Orientador: Geraldo Di Giovanni / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-23T07:13:26Z (GMT). No. of bitstreams: 1 Oliveira_VagnerSilvade_M.pdf: 2054684 bytes, checksum: a329d64c87198824d02ff0130be701d2 (MD5) Previous issue date: 2013 / Resumo: Esta dissertação de mestrado tem por objetivo entender o processo decisório em torno da implementação do Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério (FUNDEF). Assim, o trabalho pautou-se pela reconstituição da dinâmica em torno do FUNDEF a fim de entender a sua constituição, suas regras e estrutura. Focalizamos no processo legislativo em torno da legislação constitucional e infraconstitucional que institui o Fundo, a saber, Emenda nº 14 de 12 de Setembro de 1996 e a lei nº 9.424 de 24 de Dezembro de 1996. Analisamos ainda, como se deu a formação da agenda que priorizou o ensino fundamental no governo Fernando Henrique. A reflexão foi permeada pelos depoimentos de integrantes do alto escalão do MEC bem como de outros atores envolvidos nesse processo, como, por exemplo, integrantes do sindicalismo da área educacional, fazendo assim a reconstrução do processo decisório em torno da implementação. Ressalte-se que o estudo foi realizado a partir da análise e descrição das características e particularidades que definiram os mecanismos da complexa relação entre a União e os governos subnacionais e as condições políticas mais amplas no contexto de uma formulação histórico-social específica, expressa pelos governos de Fernando Henrique Cardoso (1999 a 2003) / Abstract: This thesis has objective to understand the decision process around the implementation of Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério (FUNDEF). So, this study explained by reconstitution of dynamic around of FUNDEF in order to understand this constitution, the roles and structures. We concentrated this analysis around of constitutional legislative and infra-constitutional process that institute at Fund: by amendment nº 14 of 12th of September of 1996, law nº 9.424 of 24th of December of 1996. We analyzed then, how it has development the agenda that priority the basic education at Fernando Henrique's government. This observation has been based by evidence of high members from MEC, as well of others members involved in this process, for example, members of syndicalism from education area, it doing so the reconstruction of the decision making process around the implementation. It is worth pointing out that the study was based on the analysis and description of the characteristics and particularities that defined the mechanisms of the complex relationship between the Union and political conditions in the broader context of a specific socio-historical construction expressed by the governments of Fernando Henrique Cardoso (1999-2003) / Mestrado / Economia Social e do Trabalho / Mestre em Desenvolvimento Econômico

The Democratic Educational Management, which is in the form of principle in the Law of Directives and Bases of Education in December of 1996, and since the Constitution of 1988 has been widely discussed in the educational sphere. Can be understood as the result of institutional decentralization process promoted by the Brazilian state in that it is restructured to fit the mold of economic policy, as well as can be understood as the attention to historical demands for greater freedom and participation of community members education for construction of an educational policy that reflects the needs of society. This dissertation work focuses on presenting a reading of the changes promoted by the rules of the democratic management of public education from the idea of autonomy. The objective is to establish and present the idea of participation as a condition for autonomy, that is, in my view, the purpose of this type of management. The space that the democratic management of education aims at occupying a political perspective that behaves depends on the participation and responsibility of the school community for their execution. The institutional model that provides educational management is participatory democracy. A legitimate channel for participation in social practice that encourages initiative and may lead to the formation of a more active citizen, informed and responsible for their choices. The challenge of this system is to engage the community and make it politically active, making public education meet the expectations and interests of the population. / A Gestão Educacional Democrática, que está sob a forma de princípio na Lei de Diretrizes e Bases da Educação Nacional de dezembro de 1996, e desde a Constituição Federal de 1988 vem sendo amplamente discutida nas esferas educacionais. Pode ser entendida como resultado do processo de descentralização institucional promovido pelo Estado brasileiro na medida em que se reestruturava para adaptar-se aos moldes da política econômica, bem como pode ser compreendida como o atendimento às reivindicações históricas por maior liberdade e participação dos membros da comunidade educacional para construção de uma política educacional que seja reflexo das necessidades da sociedade. Este trabalho de dissertação foca em apresentar uma leitura das transformações promovidas pela regulamentação da gestão democrática do ensino público a partir da idéia de autonomia. O objetivo deste trabalho é estabelecer e apresentar a idéia de participação como condição para a autonomia, que é, na minha concepção, a finalidade deste tipo de gestão. O espaço que a gestão educacional democrática visa a ocupar comporta uma perspectiva política que depende da participação e da responsabilidade dos membros da comunidade escolar para sua execução. O modelo institucional que a gestão educacional democrática proporciona é participativo. Um canal legítimo de participação em que a prática social encoraja a iniciativa e pode levar à formação de um cidadão mais atuante, esclarecido e responsável por suas escolhas. O grande desafio deste sistema é engajar a comunidade e torná-la politicamente ativa, fazendo a educação pública corresponder as expectativas e interesses da população.

