Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-13T19:52:03Z No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-26T19:56:06Z (GMT) No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) / Made available in DSpace on 2018-04-26T20:00:18Z (GMT). No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) Previous issue date: 2018-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / From Law n? 11.892/08 we have in Brazil the constitution of a new institutional architecture with the Brazilian Educational System ? in particular Higher Education ? in the context of Professional and Technological Education (EPT): The Federal Institutes of Education, Science and Technology (IF?s). This institutionality was conceived as being strategic in the development of the nation, aligned to the world of work, to the productive arrangements, and to the strengthening of democracy and citizenship in the pursuit of national, regional and local development. Higher Education in this context presents itself in an emergent way, since the IF?s institutionality is effective based on the precepts of inclusion, social justice and equity in the formation of subjects. A multidiverse range of subjects ended up entering this university space, bringing to FIs a differentiated profile of students, different from those ?traditionally? known to teachers and managers. Thus, important issues arise for the operationalization of processes, especially those linked to the demands arising from the implementation of this new model of educational institution. In this sense, the objective of this research is to understand how the model of Management of Higher Education developed, implemented and articulated in the Federal Institute of Education, Science and Technology of Rio Grande do Sul ? Campus Porto Alegre, consubstantiates against the Superior Courses of Technology of the institution from the perspective of its coordinators. Due to the nature of this research we use the qualitative approach, in the descriptive-exploratory perspective, in the production of the data we have as Procedures Documental Research in line with the Case Study, and in relation to the instruments of data production, we used the semi-structured interview with the subjects of the research (Coordinators of the Higher Technology Courses of IFRS ? Porto Alegre). Next to the methodological process we have the Approach of the Policy Cycle in the theoretical-methodological perspective (focusing on the Context of Practice) in the production of the data, and the analysis was developed from the Discursive Textual Analysis (ATD) in light of the assumptions of the Multidimensional Paradigm of Administration of Education. The results of the study point to the complexity of Higher Education Management from the IF?s perspective, the management model of the institution presents itself in a quite different way, incorporating in it concepts of economic efficiency, pedagogical effectiveness, cultural relevance and effectiveness policy. This complexity and diversity is shown from the combination of these concepts with the Management of Higher Technology Courses of the institution, the precepts of effectiveness and effectiveness are highlighted in this scenario. We have in the institution a management model built as a possible alternative to so-called ?traditional? models within the emerging context in which Higher Education is effective in our country, having in justice and social inclusion the way of consolidating the management processes of this new institutionality. / A partir da Lei n? 11.892/08 temos no Brasil a constitui??o de uma nova arquitetura institucional junto ao Sistema de Educacional Brasileiro ? em especial ? Educa??o Superior ? no contexto da Educa??o Profissional e Tecnol?gica (EPT): Os Institutos Federais de Educa??o, Ci?ncia e Tecnologia (IF?s). Est? institucionalidade foi concebida como sendo estrat?gica no desenvolvimento da na??o, alinhada ao mundo trabalho, aos arranjos produtivos, e ao fortalecimento da democracia e da cidadania na busca do desenvolvimento nacional, regional e local. A Educa??o Superior neste contexto se apresenta de forma emergente, pois a institucionalidade dos IF?s, se efetiva a partir dos preceitos de inclus?o, justi?a social e equidade na forma??o de sujeitos. Uma gama multidiversa de sujeitos acabaram por adentrar este espa?o ?universit?rio?, trazendo para os IF?s um perfil diferenciado de alunado, distinto daqueles ?tradicionalmente? conhecidos por professores e gestores. Dessa forma, surgem quest?es importantes para a operacionaliza??o dos processos, principalmente aqueles ligados as demandas decorrentes da implementa??o deste novo modelo de institui??o de ensino. Nesse sentido, o objetivo desta investiga??o ? compreender como o modelo de Gest?o da Educa??o Superior desenvolvido, implementado e articulado no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul ? Campus Porto Alegre, se consubstancia frente aos Cursos Superiores de Tecnologia da institui??o, na perspectiva de seus coordenadores. Em fun??o da natureza desta investiga??o utilizamos a abordagem qualitativa, na perspectiva descritiva-explorat?ria, na produ??o dos dados temos como procedimentos a Pesquisa Documental alinhada ao Estudo de Caso, e com rela??o aos instrumentos de produ??o de dados, utilizamos a entrevista semiestruturada junto aos sujeitos da pesquisa (Coordenadores dos Cursos Superiores de Tecnologia do IFRS ? Porto Alegre). Junto ao processo metodol?gico temos a Abordagem do Ciclo de Pol?ticas na