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The purpose of this study is to develop further knowledge of how specific educational attributes such as educational quality is affecting domestic terrorism activity. Using a time frame between 1999 and 2007, involving 133 countries. The research results indicate that educational quality does in most instances have a negative correlating effect on domestic terrorism activity. Though not to the same extent as the hypothesis suggests, where school completions rates appears to positively correlate with increased risk of domestic terrorism activity. However as theorized quality education proves to have more significant importance for a reduced risk of domestic terrorism compared to previous educational indicators that generally positively correlate with increased risk of domestic terrorism, when controlling for specific country conditions.

A gestao escolar democratica e tida como elemento imprescindivel a qualidade do ensino por varios autores e profissionais da educacao. Entretanto, ha tambem por parte deles o reconhecimento da enorme distancia entre um ideal democratico de administracao escolar e a realidade, especialmente neste caso, a brasileira. Tendo em vista a notoria relevância desse tema para o cenario nacional de educacao e ensino, este estudo teve por objetivo analisar essa dimensao da qualidade a partir do estudo de caso na Escola Municipal de Educacao Basica Alfredo Naime, do municipio de Bebedouro, a qual passou pelos processos de avaliacao propostos no INDIQUE (2009), elaborados pela parceria entre: Acao Educativa, UNICEF, PNUD, INEP e MEC, os quais correspondiam cientifica e metodologicamente aos anseios desta pesquisa. Para a analise foram utilizadas informacoes do Plano Gestor da escola e principalmente do relatorio gerado pelo processo do INDIQUE na escola. Tambem foram feitos acompanhamentos de atividades escolares assim como entrevistas semi-estruturadas e nao-estruturadas a todos os principais atores da instituicao de ensino (alunos, pais, professores, gestores e funcionarios) a fim de colher opinioes e perspectivas dos entrevistados sobre o tema. Concluiu-se que, apesar de restricoes principalmente externas, mas tambem internas, a uma gestao escolar democratica, os atores escolares da EMEB Alfredo Naime mostraram que rumam a uma gestao democratizante. A outra principal conclusao diz respeito ao INDIQUE, que se mostrou um rico instrumento de avaliacao coletiva efetivamente democratico e contribuidor para a escola em diversas dimensoes educacionais. / The democratic school management is seen as an indispensable element of educational quality by several authors and education professionals. However, they also recognize the enormous gap between a democratic ideal and the reality of school administration, especially in this case, the Brazilian situation. Given the evident importance of this issue to the national arena of education and teaching, this study aimed to analyze this dimension of quality from the case study at the Municipal School of Basic Education Alfredo Naime, from the city of Bebedouro, which has passed by the assessment procedures proposed in the INDIQUE (2009), prepared by the partnership: Educational Action, UNICEF, UNDP, INEP and MEC, which corresponded to the scientifically and methodologically perspectives of this research. For the analysis were used information of the Plan Manager of the school and especially the report generated by the Educational Quality Indicators process in the school. Were also made follow-school activities as well as semi-structured and unstructured interviews to all major actors from the school (students, parents, teachers, managers and employees) in order to collect opinions and perspectives of those interviewed on the subject. It was concluded that, despite restrictions mainly external, but internal too, to a democratic school management, the school actors of Municipal School Alfredo Naime showed that tend to a democratizing management. The other main finding relates to Educational Quality Indicators, that proved to be a rich collective assessment tool, effectively democratic and contributor to the school in various dimensions of education.