In this thesis I offer an alternative to the hyper–individualistic, hyper-performative means-end dynamic that dominates contemporary educational practice. I foreground dimensions of experience that possibilise an approach that is neither instrumentatlised nor instrumentalising; an approach I term (a) (more) just education. The thesis opens with an analysis of how the reduction of education to use-value is both dependent on, and perpetuating of, a conception of subjectivity that overlooks the facticity of embodied life. The prevalence of dualist assumptions in both liberal and critical educational thinking and the persistence of these assumptions despite explicit attempts to think otherwise is mapped out and I draw a link between these assumptions and the privilege accorded to displays of understanding. Alongside this analysis I propose that the seemingly all-pervasive Cartesian legacy might be circumvented by approaching the question of subjectivity from a kinaesthetic perspective. This kinaesthetic approach is outlined with reference to the somatic dance practice of Skinner Releasing Technique (SRT). The practice of SRT offers up three ‘kinaesthetic provocations’ that invite re-thinking both the dynamics of education and the dynamics of justice. Throughout the thesis I explore an interplay between these provocations and the work of Derrida and Deleuze/Deleuze and Guattari; and through this interplay I unsettle the dualisms of self and other, self and world, and self and work. By approaching the shaping of subjectivity from a bodily, kinaesthetic perspective I submit the bodies called teachers and students, the bodies of practice called teaching and learning, the bodies of knowledge called curricula and the ideal body called justice to processes of deterritorialisation. Untethering education from its ends in this way affords the possibility of approaching education as an experience of passage. I argue that an emphasis on passage offers up educational consequences that are shared in rather than shared out and that therefore escape the grip of performative categorising trends. Through this account the role of the educator becomes one of affirmation, rather than validation, and I conclude the thesis by examining the particular sensitivities that this demands.

Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.

From 2006-2008, both New Brunswick and Nova Scotia proposed changes to their French second language (FSL) policies and programs. In observing the cases, it becomes clear that government officials made use of policy instruments to both implement policy and navigated the policy process. This work builds off existing literature that seeks to understand the instrument selection process, as well as the impact of policy tools on the policy-making process and more specifically, on the actors involved directly and indirectly in it. Using a framework that incorporates components of Contextual Interaction Theory and elements of procedural policy instrument scholarship, the project endeavours to identify what instruments were used to develop and implement FSL policy in New Brunswick and Nova Scotia, as well as to comprehend why the tools were selected. The dissertation relies on document analysis and semi-structured interviews conducted with government officials and stakeholders to determine that instrument selection is based on the actors’ cognitions, motivations, and available/accessible resources. Furthermore, legitimacy plays an integral role in the selection of instruments. Government policymakers are faced with varying degrees of legitimacy, as expressed by actors indirectly involved in the policy process. Inevitably, these actors react to policy content and the policy process, which leads to sometimes contentious interactions. The current research expands on the educational policy literature by using a lens that accounts for the role of instruments in the policy process and provides a nuanced understanding of how the actors’ interactions shape and influence policy-making. It makes an original contribution to the policy instruments literature by developing a framework that accounts for the selection criteria used by both policymakers and stakeholders when choosing policy tools and resources. This dissertation contributes to the discipline of public administration and the field of public policy primarily by expounding the explanatory value of policy instruments regarding what they can tell us about the policy process, policy-making and policy outcomes. It does this by looking at how it is actors both directly and indirectly involved in the policy process interpret policy instruments and shows how government’s policy-making capacity is constrained not only by the resources available to it but by the resources accessible to actors indirectly involved in the policy process. Looking at the reciprocal nature of tool selection and tool implementation helps to explain policy-making and outcomes, as well as accounts for the roles of actors both proximately and peripherally involved in the process.