perspectiva te?rico-metodol?gica (focando no Contexto da Pr?tica) na produ??o dos dados, e a an?lise foi desenvolvida a partir da An?lise Textual Discursiva (ATD) a luz dos pressupostos do Paradigma Multidimensional da Administra??o da Educa??o. Os resultados do estudo apontam para a complexidade na qual se insere a Gest?o da Educa??o Superior na perspectiva dos IF?s, o modelo de gest?o da institui??o se apresenta de maneira bastante diversa, incorporando em si conceitos de efici?ncia econ?mica, efic?cia pedag?gica, relev?ncia cultural e efetividade pol?tica. Esta complexidade e diversidade se mostra a partir da combina??o destes conceitos junto a Gest?o dos Cursos Superiores de Tecnologia da institui??o, os preceitos da efic?cia e da efetividade ganham destaque nesse cen?rio. Temos na institui??o um modelo de gest?o constru?do como uma alternativa poss?vel a modelos ditos ?tradicionais? dentro do contexto emergente no qual a Educa??o Superior se efetiva em nosso pa?s, tendo na justi?a e na inclus?o social a forma de consolidar os processos gestion?rios desta nova institucionalidade.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-13T14:02:45Z No. of bitstreams: 1 AntidiodeAndradeCarvalhoDissertacao2016.pdf: 1719778 bytes, checksum: b2ff7d0658f92727c1ea7921c2d00b43 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-13T14:03:38Z (GMT) No. of bitstreams: 1 AntidiodeAndradeCarvalhoDissertacao2016.pdf: 1719778 bytes, checksum: b2ff7d0658f92727c1ea7921c2d00b43 (MD5) / Made available in DSpace on 2017-07-13T14:03:38Z (GMT). No. of bitstreams: 1 AntidiodeAndradeCarvalhoDissertacao2016.pdf: 1719778 bytes, checksum: b2ff7d0658f92727c1ea7921c2d00b43 (MD5) Previous issue date: 2016-06-30 / The ideal of any Education Institution is that every school is in possession of a quality education. In this context, this research will analyze the management skills in assessment processes concerning the quality of learning. In order to understand better the educational management, the function and role of the institution???s managers who are directly associated with learning in school are analyzed. The role of the director, supervisor and teacher will be discussed because the managers are the ones who directly influence on policy, planning and strategies of the educational program which impact the quality of learning. This study describes the Institutional, Large-Scale and Curriculum Content Evaluation as models of independent and complementary assessment for achieving essential indicators such as school management work tools in the pursuit of quality of the teaching and learning process. This study demonstrates and differentiates administrative and pedagogical management, which are dimensions that are present and experienced by school managers when carrying out their Pedagogical Political Project. The text analyzes how the neoliberal ideology can overshadow the educational administration, when the activity runs through the administrative, economic and financial dimension of the school may interfere paradoxically in the core business of education which should be preserved as a public and social common good. This work intentionally concerns the pedagogical management dimension for being intrinsically linked to the subject of the study. Regarding the nature of the subject and the objectives of this study, the research has a qualitative approach, also supported by quantitative information and studies based on institutional documentation for data collection, in order to investigate the competence of management in the evaluation processes concerning their impact on the quality of learning. The study shows, for its theoretical reference and data analysis, that the knowledge, understanding and articulation of the information generated by the evaluation instruments by school managers have a decisive influence on the quality of learning. / O ideal de toda Institui????o de Ensino ?? que toda escola seja portadora de uma educa????o de qualidade. Nesse contexto, esta pesquisa vai analisar as compet??ncias da gest??o nos processos de avalia????o em vista da qualidade da aprendizagem. Para melhor compreender a gest??o educacional ?? analisada a fun????o e o papel dos gestores da institui????o de ensino diretamente associados ?? aprendizagem na escola. Foi discutida a fun????o do diretor, do supervisor e do professor por serem os gestores que influenciam diretamente nas pol??ticas, no planejamento e estrat??gias de a????o do projeto pedag??gico que impactam sobre a qualidade da aprendizagem. Esse estudo descreve a Avalia????o Institucional, de Grande Escala e dos Conte??dos Curriculares como modelos de avalia????o independentes e complementares na obten????o de indicadores imprescind??veis como ferramentas de trabalho da gest??o escolar na persecu????o da qualidade do processo do ensino e da aprendizagem. O estudo explicita e diferencia a gest??o administrativa e pedag??gica, que s??o dimens??es presentes e vivenciadas pelos gestores da escola na realiza????o do seu Projeto Pol??tico Pedag??gico. O texto analisa como a ideologia neoliberal pode ofuscar a gest??o educacional, quando a atividade meio, perpassada pela dimens??o administrativa, econ??mica e financeira da escola, pode interferir de forma paradoxal com a atividade fim da educa????o que deve ser preservada como um bem p??blico e social. O trabalho tem o foco, propositalmente, na dimens??o gestora pedag??gica por estar intrinsecamente ligada ao tema do estudo. Dada a natureza do tema e os objetivos deste estudo, a pesquisa tem uma abordagem qualitativa, subsidiada tamb??m em informa????es quantitativas e de estudos com base em documenta????o institucional para a coleta de dados, com o objetivo de investigar as compet??ncias da gest??o nos processos avaliativos em vista do seu impacto na qualidade da aprendizagem. A pesquisa demonstra, pelo seu referencial te??rico e a an??lise dos dados, que o conhecimento, a compreens??o e a articula????o das informa????es geradas pelos instrumentos de avalia????o pelos gestores da escola, impactam de forma decisiva na qualidade da aprendizagem.