A gestao escolar democratica e tida como elemento imprescindivel a qualidade do ensino por varios autores e profissionais da educacao. Entretanto, ha tambem por parte deles o reconhecimento da enorme distancia entre um ideal democratico de administracao escolar e a realidade, especialmente neste caso, a brasileira. Tendo em vista a notoria relevância desse tema para o cenario nacional de educacao e ensino, este estudo teve por objetivo analisar essa dimensao da qualidade a partir do estudo de caso na Escola Municipal de Educacao Basica Alfredo Naime, do municipio de Bebedouro, a qual passou pelos processos de avaliacao propostos no INDIQUE (2009), elaborados pela parceria entre: Acao Educativa, UNICEF, PNUD, INEP e MEC, os quais correspondiam cientifica e metodologicamente aos anseios desta pesquisa. Para a analise foram utilizadas informacoes do Plano Gestor da escola e principalmente do relatorio gerado pelo processo do INDIQUE na escola. Tambem foram feitos acompanhamentos de atividades escolares assim como entrevistas semi-estruturadas e nao-estruturadas a todos os principais atores da instituicao de ensino (alunos, pais, professores, gestores e funcionarios) a fim de colher opinioes e perspectivas dos entrevistados sobre o tema. Concluiu-se que, apesar de restricoes principalmente externas, mas tambem internas, a uma gestao escolar democratica, os atores escolares da EMEB Alfredo Naime mostraram que rumam a uma gestao democratizante. A outra principal conclusao diz respeito ao INDIQUE, que se mostrou um rico instrumento de avaliacao coletiva efetivamente democratico e contribuidor para a escola em diversas dimensoes educacionais. / The democratic school management is seen as an indispensable element of educational quality by several authors and education professionals. However, they also recognize the enormous gap between a democratic ideal and the reality of school administration, especially in this case, the Brazilian situation. Given the evident importance of this issue to the national arena of education and teaching, this study aimed to analyze this dimension of quality from the case study at the Municipal School of Basic Education Alfredo Naime, from the city of Bebedouro, which has passed by the assessment procedures proposed in the INDIQUE (2009), prepared by the partnership: Educational Action, UNICEF, UNDP, INEP and MEC, which corresponded to the scientifically and methodologically perspectives of this research. For the analysis were used information of the Plan Manager of the school and especially the report generated by the Educational Quality Indicators process in the school. Were also made follow-school activities as well as semi-structured and unstructured interviews to all major actors from the school (students, parents, teachers, managers and employees) in order to collect opinions and perspectives of those interviewed on the subject. It was concluded that, despite restrictions mainly external, but internal too, to a democratic school management, the school actors of Municipal School Alfredo Naime showed that tend to a democratizing management. The other main finding relates to Educational Quality Indicators, that proved to be a rich collective assessment tool, effectively democratic and contributor to the school in various dimensions of education.

The research examined employees and stakeholders' perceptions of a significant educational reform conducted at the A. Youth-Village. The reform aimed at transforming an out-dated agriculture school into a technological-scientific education centre that would be able to train its pupils to meet the challenges of the 21st century. This study investigated the employees and stakeholders' perceptions of the appropriateness of methods used during the organisational change of A. Youth-Village. The studied perceptions related, amongst other issues, to the extent of the respondents’ knowledge about the latest changes introduced, their respective present and future positions in the A. Youth-Village, the impact of the changes on their professional careers, and the necessity for change (Samuel, 2005). The research employed mixed qualitative and quantitative methods to investigate different variables relating to the management of the A. Youth-Village, derived from background conversations with stakeholders' and a review of the relevant literature on traditional management theory. Data analysis was adapted to the different research methods, including statistics and content analysis. Five main categories emerged from the data analysis as important considerations for the management of the A. Youth-Village: (1) Personal Attitude (2) Quality Professional Development (3) Quality Management Approach (4) Quality Consumer Satisfaction and (5) Personal Improvement. These five categories used to form an innovative managerial theory (Ed.QMS), which can serve as an operative management model that would be appropriate to the needs of the A. Youth-Village during and after the implementation of change. The new theory and model embodies an addition to traditional management theory and despite the difficulties involved in generalisation due to the unique nature of the studied institution, it may be relevant and helpful for other boarding technological and agricultural schools.

No description available.

No description available.