Cette recherche s’attache à identifier les paradigmes éducatifs caractérisant les programmes de l’école primaire de 2002 et de 2008, et, à travers eux, les projets politiques qui leur sont sous-jacents. Plus particulièrement, cette étude interroge la façon dont chacun de ces programmes tente de répondre au défi de la modernité démocratique. L’analyse est organisée sous l’angle de la cohérence systémique des trois pôles constitutifs de tout projet éducatif : le pôle des finalités, le pôle des appuis scientifiques, et celui des pratiques. Cette tentative de modélisation est étayée par les données recueillies à l’issue d’une lecture thématique des programmes développée à l’intérieur de chaque domaine ou discipline. Un premier chapitre est consacré aux modalités d’élaboration de ces deux programmes. Les quatre chapitres suivants sont consacrés à l’analyse, sur le mode comparatif, des différentes disciplines regroupées par démarche curriculaire. La façon d’aborder l’enseignement de chacune d’entre elles y est en effet modélisée, mais l’intention est également d’identifier, pour chacun des programmes, différentes modalités de cohérence dans le traitement de ces disciplines, et de les illustrer à l’aide de ces regroupements, lesquels ne sont pas les seuls possibles. L’ensemble de cette étude permet d’alimenter un sixième chapitre de synthèse consacré à la détermination des deux paradigmes éducatifs véhiculés par les programmes de 2002 et de 2008, et à la caractérisation de leur cohérence systémique, à la fois horizontale et verticale. Cette synthèse tente ainsi de mettre en exergue les contrastes entre ces deux paradigmes éducatifs relativement au critère du type d’individu qu’il s’agit de former. Cette réflexion sur les programmes de l’école primaire conduit à des implications curriculaires vis-à-vis des compétences professionnelles des enseignants qui sont, en retour, examinées. / This research endeavours to identify education paradigms which characterise French primary school programs of 2002 and 2008 and, through them, to look at the politics projects standing below these programs. Particularly, this study will examine the way in which each of these programs tries to answer the challenge of democratic modernity. This analysis is organized from the angle of systemic coherence of the three constitutive points standing at the basis of an education program : purposes, scientific support and practise. This attempt at establishing a pattern is backed up by the data collected at the conclusion of a thematic reading of the programs developed inside each field or discipline. The first chapter is devoted to the methods of development of these two programs. The four following chapters are devoted to the analysis, on the comparative mode, of the various disciplines gathered by curriculum approach. The way of approaching the teaching of each one of them is indeed modelled there, but the intention is also to identify, for each of the programs, various methods of coherence in the treatment of these disciplines and to illustrate them using these gatherings, which are not the only possible ones. The whole of this study makes it possible to give birth to a sixth chapter of synthesis devoted to the determination of the two educational paradigms conveyed by the programs of 2002 and 2008 and to the characterization of their systemic coherence, at the same time horizontal, from one discipline to another for each cycle, along with vertical, i.e. relative to a possible continuity between cycles, even between degrees of teaching. This synthesis also tries to put forward contrasts between these two educational paradigms, compared to the criterion of the type of individual who has to be formed. This reflection on the programs of the elementary school leads to curriculum implications vis-à-vis to the professional competences of the teachers, who are, in return, examined.

Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:34:48Z (GMT). No. of bitstreams: 1 Ca_CristinaMandauOcuni_M.pdf: 1388341 bytes, checksum: f3850332657034ea20acc81be40d5a18 (MD5) Previous issue date: 2009 / Resumo: Este trabalho analisa a trajetória dos jovens guineenses que vieram ao Brasil, especificamente para as cidades de São Paulo e Campinas, em busca de formação universitária, a fim de compreender: os mecanismos dessa escolha, as condições de inserção nas universidades brasileiras e as razões pelas quais alguns desses estudantes acabam não retornando para o país de origem e permanecem no Brasil. A pesquisa contou com diferentes técnicas para a geração de dados, tais como: levantamentos e análises bibliográficas, documentos e entrevistas, sempre buscando compreender os depoimentos dos sujeitos entrevistados de modo que pudessem construir, conjuntamente, os percursos históricos e pessoais vividos por eles, com relação ao país de origem e ao país de acolhimento. Nesse sentido, a presença dos depoentes guineenses não retornados se torna significativa, posto que aqueles com mais idade não apenas lembram o período colonial na Guiné-Bissau, como nele viveram sua iniciação educacional, quando esta foi possível. Já os depoentes mais novos, e ainda em processo de formação, complementam o contexto aqui tratado por estarem vivendo a condição de estudantes num país que não é o de origem. Com esses dados, foi possível fazer a comparação de discursos, fatos e informações concretas entre os dois grupos (não retornados e estudantes) e relacioná-los ao contexto histórico da Guiné no passado e no presente. / Resumo (traduzido pelo Prof. Dr. Lourenço Ocuni Cá, do Português para o Crioulo da Guiné-Bissau): Es trabajo analisa trajetoria di jovens guineensis que bin pa Brasil, na bardadi pa cidadis di São Paulo cu Campinas na busca formaçon di universidadi, na tenta intendi: cal mecanismu qui pui elis ê cuji es cidadis, cal condiçoins quê stá nel na es univerdadis quê qui bin estudanelis e pabia de quê qui utrus cata riba pa terra quê padido nel i ê tá fica na Brasil. Impulma-impulma conta qui manera diferenti di injuja trabajo suma: busca e analisa quê qui jintis escribibaja, documentus i puntajintis també, sempre na tenta intindi quê qui ê jintis na conta impulmadur des trabajo di maneira pa i pudi trabaja cuma quê ê sai di Guiné-Bissau tok ê jiga na es terra qui gacija elis. Pa es trabajo, quilis qui fica na Brasil ê teneja história di Guiné-Bissau desdi tempu colonial pabia estudabaja naquil tempu. Quilis qui sta inda na estuda ê conta també cuma quê na estudali, na terra qui ca disselis. Cu es trabajo, impulmadur consgui fassi comparaçon cu quê qui quils que terminaja estuda papia, cu quilis inda qui ca caba di estuda papia també, dipus dono des trabajo relaciona contextu historico di Guiné-Bissau de aonti cu di aós. / Abstract: This paper analyzes the trajectory of young Guineans, who came to Brazil, specifically in the cities São Paulo and Campinas, searching a university education to understand: the mechanisms of this choice, the conditions for the inclusion in Brazilian universities and the reasons why some of these students do not return to the origin country and also they remain in Brazil. The research utilized different techniques for data generation, such as: surveys and bibliographic analyses, documents and interviews, always trying to understand the statements of interviewed individuals, in the way, it could build, in conjunction, the historical and personal journeys lived by them, in relation to the origin country and the host country. Accordingly, the presence of Guinean deponents, who did not return to Guinea, is significant, since those older not only remember the colonial period in Guinea-Bissau, as they lived the educational initiation, when it was possible. The younger deponents and still in formation process, complement the context here treated, as they has been living as students in a country, where is not their origin country. With these data, it was possible to compare concrete speeches, facts and information between both groups (not returned and students) and relate them to the historical context of Guinea in the past and in the present. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Orientadores: Maria Ines de Freitas Petrucci dos Santos Rosa, Alice Ribeiro Casimiro Lopes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T12:53:39Z (GMT). No. of bitstreams: 1 Eugenio_BeneditoGoncalves_D.pdf: 2015187 bytes, checksum: db4c2f904e8669f27e309a160c95ed85 (MD5) Previous issue date: 2009 / Resumo: Esta tese inscreve-se no âmbito dos estudos sobre políticas educacionais, mais especificamente as relacionadas ao campo do currículo. Trata-se de uma pesquisa sobre a política curricular para o ensino médio no Estado da Bahia. Apresentamos os resultados de uma investigação que objetivou compreender como se efetiva, no cotidiano escolar, através da prática pedagógica do professor, o processo de recontextualização das