Made available in DSpace on 2016-04-28T20:19:22Z (GMT). No. of bitstreams: 1 2008 - Maricineia Pereira Meireles da Silva.pdf: 546324 bytes, checksum: 8f370d41eb95728c78d51f620d46335d (MD5) Previous issue date: 2008-08-29 / The main aim of this dissertation consisted in examining the management model used in educational institutions. The pecific aims were: defining management in the educational process; comparing the strategic actions taken in schools surveyed; describig some models of business strategy and examining the possibilities of the application of some business strategies in schools; As research types the following models were combined: scientific, theoretical, descriptive and field search. As methods were used following: scientific, observational, deductive and comparive. The techniques articulated in the field search were the following: interviews, questionnaires and systematization of contents. From the theoretical practical analises of this research a particular vision of business strategies in the field of education in private company of basic education was taken. Issues as communication, interpersonal relations and management of people are points with different approaches in the educational area, since the school administration is a field that deserves attention and studies regarding the systematization in order to understand it better and, then locate concepts of business strategy a more conscious and scientific way.Finally, the certainty that the school learning is something of first need sends who is dealing with this branch of business to the responsibility of an effective operation, which becomes possible through understanding and comprehension of what is the most modern in administration. The educational institutions which were under study are located in Volta Redonda, a city that grew around Companhia Siderurgica Nacional (CSN). So, with large numbers of people who came, and still comes, in search of employment and chose and choose Volta Redonda to raise their families and build their stories. But with a crisis surrounding the industry, which was state-owned and was privatized in 1993, the place which provided to a some businessmen in the educational sector a fertile field has become a site of great competition in this school area, and now this is the time that only the best will be settled, which can be obtained from the established strategies. / O objetivo geral nesta disserta??o consistiu em analisar o modelo de gest?o adotado nas institui??es de ensino. Os objetivos espec?ficos foram os seguintes: definir gest?o no processo educacional; comparar a??es estrat?gicas adotadas nas escolas pesquisadas; descrever alguns modelos de estrat?gia empresarial e examinar as possibilidades da aplica??o de algumas estrat?gias empresariais em escolas. Quanto aos tipos de pesquisa, foram combinadas as seguintes modalidades: cient?fica, te?rica, descritiva e pesquisa de campo. Quanto aos m?todos, foram utilizados os seguintes: cient?fico, observacional, dedutivo e comparativo. As t?cnicas articuladas na pesquisa de campo foram as seguintes: entrevistas, question?rios e sistematiza??o de conte?dos. A partir da an?lise te?rica pr?tica desta pesquisa, obteve-se uma vis?o particularizada das estrat?gias empresariais no campo da educa??o, de empresas privadas de educa??o b?sica. .Fatores como a comunica??o, as rela??es interpessoais e a gest?o de pessoas s?o pontos com abordagens diferentes na ?rea educacional, visto que a administra??o escolar ? um ramo que merece aten??o e estudos no que diz respeito ? sistematiza??o para que seja poss?vel compreend?-la melhor e, ent?o, situar conceitos de estrat?gia empresarial, de uma forma mais consciente e cient?fica. Por fim, a certeza de que o ensino escolar ? um g?nero de primeira necessidade remete os que lidam com esse ramo empresarial ? responsabilidade de um funcionamento eficaz, o que se torna vi?vel por meio da compreens?o e aplica??o do que h? de mais moderno em administra??o. As institui??es educacionais que foram objeto de estudo situam-se em Volta Redonda, cidade que e cresceu em torno da Companhia Sider?rgica Nacional (CSN). Portanto com grande n?mero de pessoas que vieram, e ainda vem, em busca de emprego e a escolheram e escolhem para criar suas fam?lias e construir suas hist?rias. Por?m, com uma crise em torno da ind?stria, que era estatal e se privatizou em 1993, o lugar, o qual proporcionou a alguns empres?rios no ramo educacional um campo f?rtil, tem se tornado um espa?o de grande competi??o nessa ?rea escolar, chegando a hora de se firmar apenas as melhores, o que poder? ser obtido em fun??o das estrat?gias estabelecidas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T14:38:05Z No. of bitstreams: 1 VictorGomesdePaulaDissertacao2016.pdf: 1698952 bytes, checksum: 5783593ca3b4354bd4bd73ad48de2510 (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:22:38Z (GMT) No. of bitstreams: 1 VictorGomesdePaulaDissertacao2016.pdf: 