O presente trabalho pretende contribuir com o debate sobre a remuneração por desempenho para professores da educação básica, buscando apreender, a partir da análise da bibliografia sobre o tema, se estas propostas podem ser consideradas uma boa estratégia para que os sistemas educacionais brasileiros alcancem uma educação de melhor qualidade. O trabalho parte de uma caracterização dos profissionais da educação no Brasil, por meio de um breve histórico da profissão docente e da análise da atratividade, retenção e formação dos professores. A seguir, são descritas as origens e características comuns dos programas de remuneração por desempenho, bem como as peculiaridades de seus principais modelos. Algumas propostas de remuneração por desempenho em discussão ou em vigência no Brasil (em nível federal e estadual) foram selecionadas para ilustrar dois destes modelos, com destaque às políticas adotadas pela Secretaria Estadual de Educação de São Paulo. / The following study aims to contribute to the ongoing debate on performance pay for teachers. Through an analysis of the bibliography focused on the field, an effort is made in trying to grasp whether the various proposals of performance pay systems should be considered a good strategy to enhancing the quality of education in Brazil. Starting with a description of Brazilian teachers by means of a brief account of the profession and an analysis of the attractiveness, retention and development of teachers, the study then addresses the origins and common characteristics of performance-based payment programs, as well as their peculiarities. Some performance pay proposals (currently been discussed or already implemented in Brazil, both in the federal or state level) were selected in order to better illustrate two given models, focusing on the policies carried out by the São Paulo State Secretary of Education.

A formação de professores para o exercício de sua profissão é um aspecto importante para a constituição de uma educação de qualidade. Dentre as modalidades de formação, inicial e contínua, a segunda tem recebido uma atenção especial do poder público na transição do milênio, particularmente no estado de São Paulo, onde se desenvolveram várias iniciativas políticas para essa modalidade. Um dos programas de formação continuada de professores implementados pela Secretaria de Educação do Estado de São Paulo, no período de 2003 a 2007, foi o Teia Universidades, que consistia na contratação descentralizada de instituições de ensino superior, públicas ou particulares, para capacitar os professores em exercício na rede de acordo com objetivos e uma grade de estudos pré-definida pela Secretaria. A pesquisa teve por objetivo avaliar o Programa Teia Universidades com base na percepção de gestores e de professores da rede estadual de ensino da cidade São Vicente. Tendo em vista que concepção e implementação de programas de formação continuada inscrevem-se no contexto mais amplo de proporcionar aos educandos uma escola pública de qualidade, discutimos os significados assumidos pelo termo qualidade de ensino em diversos momentos da história educacional brasileira e seus desdobramentos em forma de políticas públicas. Apresentamos um sumário das políticas de formação em serviço no Estado de São Paulo anteriores à gestão do governador Geraldo Alckmin e descrevemos o programa de formação continuada de professores Teia Universidades, desenvolvido e implantado em sua gestão. Trazemos, também, o resultado das investigações sobre o funcionamento do programa Teia Universidades na Diretoria de Ensino de São Vicente, em seus aspectos de abrangência e diversidade do público-alvo. Concluímos que as ações do programa não satisfizeram as expectativas dos participantes, por causa, principalmente, de seu modelo organizativo desconcentrado e da construção de sua demanda prescindindo da ampla participação do público alvo, no caso, os professores da rede estadual de ensino básico. / Teachers training for the Professional practice is an important issue for the constitution of the educational quality. Among the kinds of training, initial and continued, the second one had been received special attention from the governments, particularly in state of São Paulo, where several political initiatives were developed to that kind of training. One of the continuing education programs developed by the State Secretary of Education, 2003 to 2007 years, was the Teia Universidades which was consisted of a decentralized contraction of public or private superior educational institutions for training teachers in accordance with objectives and curricular structure pre-defined by the State Secretary of Education. Our research had the objective of evaluate the Teia Universidades program based on teachers and managers perception. The researched public was constituted by teachers and managers that work in State Secretary of Education in the city of São Vicente. The conception and implementation of continuing educations programs for teachers is a part of the responsibility of provide educational quality to the students of public school. Because of this, we research the meanings educational quality at specific moments of the Brazilian educational history and the policies developed to improve it. We present a summary of the teachers continuing educational policies achieved by State Secretary of Education of São Paulo before Geraldo Alckmin s government and describe the Teia Universidades program, developed and improved in his administration. We present the results of our investigation about the programs work at Teaching Directory of São Vicente. The conclusion of this research indicates that the Teia Universidades program do not satisfied participants expectations because of its deconcentrated model of organization and because of the little chance of participation of the teachers in the process of construction of continuing education program demand.