propostas curriculares para o ensino médio implementadas pela Secretaria de Educação do Estado da Bahia. Para isso, realizamos uma pesquisa de cunho etnográfico numa escola pública da rede estadual em Vitória da Conquista-BA. Os dados foram construídos a partir da análise de documentos da reforma nacional e estadual, documentos da escola, observações em sala de aula e entrevistas com a comunidade escolar (alunos, direção, professores). A análise baseia-se nos construtos teóricos de Basil Bernstein (recontextualização, regras do discurso pedagógico), Stephen Ball (ciclo de políticas) e de estudos da cultura da escola. Os resultados foram organizados em cinco capítulos. As considerações finais evidenciam a produção de micropolíticas curriculares no cotidiano escolar e a recontextualização das propostas governamentais. / Abstract: This thesis inscribes in the ambit of the studies about educational policy, more specifically the ones related to the curriculum field. It is about some research into the curricular policy for high school in the state of Bahia. We present the results of an investigation which objected to understand how it works, in the school daily activities, through the teacher's pedagogical practice, the process of recontextualization of the curricular proposals for high school implemented by the Secretariat of Education of the State of Bahia. So that could happen, we effectuated some research of ethnographical type in a public school of the state network in Vitória da Conquista-Ba. The data was constructed from the analysis of documents of national and state reformation, school documents, observations in the classroom and interviews with the school community (students, board of directors, teachers). The analysis is based in the theoretical constructs of Basil Bernstein (recontextualization, rules of pedagogical discourse), Stephen Ball (policy cycle approach) and studies of the school culture. The results were organized in five chapters. The final considerations signalize that, in the everyday life, the school produces curricular micropolicies and recontextualize the governmental proposals. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Made available in DSpace on 2016-07-18T17:54:25Z (GMT). No. of bitstreams: 1 DISSERTACAO JOSE Antonio_2015 (1).pdf: 256228 bytes, checksum: eb76ffa69c896e082bedfd098027ca14 (MD5) Previous issue date: 2015-06-19 / This work is linked to the line of research Educational Institution and Teacher Training. The purpose of this research focused on the analysis of policy conception of the curriculum São Paulo Faz Escola, opposite the Philosophy subject. This is a critical-interpretative research and adopted as a methodological procedure document analysis. The results indicate that the educational policies practiced in the state of São Paulo gives emphasis to speech skills and abilities, in line with the canons of neo-liberalism. These principles come from the influences of international regulatory bodies that are the service of the capital and exclusively favor education aimed at the labor market. It was found that the curricular component of Philosophy becomes pragmatic by a material that gets ready to teachers and students. Behind this logic there is no great demands for the teacher to have in-depth knowledge and so little a solid background, simply master some skills and techniques to handle the material. Plus the low workload to deepen the different themes of Philosophy, content, often are covered shallow, superficial way, which prevents the discipline to develop their critical and reflective character. / O presente trabalho está vinculado à linha de pesquisa Instituição Educacional e Formação do Professor. O objetivo desta investigação centrou-se na análise da concepção política presente no currículo São Paulo Faz Escola, em relação à disciplina de Filosofia. Está é uma pesquisa crítico-interpretativa e adotou-se como procedimento metodológico a análise documental. Os resultados apontam que a política educacional praticada no estado de São Paulo confere ênfase ao discurso de competências e habilidades, em consonância com os cânones do neoliberalismo. Tais preceitos advêm das influências dos órgãos regulatórios internacionais que se encontram a serviço do capital e que privilegiam exclusivamente a educação voltada para o mercado de trabalho. Constatou-se que o componente curricular de Filosofia torna-se pragmático por meio de um material que chega pronto para professores e alunos. Por trás dessa lógica não há grandes exigências para que o professor tenha um conhecimento aprofundado e tampouco uma formação sólida, bastando apenas dominar algumas habilidades e técnicas para manusear o material. Acrescido à baixa carga horária para aprofundar as diferentes temáticas da Filosofia, os conteúdos, muitas vezes, são abordados aligeirada e superficialmente, o que impede que a disciplina possa desenvolver seu caráter crítico e reflexivo.

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