1698952 bytes, checksum: 5783593ca3b4354bd4bd73ad48de2510 (MD5) / Made available in DSpace on 2017-04-06T18:22:38Z (GMT). No. of bitstreams: 1 VictorGomesdePaulaDissertacao2016.pdf: 1698952 bytes, checksum: 5783593ca3b4354bd4bd73ad48de2510 (MD5) Previous issue date: 2016-06-22 / Higher education has undergone changes in its structural and organizational setup, which has raised concern about his state of expansion and evolution. In the past 20 years, we began a comprehensive reform of public policies aimed to modify the landscape of education in the country, particularly of private higher education. The constant transformation undertaken by governments and society are changing the role of the teacher as well as the functions of universities, leading them to a constant process of adaptation to meet the changing demands and requirements. Thus, private higher education is looking for management models that can support the contemporary changes that focus in teaching and teaching-learning relationship. In this perspective, this research aimed to study the challenges faced by higher education managers in private their work, through an exploratory study based on a theory of work psychodynamics. The research had a qualitative character from the individual listening to managers and teachers from three different institutions of higher education in the Federal District and surrounding areas. Data collection occurred through semi-structured interviews, guided by a roadmap with themes. The interviews followed three axes of analysis, real and prescribed work, individual defense strategies and ethical suffering at work. Regarding the actual and the prescribed stand out unforeseen in the classroom, the demands of the institution, the bureaucracy and the lack of preparation of students coming to higher education and denounce the weakness of basic education. Regarding the individual defense strategies identified the denial of suffering in teaching evidenced by the lack of criticism of the institutional contradictions and denial of work overload. Ethical suffering of managers revealed the extent that these professionals were forced to act against their beliefs and took an institutional discourse at odds with the reality of the work of teachers. / A educa????o superior tem sofrido altera????es em sua configura????o estrutural e organizacional, o que tem suscitado preocupa????o com o seu estado de expans??o e evolu????o. Nos ??ltimos 20 anos, iniciou-se uma ampla reforma das pol??ticas p??blicas que objetivou modificar o panorama da educa????o no pa??s, particularmente, da educa????o superior privada. As constantes transforma????es empreendidas pelos governos e pela sociedade est??o mudando o papel do professor, bem como as fun????es das universidades, conduzindo-os a um processo de adequa????o constante para atender ??s novas demandas e exig??ncias. Assim, a educa????o superior privada encontra-se em busca de modelos de gest??o que possam dar suporte ??s transforma????es contempor??neas que incidem no trabalho docente e na rela????o ensinoaprendizagem. Nessa perspectiva, a presente pesquisa visou estudar os desafios encontrados pelos gestores da educa????o superior privada em seu trabalho, por interm??dio de um estudo explorat??rio ?? luz da teoria da Psicodin??mica do Trabalho. A pesquisa teve um car??ter qualitativo a partir da escuta individual dos gestores e professores de tr??s diferentes Institui????es de Educa????o Superior do Distrito Federal e entorno. A coleta de dados deu-se por meio de entrevista semiestruturada, guiadas por um roteiro com eixos tem??ticos. As entrevistas seguiram tr??s eixos de an??lise, o real e prescrito do trabalho, estrat??gias de defesa individual e sofrimento ??tico no trabalho. Em rela????o ao real e o prescrito destacam-se os imprevistos em sala de aula, as demandas da institui????o, as burocracias e o despreparo dos alunos que chegam ?? educa????o superior e que denunciam a fragilidade da educa????o b??sica. Em rela????o ??s estrat??gias de defesa individual identificou-se a nega????o do sofrimento no trabalho docente evidenciado pela falta de cr??tica em rela????o as contradi????es institucionais e a nega????o da sobrecarga de trabalho. O sofrimento ??tico dos gestores se revelou na medida em que esses profissionais se viram obrigados a agirem contra suas cren??as e, assumiram um discurso institucional em contradi????o com a realidade do trabalho dos professores.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:45:45Z No. of bitstreams: 1 AnaLuizaFernandesMendesDissertacao2016.pdf: 1763394 bytes, checksum: 2eaadba1b596e06095dd84adc203e231 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:45:55Z (GMT) No. of bitstreams: 1 AnaLuizaFernandesMendesDissertacao2016.pdf: 1763394 bytes, checksum: 2eaadba1b596e06095dd84adc203e231 (MD5) / Made available in DSpace on 2017-04-07T12:45:55Z (GMT). No. of bitstreams: 1 AnaLuizaFernandesMendesDissertacao2016.pdf: 1763394 bytes, checksum: 2eaadba1b596e06095dd84adc203e231 (MD5) Previous issue date: 2016-06-17 / This research investigated the management dynamics in a Higher Education Institution (HEI) Private of Bahia western on the demands of the policy of the National Higher Education Evaluation System (Sinaes). This scenery is marked by de regulation, and by the rankings in the higher education. This is a qualitative case study, without giving up the use of quantitative data. The adopted approach is supported in the Policy Cycle contexts (BOWE; BALL; GOLD, 1992) - context of influence, text