Esta tese apresenta a análise de um estudo de caso de tipo etnográfico realizado em uma escola da Rede Municipal de Ensino de Pelotas – RS. Objetiva acessar as características que identificam/diferenciam essa escola e a posicionam em relação ao cumprimento da sua função educacional. Investiga a temática "qualidade" sob os seguintes pressupostos: as escolas exercem diferentemente sua influência sobre o aprendizado e sobre as oportunidades educacionais; a “qualidade” no âmbito educacional não pode ser avaliada, estritamente, pelos resultados de provas ou exames de larga escala; as condições vividas pelos sujeitos no interior de uma escola trazem a marca política, dando a ela contornos finais cruzados e implicados com e por determinações e potencialidades muito amplas; a escola, como instituição social, pode respeitar o direito do sujeito de aprender a ser humano. Nesse sentido, desenvolveu-se a tese que afirma: a despeito da tendência de precarização e da perspectiva de fracasso que recaem sobre a educação pública, há escolas que podem produzir/traduzir relações que favoreçam o desenvolvimento de ações a partir das quais é possível constituir processos educativos inclusivos e de qualidade no âmbito educacional. O estudo teve como universo teórico, vertentes que têm-se ocupado da temática “escolarização”, associada à atenção aos designados “diferentes”, como é o caso da Pedagogia Institucional e da Pedagogia Dialógica. A investigação envolveu as seguintes ações: observação e elaboração de diário de campo, entrevistas e análise documental. Os conceitos e significados que incidiram sobre a experiência de investigação foram submetidos à análise temática, chegando a três grandes vias de condução e sistematização dos dados: a escola na vida, a escola em processo e a escola nas relações. O estudo analisou as regularidades e as singularidades das práticas pedagógicas e as negociações estabelecidas no contexto, além das evidências de políticas que sustentam a “esperada” qualidade educacional. / This thesis presents the analysis of an ethnographic case study carried out in a Municipal School in Pelotas – (RS- Brazil). It has in view to access the characteristics which identify/distinguish such school and position it as to the fulfillment of its educational function. It investigates the theme of “quality” under the following assumptions: schools wield influence over learning and over educational opportunities in different ways; “quality” in education can not be strictly assessed by the results of general achievement tests and exams; the conditions lived by subjects within a school bear a political imprint, with final contours crossed and implied with and by very broad determinations and potentialities; schools, as social institutions, can respect the right of the subject to learning to be human. In this sense, the thesis was developed on the assertion that despite a trend for precariousness as well as the perspective of failure which dooms public education, there are schools capable of producing/translating relations favorable to the development of processes that will allow the constitution of inclusive educational processes of quality. The study was theoretically framed by positions that have dealt with the problem of “schooling” associated to the attention to those assigned as “different”, such as the Institutional Pedagogy and the Dialogic Pedagogy. The investigation has involved observation and elaboration of field journal, interviews and document analysis. The concepts and meanings that presented themselves in the research experience were submitted to thematic analysis, attaining three large ways for the conduction and systematization of data: the school in life, the school in process and the school in relationships. The study analyzed the regularities and singularities of the pedagogical practices and the negotiations established in the context, as well as the evidence of policies that support the “sohoped- for” educational quality.