Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T21:05:23Z No. of bitstreams: 1 DanielaCunhaTerto_TESE.pdf: 1532982 bytes, checksum: 81aa7f5eee6baed2102019ae2b15f918 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T20:29:03Z (GMT) No. of bitstreams: 1 DanielaCunhaTerto_TESE.pdf: 1532982 bytes, checksum: 81aa7f5eee6baed2102019ae2b15f918 (MD5) / Made available in DSpace on 2017-11-24T20:29:04Z (GMT). No. of bitstreams: 1 DanielaCunhaTerto_TESE.pdf: 1532982 bytes, checksum: 81aa7f5eee6baed2102019ae2b15f918 (MD5) Previous issue date: 2017-03-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente Tese analisa as rela??es intergovernamentais entre a Uni?o e o munic?pio de Riachuelo/RN no ?mbito do Plano de A??es Articuladas ? PAR (2007-2011), buscando compreender se o inter-relacionamento pactuado no Plano foi capaz de fortalecer a gest?o democr?tica na rede de ensino do munic?pio de Riachuelo. O PAR ? uma pol?tica de planejamento e gest?o dos sistemas de ensino, implementada nos munic?pios, estados e Distrito Federal em colabora??o com a Uni?o visando ? melhoria da qualidade da educa??o b?sica. Essa tese assume como referencial te?rico-metodol?gico o materialismo hist?ricodial?tico. Compreende-se que pensar a inter-rela??o entre os diferentes n?veis de governo na execu??o de pol?ticas educacionais, implica consider?-las no plano da historicidade e das contradi??es, como parte de uma totalidade maior, constitu?da por uma rela??o insepar?vel entre o estrutural e o conjuntural. Como procedimentos t?cnicos de pesquisa, foram utilizados a revis?o da literatura, a an?lise documental e a realiza??o de entrevistas semiestruturadas com membros da equipe t?cnica local de elabora??o do PAR de Riachuelo. Os resultados evidenciam que ainda que o PAR tenha sido concebido sob a perspectiva do regime de colabora??o, este Plano se caracteriza mais como uma pol?tica induzida pelo governo central, caracterizando assim inger?ncia da Uni?o sob os demais entes da federa??o. Na trajet?ria da federa??o brasileira h? um predom?nio do governo central, inclusive na proposi??o de pol?ticas p?blicas, cuja ades?o volunt?ria dos demais entes federados ? refor?ada por suas baixas capacidades arrecadat?ria e t?cnica, tornando-os dependentes da assist?ncia t?cnica e financeira da Uni?o, o que provoca o desequil?brio das rela??es entre os governos nas arenas decis?rias. Ao aderir ao PAR, os munic?pios se comprometem a avaliar a gest?o educacional, pactuando a??es que visam fortalecer a gest?o democr?tica nas redes de ensino, tais como a cria??o de ?rg?os colegiados, de planos municipais de educa??o, de projetos pedag?gicos e escolha de diretores escolares. No munic?pio de Riachuelo, concluiu-se que o PAR foi formulado e executado tendo como par?metro os princ?pios da gest?o gerencial, modelo antag?nico ? gest?o democr?tica. Foi estabelecido por meio de um contrato de gest?o e foram institu?das novas formas de controle da execu??o do Plano. Apesar de seu car?ter gerencial, pode-se concluir que o PAR trouxe melhorias para o sistema de educa??o de Riachuelo. Alterou a l?gica patrimonialista predominante na assist?ncia da Uni?o aos munic?pios e favoreceu, ainda que timidamente, a gest?o democr?tica no munic?pio ao instituir mecanismos capazes de ampliar os espa?os de autonomia, participa??o e descentraliza??o do sistema de ensino e das escolas. A contribui??o, contudo, ocorreu em pequena escala, pois se consubstanciou em a??es fragmentadas e sem a efetiva participa??o da comunidade escolar. A consolida??o da gest?o democr?tica em Riachuelo ?, portanto, tarefa que n?o se esgota com a proposi??o de uma pol?tica de governo pontual como o PAR, pois demanda mudan?as estruturais que est?o al?m das possibilidades do Plano. / This present thesis analyzes the relationship between the Union and Riachuelo/RN city in relation to Plano de A??es Articuladas ? PAR (?Articulated Actions Plan?; 2007-2011), searching for understanding if this inter-relationship colluded in that Plan was able to strengthen the democratic management on the teaching network at Riachuelo. PAR refers to politics of planning and management of teaching systems, implemented at cities, states and Federal District in cooperation to the Union aiming to improve elementary and high school teaching quality. This take as theoretical and methodological the materialism historicaldialectical mechanism. We understand that thinking an inter-relation among several levels of the government in the accomplishment of education politics in the case of PAR implies considering it a plan in historicity and in its contradictions as part of a larger entirety, build by an inseparable relationship between the structure and the conjunctural ones. As technical procedures for researching we used the literature review, the documental analyzes and we have made interviews semi-structured with members of the local technical staff that elaborated Riachuelo?s PAR. The results made clear that even if PAR had been made as a cooperative administration perspective between federated parts and this plan, it could be characterized more as a policy incited for the central government with actions that are predetermined so that the other federative parts do not have the autonomy to change the political design. This way it characterizes a meddling of the Union upon the other federative parts. In Brazilian federative history, there is always a predominance of the central government including in the proposal of public politics, whose voluntary adhesion of the other federative parts is reinforced for its low-income levy and low technical capacity making them dependents of the technical and financial assistance of the Union. This provokes unbalance of relations among government parts on the decisive