production and practical context, and the context of practice is the focus of the research. Data was collected through semi-structured interviews with managers of the analyzed HEIs, and questionnaires were applied to their teachers and students. The policy cycle method was used to analyze the Sinaes as a regulatory policy, quality inducer in higher education. The cycle was chosen for allow the articulation of political processes at macro and micro levels. The policy analysis contexts are interconnected, out of time, not linear. The analysis of Sinaes was permeated with some methodological aspects by critical discourse analysis (CDA). In the research it was found that the Sinaes establishes quality criteria, and by the evaluative acts linked concepts to the HEIs. The results revealed the limited knowledge of the managers on the construction context of Sinaes policy. The lack of knowledge by the influence context don???t unfeasible the discussion by Sinaes policy. Teachers and students recognize the text of the policy, but they don???t validate like quality reflex. The managers need to share information and results of the evaluation process, even also they not countersign in its entirety. In practice, they have consciousness of the excessive importance given to the National Examination of Student???s Performance (Enade), although not suitable for measuring quality. However, the indicators are used as instrument to attract students and generate rankings. For managers, the Sinaes is guiding improvements, but requires reinforcing its articulator character, valuing the self-assessment and regional characteristics. / Esta pesquisa investigou as din??micas de gest??o em uma Institui????o de Educa????o Superior (IES) privada do oeste da Bahia diante das demandas do Sistema Nacional de Avalia????o da Educa????o Superior (Sinaes). Esse cen??rio ?? marcado pela regula????o e pelo ranqueamento na educa????o superior. Trata-se de um estudo de caso qualitativo, sem prescindir do uso de dados quantitativos. A abordagem adotada ampara-se nos contextos do Ciclo de Pol??ticas (BOWE; BALL; GOLD, 1992) ??? contexto da influ??ncia, produ????o de texto e contexto da pr??tica, sendo o contexto da pr??tica o foco da pesquisa. Foram realizadas entrevistas semiestruturadas com os gestores da IES analisada, e aplicados question??rios aos seus docentes e discentes. O m??todo do ciclo de pol??ticas foi utilizado para analisar o Sinaes como uma pol??tica de regula????o, indutora de qualidade na educa????o superior. O ciclo foi escolhido por permitir a articula????o dos processos pol??ticos em n??veis macro e micro. Os contextos de an??lise da pol??tica s??o interligados, n??o temporais, n??o lineares. A an??lise do Sinaes foi permeada com o uso de alguns aspectos metodol??gicos da an??lise cr??tica do discurso (ACD). Na pesquisa constatou-se que o Sinaes estabelece crit??rios de qualidade, e mediante os atos avaliativos vincula conceitos ??s IES. Esses conceitos s??o utilizados como ferramentas de marketing para a atra????o de alunos e geram rankings. Ocorre que os componentes do Sinaes s??o homog??neos em um pa??s com um sistema de educa????o heterog??neo. Os resultados da pesquisa revelaram o conhecimento limitado dos gestores sobre o contexto de constru????o da pol??tica do Sinaes. A falta de conhecimento do contexto de influ??ncia do Sinaes n??o inviabilizou a discuss??o sobre a pol??tica. Docentes e discentes reconhecem o texto da pol??tica, mas n??o o validam como reflexo de qualidade. Para os gestores os crit??rios de avalia????o n??o favorecem as IES de pequeno porte, como apontada nas entrevistas. Falta aos gestores compartilharem com a comunidade acad??mica as informa????es e os resultados do processo avaliativo, mesmo que tamb??m n??o o referendem em sua totalidade. No contexto da pr??tica observou-se a excessiva import??ncia dada ao Exame Nacional de Desempenho de Estudantes (Enade), mesmo n??o sendo adequado para medir qualidade. Para os gestores, o Sinaes ?? norteador de melhorias, mas requer que se reforce o seu car??ter articulador, valorizando-se a autoavalia????o e as caracter??sticas regionais.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T13:34:36Z No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T13:35:03Z (GMT) No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) / Made available in DSpace on 2017-05-09T13:35:03Z (GMT). No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) Previous issue date: 2016-10-20 / This study aimed to investigate the advances and challenges in the management process of Integral Education Pilot Project in Full Time (Projeto Piloto de Educa????o Integral em Tempo Integral ??? PROEITI) in a public school in the Federal District. This is a qualitative case study based on the policy cycle method (Bowe; Ball; Gold, 1992; Ball, 1994).This research analyses the full-time education in three contexts: influence, text production and practice. Data were collected by means of document analysis, observation, interviews and focus groups with managers, teachers and students. The results indicate that the PROEITI advanced when extended the offer to all children enrolled in a journey of 10 hours daily. In addition, it allowed the hiring official teachers to work in complementary disciplines and the specific disciplines of computer science and physical education. Data indicate that the three major challenges experienced by managers relate to limitation of funds for the development of the proposed activities by integral