotasales.pdf: 1409017 bytes, checksum: d5c507c9e275ae3405046f8da458d181 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T14:07:24Z (GMT) No. of bitstreams: 1 marciacristinadamotasales.pdf: 1409017 bytes, checksum: d5c507c9e275ae3405046f8da458d181 (MD5) / Made available in DSpace on 2016-07-13T14:07:24Z (GMT). No. of bitstreams: 1 marciacristinadamotasales.pdf: 1409017 bytes, checksum: d5c507c9e275ae3405046f8da458d181 (MD5) Previous issue date: 2015-08-14 / A presente dissertação, desenvolvida no âmbito do Programa de Pós-graduação Profissional em Gestão e Avaliação da Educação Pública do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora, trata do caso da gestão de resultados nas escolas estaduais do município amazonense de Barcelos. A preocupação com a gestão de resultados passou a influenciar as políticas públicas educacionais do governo estadual a partir do início dos anos 2000 com as demandas representadas pelos resultados das avaliações externas. As três escolas estaduais de Barcelos, campo de atuação profissional da autora da pesquisa, assim como as demais escolas do estado, foram impactadas por essas políticas. Com base nesse aspecto, a questão de investigação que norteou a pesquisa buscou compreender como a gestão das três escolas tem se articulado para alcançar a eficácia escolar pretendida pelo estado. O objetivo geral foi analisar o movimento das equipes gestoras da rede estadual de Barcelos no contexto das políticas amazonenses relacionadas com a gestão de resultados. Para tal, realizamos a observação das escolas e analisamos os documentos escolares (dados referentes aos resultados de desempenho das escolas nas avaliações do SAEB e do SADEAM, e seus Projetos Políticos Pedagógicos; relatórios de fatores contextuais divulgados pelo Sistema de Avaliação de Desempenho Educacional do Amazonas, pelo Instituto Nacional de Pesquisas Educacionais Anísio Teixeira e pelo portal QEdu). Além disso, aplicamos um questionário aos membros das equipes gestoras e entrevistamos as Gestoras e os Pedagogos das três escolas. A realização deste trabalho foi fundamentada nas discussões de Franco e Bonamino (2005), Sammons (2008), Polon (2009) e Lück (2009), autores que tratam das características das escolas eficazes, dos fatores de eficácia ligados à gestão escolar e da dimensão da gestão escolar e suas competências. Também serviram como referencial teórico os estudos desenvolvidos por Mendonça (2001), Silva (2006) e Fonseca e Oliveira (2009), que abordam a gestão democrática do ensino público no Brasil, a eleição de gestores escolares como um dos constructos para o exercício da gestão democrática da educação e o fortalecimento de uma visão gerencial estratégica. Os resultados da pesquisa apontaram, principalmente, para três sentidos: (1) existência de dificuldades, por parte das equipes gestoras, de apropriação dos resultados das avaliações externas e de execução de ações com base nos resultados; (2) ausência de um planejamento pedagógico e de acompanhamento das atividades dos professores por parte dos gestores; (3) ausência de capacitação adequada para os gestores pela SEDUC/AM com ênfase na gestão de resultados. A partir dessas constatações, como proposição para o enfrentamento desses problemas, delineou-se a seguinte proposição de intervenção: criação de uma rede colaborativa entre os gestores das três escolas para discutirem sobre como se apropriar dos resultados das avaliações e para refletir sobre possibilidades de ações com base nos resultados das avaliações externas; definição de protocolos para a orientação desses gestores; e proposição de cursos de formação continuada para os gestores, coordenados pela Coordenadoria Regional de Barcelos. Essas propostas têm, como fim último, a melhoria da qualidade do ensino. / The present dissertation, developed at the Professional Graduate Program on Education Management and Assessment of the Centre for Public Policies and Assessment in Education at the Federal university of Juiz de Fora, approaches the study case of result management in the state schools of the municipality of Barcelos/AM. The concern with result management came to influence the educational public policies of the state government since the early 2000s, with demands from the results of external evaluations. The three state schools of Barcelos, work field of the author, as well as the other schools in the state, were affected by such policies. Based on that, the guiding question of this research aimed to comprehend how the school management of the three schools has been articulated to reach the school efficacy intended by the state. The main goal was to analyze the movement of the management teams of the state network of Barcelos in the context of the policies in the state of Amazonas related to result management. Therefore, we have conducted observation at the schools and have analyzed school documents (data referring to the achievement results of the schools in the external evaluations SAEB and SADEAM, and their Pedagogical Political Plans, reports on contextual factors divulged by the Educational Assessment System of Amazonas, by the National Institute of Educational Policies Anísio Teixeira and by the website QEdu). Moreover, we applied a survey to the management teams and interviewed the principals and pedagogical coordinators of the three schools. The research was based on the discussions by Franco e Bonamino (2005), Sammons (2008), Polon (2009) and Lück (2009), who deal with characteristics of efficient schools, efficacy factors linked to school management and school management dimensions and their competences. Also served as theoretical basis the studies developed by Mendonça (2001), Silva (2006), Fonseca and Oliveira (2009), who approach democratic management in public education in Brazil, the election of school managers as a means of building democratic educational management and the strengthening of a perspective on strategic management. The results of the research pointed out mainly to three directions: (1) the existence of difficulties, from the educational teams, in appropriating the results of external evaluations and of conducting actions based on the results; (2) the absence of pedagogical planning and of monitoring the teachers’ activities from by the managers; (3) absence of suitable training of the managers by the Education Secretariat of the state with emphasis on result management. Based on such conclusions, as a proposal to facing such issues, we outlined the following intervention proposal: creating a collaborative network among the managers of the three schools to discuss how to appropriate results from external evaluations and the reflect upon the possible actions based on such results; defining protocols to guide these managers and proposing continuing training courses to the managers, coordinated by the Regional Coordination of Barcelos. Such proposals have, as an ultimate goal, the improvement of the quality in education.