fields. As they adhere to PAR, cities are committed to evaluate the education management, associating actions that aim to strengthen the democratic management in teaching network, such as the creation of collegial organ, city plans for education, pedagogical projects and the election of school principals. In Riachuelo city, we could conclude that PAR was build and executed having a parameter of the principals of technical management, antagonist model to democratical management. A management contract and was established and it was set new forms of controlling of the plan execution. Despite of its management character we concluded that PAR bought up better quality for the educational system of Riachuelo. The interrelations established between the city and Union by Plano de A??es Articuladas from 2007 to 2011 were positive in the sense they changed the patrimonial logic that predominates at the Union assistance for the cities, and it also strengthen otherwise timidly the democratic management in the city, by imposing arrangements capable of expanding autonomy spaces, partnership and decentralizing of the teaching system and of schools. However, the contribution occurred in a smaller scale, since it substantiated in fragmented actions and without the effective participation of the school community. The consolidation of the democratical management in Riachuelo city as well is therefore a task that is not finished with the proposition of punctual government politics as it is in PAR, because it demands structural changes that are beyond Plans possibilities.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-03T17:19:04Z No. of bitstreams: 1 2016 - L?o Manso Ribeiro.pdf: 2045163 bytes, checksum: b33674eb288f4cea0f42bbb60c8a5a04 (MD5) / Made available in DSpace on 2017-08-03T17:19:04Z (GMT). No. of bitstreams: 1 2016 - L?o Manso Ribeiro.pdf: 2045163 bytes, checksum: b33674eb288f4cea0f42bbb60c8a5a04 (MD5) Previous issue date: 2016-02-23 / We believe that the education management model presented by the government of Rio de Janeiro State transfers to teachers all responsibility for problems faced in education. The logic established by this new paradigm is based on a productivist vision and does not establish a proposal for public education guided by an emancipatory practice, that is, to enable students to understand their reality, showing only concern with the improvement of the indexes provided by the state network teaching the assessments established by the Ministry of Education (MEC). The choice for this research demonstrates our interest in contributing to the investigation into the current model of school management of the State Schools of Rio de Janeiro that determines restructuring the work of teachers. The relevance of this research directs to the expansion of knowledge about the reactions that teachers of Ciep Brizol?o 175 Jos? Rego Lins have in relation to the implementation of managerialism as a new paradigm of management of school work in the State Network of Rio State Education from January. For data collection, we use the following instruments: analysis of primary literature sources; analysis of secondary sources; application of a questionnaire with open questions and multiple choice (closed); interviews with key informants and field diary. We find that the social, political and economic management of this new paradigm of school work, conduct search students (workers) a conformation regarding the structure of contemporary society. And because of this, a significant number of teachers as well as the management team, have huge critical to the implementation of GIDE due to her focus the results to be achieved in IDEB instead of seeking to develop a management model that provides students the ability to become emancipated individuals. / Consideramos que o modelo de gerenciamento da educa??o apresentado pelo governo do Estado do Rio de Janeiro transfere aos professores toda a responsabilidade pelos problemas enfrentados na educa??o. A l?gica estabelecida por este novo paradigma ? fundamentada numa vis?o produtivista e n?o estabelece uma proposta de educa??o p?blica orientada por uma pr?tica emancipadora, ou seja, que permita aos estudantes compreender a sua realidade, demonstrando apenas preocupa??o com a melhora dos ?ndices apresentados pela rede estadual de ensino nas avalia??es estabelecidas pelo Minist?rio da Educa??o (MEC). A escolha por essa pesquisa demonstra nosso interesse em contribuir com as investiga??es sobre o atual modelo de gest?o escolar da Rede Estadual de Ensino do Rio de Janeiro que determina uma reestrutura??o no trabalho dos professores. A relev?ncia desta pesquisa direciona-se ? amplia??o do conhecimento a respeito das rea??es que os docentes do Ciep Brizol?o 175 Jos? Lins do Rego possuem em rela??o ? implanta??o do gerencialismo como novo paradigma da gest?o do trabalho escolar na Rede Estadual de Educa??o do Estado do Rio de Janeiro. Para levantamento de dados, nos utilizamos dos seguintes instrumentos: an?lise de fontes bibliogr?ficas prim?rias; an?lise de fontes secund?rias; aplica??o de um question?rio com quest?es abertas e de m?ltipla escolha (fechadas); entrevista com informante-chave e um di?rio de campo. Constatamos que o significado social, pol?tico e econ?mico deste novo paradigma de gest?o do trabalho escolar, busca conduzir os estudantes (trabalhadores) a uma conforma??o em rela??o a estrutura da sociedade contempor?nea. E, em fun??o disso, um n?mero expressivo de professores como tamb?m da equipe gestora, possuem enormes cr?ticas ? implanta??o da GIDE em decorr?ncia dela privilegiar os resultados a serem alcan?ados no IDEB ao inv?s de procurar desenvolver um modelo de gest?o que forne?a aos estudantes a capacidade de tornarem-se indiv?duos emancipados.