education, the lack of continuing education to the teachers and the lack of the physical structure of schools. For the improvement of the Program was suggested more investment in the schools and the development of continued training for professionals that work in full-time schools. The research proposes alternatives to improve the management process in the context of integral education and on the identified challenges point to the a need for integral management model, who thinks and organizes the school considering the networks of local and external actors. Integral management for integral school is democratic and made with all and for all. / O presente estudo investigou os avan??os e desafios no processo de gest??o do Projeto Piloto de Educa????o Integral em Tempo Integral (PROEITI) em uma escola p??blica do Distrito Federal. Trata-se de um estudo de caso qualitativo baseado no m??todo do ciclo de pol??ticas (Bowe; Ball; Gold, 1992; Ball, 1994). Esta pesquisa analisa a educa????o em tempo integral no DF a partir de tr??s contextos: o de influ??ncia, de produ????o de texto e o da pr??tica, sendo o ??ltimo o foco principal do estudo. Os dados foram coletados por meio de an??lise documental, observa????o, entrevistas e grupo focal com gestores, professores e estudantes. Os resultados apontam que o PROEITI avan??ou ao ampliar a oferta para todas as crian??as matriculadas em uma jornada de 10 horas di??rias. Al??m disso, possibilitou a contrata????o de professores concursados para atuar nas disciplinas complementares e nas disciplinas espec??ficas de inform??tica e educa????o f??sica. Os dados indicam que os tr??s maiores desafios vivenciados pelos gestores se relacionam ?? limita????o de verbas para o desenvolvimento das atividades propostas pela educa????o integral, ?? car??ncia de forma????o continuada dos docentes e ?? restri????o de estrutura f??sica das escolas. Para o aprimoramento do Programa foi sugerido mais investimento nas escolas e o desenvolvimento de uma forma????o continuada para os profissionais que atuam nas escolas de tempo integral. A pesquisa prop??e alternativas para o aperfei??oamento do processo de gest??o no contexto da educa????o integral e diante dos desafios identificados aponta para a necessidade de um modelo integral de gest??o, que pensa e organiza a escola considerando as redes de atores locais e externos. A gest??o integral para a escola integral ?? democr??tica e feita com todos e para todos.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-25T20:28:59Z No. of bitstreams: 1 KarlaCristinaSilvaSousa_TESE.pdf: 2754940 bytes, checksum: 5dde7b6917c12c561613a8f66446dc9e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-25T23:02:55Z (GMT) No. of bitstreams: 1 KarlaCristinaSilvaSousa_TESE.pdf: 2754940 bytes, checksum: 5dde7b6917c12c561613a8f66446dc9e (MD5) / Made available in DSpace on 2016-08-25T23:02:55Z (GMT). No. of bitstreams: 1 KarlaCristinaSilvaSousa_TESE.pdf: 2754940 bytes, checksum: 5dde7b6917c12c561613a8f66446dc9e (MD5) Previous issue date: 2015-12-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O objetivo desta tese foi analisar a gest?o educacional das Secretarias Municipais dc Educado (SEMEDs) de munic?pios maranhenses a partir do PAR (2007-2011), evidenciando o papel da Uni?o nesta politica. Parte-SC do pressuposto de que o governo federal brasileiro n?o e uma democracia constrangida em rela??o a seus subgovemos nacionais, o que o faz legislar em primazia pol?ticas educacionais como o PAR que interfere na gest?o educacional dos subgovernos nacionais, transformando-a em meros executora. Neste sentido, o PAR cerceia a autonomia destes e superimp?e a gest?o por resultada como par?metro para a melhoria da qualidade da educa??o. 1)e modo a desenvolver o hipot?tico em tela adotou-se a Ci?ncia Politica enquanto balizaste te?rica, representada pela Teoria do Federalismo enquanto pacto que premissa u modelo cooperativo de federalismo como a melhor fona dc governo por permitir a tomada de decis?es conjuntas a partir da n?o centraliza??o do poder. Utilizou-se enquanto m?todo o materialismo hist?rico dial?tico o qual pri.."sup?e a totalidade e contradi??o como forma de entendimento do fen?meno que n?o se manifesta de modo direto em sua ess?ncia, mas que pode ser analisado a partir destas categorias que permitem dinterpreta??o do real. Para tanto, as t?cnicas utilizadas foram a entrevista semiestruturada e an?lise documental com a triangula??o dos dados. O campo empirico do estudo foi composto por 04 (quatro) ntunicipios maranhenses que obedeceram aos seguintes crit?rios: I. Ser municipio constante na Resolu??o n 29/2007 do FNDE; 2. Apresentar os menores indicadores de gest?o educacional a partir do diagn?stico in loco do PAR; 3. Apresentar os menores indica de gest?o de finan?as tendo por base o diagn?stico in loco do PAR. Os resultados da pesquisa sugerem que o PAR n?o efetiva a gest?o por resultados proposta em suas normativas legais e nem as SEMEDs conseguem propor sua concep??o de gest?o educacional, criando um hibridismo que ora pende para o genmeialisno perfomiatividade, um para a burocracia, ora para total atua??o descoordenada e desarticulada. Ene rela??o ? gest?o proferida pelas SEMEDs a tese mostra que estas institui??es n?o possuem uma concep??o pr?pria de gest?o educacional e acabam atuando de forma descoordenada e desarticulada. A tese concluiu que o PAR ? uma superimposi??o do governo federal aos subgovcmos nacionais que conflito com as formas de gest?o destas institui??es acostumas com uma l?gica