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-17T13:28:18Z No. of bitstreams: 1 mariliacostadesouza.pdf: 2244803 bytes, checksum: f2949d37be20e10592d2068772815bec (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T14:20:28Z (GMT) No. of bitstreams: 1 mariliacostadesouza.pdf: 2244803 bytes, checksum: f2949d37be20e10592d2068772815bec (MD5) / Made available in DSpace on 2018-04-20T14:20:28Z (GMT). No. of bitstreams: 1 mariliacostadesouza.pdf: 2244803 bytes, checksum: f2949d37be20e10592d2068772815bec (MD5) Previous issue date: 2017-12-11 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP), do Centro de Políticas Públicas e Avaliação da Universidade Federal de Juiz de Fora (CAED/UFJF). O caso de gestão busca analisar as práticas desenvolvidas pela equipe gestora na Escola Estadual Presidente Kennedy, localizada no Município de Coari (AM), e como elas tem contribuído para a melhoria dos resultados nas avaliações externas, a saber, Prova Brasil e o Sistema de Avaliação do Desempenho Educacional do Estado do Amazonas (SADEAM) e como tem refletido no Índice de Desenvolvimento da Educação Básica (IDEB) e no Índice de Desenvolvimento da Educação do Estado do Amazonas (IDEAM). O estudo foi embasado em referências relativas à gestão, com destaque para os perfis de liderança, de Thelma Polon (2009), e às dimensões pedagógica, democrática e de resultados, pelo viés do trabalho do diretor, baseando-se em Heloisa Lück (2009). Para isso, optou-se por uma metodologia de caráter qualitativo com análise de documentos, entrevistas e aplicação de questionários. Foram também realizadas visitas in loco, que permitiram a observação do cotidiano escolar e possibilitaram realizar a relação da teoria apresentada às práticas de gestão desempenhadas. O estudo apontou forte participação da comunidade intra- e extra-escolar, interação e cooperação entre os professores e acompanhamento dos resultados educacionais. Portanto, a dissertação – que tem caráter propositivo – ao final apresenta um Plano de Ação Educacional, que se constitui em orientações que subsidiarão as escolas pertencentes à Coordenadoria Regional de Educação de Coari, ao contato e implementação de boas práticas, identificadas na escola pesquisada, e que subsidiarão a troca de experiências entre os demais gestores, para o aprimoramento das ações e busca da qualidade na educação. / The present dissertation is developed within the scope of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policy and Evaluation of the Federal University of Juiz de Fora (CAED / UFJF). The management case seeks to analyze whether the practices developed by the management team at the Presidente Kennedy State School, located in the municipality of Coari-Amazonas, have contributed to the improvement of results in IDEB and IDEAM external evaluations. The study was based on Thelma Polon (2009), in relation to the leadership profiles, Heloisa Lück(2009), referring to the three dimensions of school management: pedagogical; the democratic and the results, among other authors. The methodology used in this research was qualitative and was based on document analysis, interviews and application of questionnaires. On-site visits were also carried out, which allowed the observation of school daily life and made it possible to carry out the relation of theory presented to the management practices performed. The study showed strong participation of in-school and out- school community, interaction and cooperation between teachers and monitoring of educational outcomes. Therefore, the proposed dissertation presents an Educational Action Plan, which consists of guidelines that will subsidize the schools belonging to the Coari Regional Coordination of Education, to the contact and implementation of good practices, identified in the school researched, and that will subsidize the exchange of experiences among other managers, for the improvement of actions and search for quality in education.

The target of the thesis In the theoretical part of the thesis is my aim to chart the teachers possibilities for incorporation of the sectional themes into the teaching at first level of basic school. Especially the theme regarding the education of the thinking in European and global context. I would like to focus on how the teacher can within the class develop the students values and their attitude, which are related to the sectional themes and concurrently, how can we detect and use the impacts of this type of teaching. I will focus on definition of the requirements for the teachers, who prefers approach to the teaching oriented on attitudes and values. In the empirical part of the thesis I am going to make a case study at the basic school, which will chart the actual work of the survey methods, regarding the students values and their attitudes and efficiency of the intervention presented as targeted work with these values and attitudes. Data collection will be in form of participant observations and collection of the documents and artefacts in the classroom. The relationship between the research subject and the questions Based on the knowledge and obtained experiences, I would like to focus on following questions. How the teacher is developing the attitudes and the values coming from the...

Una de las principales criticas que se realiza hacia el sector educación es la remuneración de los maestros. Por ese motivo, la presente investigación busca analizar la influencia que tienen los salarios sobre el rendimiento académico, para ello, se construyó una base de datos con la información que se obtuvo de la Evaluación Censal de Estudiantes y la Encuesta Nacional a docentes para el año 2018. Además, para este análisis se aplicó un modelo de Mínimos Cuadrados Ordinarios y se logró confirmar la hipótesis de que los salarios de los docentes influyen en el rendimiento académico. / One of the main criticisms made towards the education sector is the remuneration of teachers. For this reason, this research seeks to analyze the influence that salaries have on academic performance, for this, a database was built with the information obtained from the Census Evaluation of Students and the National Survey of Teachers for the year 2018. In addition, for this analysis an Ordinary Least Squares model was applied and the hypothesis that teachers' salaries influence academic performance was confirmed. / Trabajo de investigación