menos gereneial. Esta superimposi??o faz a Uni?o ser o centro do federalismo brasileiro que ? na realidade um pacto incompleto. / The main purpose of this thesis was to analyze educational management of Municipal Departments of Education (SEMED?s) of cities in Maranh?o inserted in the Plan of Articulated Actions (2007- 2011). We evidence the role of Union in that public policy. The leading argument is that Brazilian federal government is not demos constraining in relation to its national sub-governments, what makes the central government to enforce, primarily, educational politics like PAR. This kind of politics interferes in the educational management by national sub-governments, turning them into mere executors. By turning them into mere executors, PAR limits their autonomy and over imposes the results-based management as a parameter to improve the education quality. In order to develop the hypothesis, we adopted Political Science as theoretical basis, represented by Federalism Theory as pact which premise is the cooperative pattern of federalism as being the best form of government because it allows a joint decision-making process from the idea of no centralization of power. The methodology was historical materialism, which assumes the totality and contradiction as a form to understand the phenomenon that does not express in direct way its existence, but can be analyzed from such categories that made possible to interpret the reality. So, we used as tools the semistructured interview and documental analyses with triangulation of data. The empirical basis of the research is 04 (four) cities in Maranh?o that obey the following criteria: 1. The municipality has to be assigned on the FNDE Resolution n? 29/2007; 2. To present the lowest educational management indexes from the diagnosis made in loco by PAR; 3. To present the lowest financial management indexes based on the diagnosis in loco by PAR. The results suggest that PAR does not effect a resultbased management which are proposed in its legal rules neither the SEMEDs can propose their conception of educational management. That situation creates a hybridism that sometimes turns to managerialism and performativity, sometimes to bureaucracy, sometimes to a total uncoordinated and unarticulated action. In relation to SEMEDs management, this thesis shows that these institutions have no own conception about educational management and end up acting in an uncoordinated and unarticulated way. The thesis concludes that PAR is an over imposition by federal government towards national sub-governments that conflicts with management patterns of those institutions that are used to a less managerial logic. This over imposition makes the Central government to be the center of Brazilian federalism, which is in reality an incomplete pact.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T15:27:04Z No. of bitstreams: 1 GerlaneDaSilvaAvelinoSantos_DISSERT.pdf: 2686210 bytes, checksum: 2586b87075e661f406364c6d233c0427 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-15T15:06:22Z (GMT) No. of bitstreams: 1 GerlaneDaSilvaAvelinoSantos_DISSERT.pdf: 2686210 bytes, checksum: 2586b87075e661f406364c6d233c0427 (MD5) / Made available in DSpace on 2018-03-15T15:06:22Z (GMT). No. of bitstreams: 1 GerlaneDaSilvaAvelinoSantos_DISSERT.pdf: 2686210 bytes, checksum: 2586b87075e661f406364c6d233c0427 (MD5) Previous issue date: 2017-07-28 / Este estudo ? um recorte da pesquisa nacional intitulada ?Avalia??o do Plano de A??es Articuladas: um estudo nos munic?pios do Rio Grande do Norte, Par? e Minas Gerais, no per?odo de 2007 a 2012? e analisa a implanta??o dos Conselhos Escolares no munic?pio de Riachuelo/RN tomando como refer?ncia as a??es e estrat?gias previstas em seu Plano de A??es Articuladas (PAR), no per?odo de 2007 a 2011. Parte do pressuposto que a viabiliza??o da gest?o democr?tica da educa??o ? dificultada, entre outros motivos, pela ambiguidade existente entre os fundamentos da gest?o praticada pelos ?rg?os formuladores da pol?tica educacional e as suas proposi??es para a sistematiza??o das redes p?blicas de ensino de estados e munic?pios. O PAR, como instrumento de planejamento, procurou sistematizar: a gest?o educacional; a forma??o de professores e de profissionais de servi?o e apoio escolar; as pr?ticas pedag?gicas e avalia??o; e a infraestrutura f?sica e os recursos pedag?gicos. Este trabalho destaca a ?rea da gest?o da educa??o, mais especificamente, a da gest?o democr?tica da educa??o tomando como eixo norteador a an?lise da implanta??o dos Conselhos Escolares no munic?pio de Riachuelo/RN a partir do indicador ?Exist?ncia e funcionamento de Conselhos Escolares?. Para a realiza??o da pesquisa, toma por base o referencial te?rico hist?rico dial?tico e utiliza a abordagem de pesquisa qualitativa. O trabalho evidencia que houve uma evolu??o na situa??o do munic?pio no que se refere ? implanta??o dos Conselhos Escolares quando se compara o per?odo estudado de 2007-2011 com o PAR (2011-2014). Evidencia uma a??o indutiva da equipe da Secretaria de Educa??o, no sentido de mobiliza??o das escolas para implanta??o de Conselhos Escolares, por?m, de forma muito t?mida. Esse fato, aliado ? cultura de centralidade decis?ria por parte do gestor municipal, dificulta, no munic?pio, a implementa??o dos Conselhos Escolares como mecanismos de fortalecimento de participa??o e decis?o coletiva, que possibilitam a democratiza??o do processo educativo. / This study analyzes creation of School Council in the Riachuelo/RN city referring to the actions and strategies presented in the Articulated Actions Plan (PAR), from 2007 to 2011. It considers democratic management flux becomes more difficult, among other reasons, by the ambiguity between management basements that is a practice to the formulators of educational politic institutions and their proposals to the systematization public chain in the states and cities. Par, as a planning tool, aims systematizes: educational management; teachers and scholar support professionals training; pedagogical practices and evaluation; physical structure and pedagogical resources. This research detaches education management, specifically, educational democratic management in Riachuelo/RN city focusing on indicator ?Existence and operation of School Councils?. To realize this research, the theoretical base is dialectical historical and uses qualitative approach. This work detaches an evolution referring to the creation of Scholar Councils in this city when compares 2007-2001 period to Par (2011-2014). It shows an inductive action by Education Secretary staff to stimulates schools in the creation of School Councils, but in a subtle way. In addition to the municipal manager culture of centrality decision, this fact hampers creation of Scholar Councils in the city as a mechanism to reinforce collective participation and decision, important to realize democratization of educative process.

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 Kelson (kelson@ucb.br) on 2016-07-27T17:52:16Z No. of bitstreams: 1 MurilloAlencarBezerraDissertacao2015.pdf: 1548034 bytes, checksum: d2478839bd812cf3a5624f4b24202003 (MD5) / Made available in DSpace on 2016-07-27T17:52:16Z (GMT). No. of bitstreams: 1 MurilloAlencarBezerraDissertacao2015.pdf: 1548034 bytes, checksum: d2478839bd812cf3a5624f4b24202003 (MD5) Previous issue date: 2015-09-14 / The assessment is an action increasingly present in educational and social policies. The mobilization and community integration to participate in the schooling process, their objectives and their actions make up challenges from such policies. It attempts to assess its actors and processes as well as analyze the results obtained from internal and external evaluations in the search for solutions to the problems identified. This study evaluated the partial results of Integral Education Pilot Project in Full Time (Projeto Piloto de Educa????o Integral em Tempo Integral- PROEITI in Portuguese) for the basic education of public schools in Distrito Federal. This qualitative research, was exploratory and descriptive, based on document analysis, semi-structured interviews and direct observation. Besides principals??? perceptions on implementation conditions and goals??? achievement, indicator analysis focused on possible results, recommending concrete actions for achieving the program???s objectives. Schools revealed efforts, adaptations and limited resources, suggesting a commitment of these educational spaces, which often become hostages of their own reality. The program, in fact, expanded access and school time, however, it had not attained other goals. Its challenge was the more lacking the community was, the more modest the apparent resources and results were, suggesting a regressive allocation of public resources. Education quality, based on significant resource increase and corrrect allocation to enable minimum conditions that favor the dignity of educational performers and the results of academic success and effective management. / A avalia????o ?? uma a????o cada vez mais presente nas pol??ticas p??blicas educacionais e sociais. A mobiliza????o e a integra????o da comunidade para participar do processo escolar, dos seus objetivos e das suas a????es comp??em desafios dessas pol??ticas. Procura avaliar seus atores e processos, assim como analisar os resultados obtidos em avalia????es internas e externas na busca por solu????es aos problemas detectados. Este trabalho avaliou os resultados parciais do Projeto Piloto de Educa????o Integral em Tempo Integral- PROEITI, para a educa????o b??sica da rede escolar p??blica do Distrito Federal. A metodologia de pesquisa utilizada foi qualitativa, do tipo explorat??rio de car??ter descritivo que, por meio de an??lise documental, realiza????o de entrevistas semiestruturadas e observa????o direta, descreve as percep????es dos diretores de escolas quanto ?? exist??ncia das condi????es b??sicas para a sua execu????o e o alcance dos seus objetivos; relaciona os indicadores de desempenho da Educa????o B??sica com as estrat??gias, execu????o e resultados parciais do Programa, e recomenda a????es concretas para o Programa alcan??ar seus objetivos. Os cen??rios compreendem um contexto de esfor??o, adapta????es e limita????o de recursos, sugerindo um comprometimento desses espa??os educativos, que muitas vezes ficam ref??ns da sua pr??pria realidade. Revelou um processo de conquistas quantitativas, em linearidade, oscilando no alcance dos resultados de avalia????es externas e aqu??m dos objetivos e metas do Programa. Constatou que, quanto mais carente era a comunidade, mais modestos eram os recursos aparentes e os resultados, sugerindo uma distribui????o regressiva de recursos p??blicos. O desafio ?? promover, de modo efetivo, equ??nime e em ritmo mais acelerado a qualidade da educa????o a partir do aumento significativo e da correta aplica????o dos recursos para viabilizar condi????es m??nimas que favore??am a dignidade dos atores educacionais e os resultados de sucesso escolar e gest??o efetiva.