Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-01-02T10:31:41Z No. of bitstreams: 1 Disserta??o - Giliane Santos Araujo.pdf: 1275624 bytes, checksum: 2025598082e6f97e6c7e95d45aefcd61 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-01-02T15:35:39Z (GMT) No. of bitstreams: 1 Disserta??o - Giliane Santos Araujo.pdf: 1275624 bytes, checksum: 2025598082e6f97e6c7e95d45aefcd61 (MD5) / Made available in DSpace on 2018-01-02T15:46:18Z (GMT). No. of bitstreams: 1 Disserta??o - Giliane Santos Araujo.pdf: 1275624 bytes, checksum: 2025598082e6f97e6c7e95d45aefcd61 (MD5) Previous issue date: 2017-08-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation intended to analyze the conception and effectuation of the democratic management in municipal schools of the Elementary School in Porto Alegre/RS in 2016. Thus, we present the theoretical conceptions that ground the democratic management. In what follows, we talk about its legal setup and, finally, its social practices. This study performs a qualitative research based on the Historical and Dialectical Materialism as a method for the investigation of reality. We developed two types of research, first, a documental research (by analyzing the legislations that define and regulate the democratic management in schools in federal and municipal scopes between the years of 1988 to 2016); and second, an empirical research (we collected data from three schools defined at random). The interviewed subjects were the representatives of each segment that compounds the school board: teachers, employees, students and their parents, and the director of each school. Based on the realized reflections, we came up with the following results: the democratic management is conceived as a horizontal process enabling the interference of employees and users in the decisions, which makes participation the main management resource. However, its effectiveness is limited by the needs of reproduction of the capitalist way of production. Thus, the insufficiency and/or absence of available resources (human and financial materials) is one of the main challenges in the process of democratization in the education policy. / A presente disserta??o buscou analisar a concep??o e a efetiva??o da gest?o democr?tica nas escolas municipais de Ensino Fundamental em Porto Alegre/RS no ano de 2016. Desse modo, apresenta, num primeiro momento, as concep??es te?ricas que fundamentam a gest?o democr?tica. Em seguida, aborda-se sua configura??o legal e, por fim, suas pr?ticas sociais. Este estudo, de natureza qualitativa se pautou no Materialismo Hist?rico e Dial?tico enquanto m?todo para a compreens?o da realidade. Foi desenvolvida pesquisa documental (atrav?s da an?lise de legisla??es que definem e regulamentam a gest?o democr?tica nas escolas em ?mbito federal e municipal no per?odo de 1988 a 2016); e pesquisa emp?rica (cuja coleta de dados foi realizada em tr?s escolas, definidas por sorteio). Os sujeitos entrevistados foram as (os) representantes de cada segmento que comp?em o Conselho Escolar: professoras (es), funcion?rias (os), estudantes e pais/m?es e o (a) diretor(a) de cada escola. Com base nas reflex?es realizadas, chegou-se aos seguintes resultados: em linhas gerais, a gest?o democr?tica ? concebida como um processo mais horizontalizado, por possibilitar a interfer?ncia de trabalhadoras (es) e usu?rias (os) nas decis?es, constituindo-se, a participa??o como principal recurso gerencial. Entretanto, sua efetiva??o ? limitada pelas necessidades de reprodu??o do modo de produ??o capitalista. Nesse sentido, a insufici?ncia e/ou aus?ncia de recursos dispon?veis (materiais, humanos e financeiros), constituem-se como uns dos principais desafios do processo de democratiza??o na pol?tica educacional.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-04-25T18:51:59Z No. of bitstreams: 1 2016 - Shirlene Consuelo Alves Barbosa.pdf: 1131547 bytes, checksum: 102d37cc70c7d60e32c2eba99aac7509 (MD5) / Made available in DSpace on 2017-04-25T18:51:59Z (GMT). No. of bitstreams: 1 2016 - Shirlene Consuelo Alves Barbosa.pdf: 1131547 bytes, checksum: 102d37cc70c7d60e32c2eba99aac7509 (MD5) Previous issue date: 2016-03-31 / This dissertation investigates how the democratic management is embedded in normative documents and inside Technological Educational Institutes, in State schools in Rio de Janeiro, focusing on Foundation of Support to Technical School (FAETEC). In this study the advances of educational policy will be discussed concerning the incorporation of the principle of democratic management in public system, since the Federal Constitution of 1988 until the PNE (the National Education Plan) of 2001 and, more specifically, in 2014. In this research, we try to identify how the question of participation has been incorporated by the FAETEC schools, analyzing the rules o the school councils. This study is concerned with the consolidation of the democratic management in this Institution and its branches, according to the Federal Constitution of 1988, the LDB (Brazilian Educational System) and to the National Education Plan. The implementation of School councils in Public schoolsis believed to represent a privileged forum to actualize the participation and the democratic management, besides promoting changes towards the participation of the school community into the decisions made there. It's intended, in the first place, to analyze how FAETEC was leading the implementation of the democratic management, the role of participation and the establishment of School councils in its branches in order to find out if the strategies and goals defined by the PNE were being accomplished. More specifically, this work claims to: (1) Analyze the power structure and how the decisions are made, according to the rules of the aforementioned institution; (2) Identify the obstacles that burden the proper implementation of actions oriented by participation nature and (3) Describe how the institution is organized to accomplish the pro participation demanded by the guidelines that can be found on the Federal Constitution/1988, LDB/1996 and the PNE/2014. A weak participation of the school community can be identified when the decisions are made, which lead to centralization of the power benefiting only the local managers. Although the professionals seem to comprehend the importance of the democratic management, the documents analyzed show how some behaviors try cover the lack of participation by the school community, even with democratic speeches and principles being announced as they were being applied. It's been concluded that the institutionalization of the School Council is guaranteed by legal documents, but it does not assure the proper establishment of it. It's understood that FAETEC was conceived taking into consideration the educational policies of the federal government, thus, it's identified that this institution has a ?hybrid? conception, in other words, its organization system follows the changes of the federal technical education and this hybridization may represent another defying factor to the consolidation of the democratic management. / Esta disserta??o investiga como a gest?o democr?tica se insere em documentos normativos e nas institui??es dedicadas ? educa??o profissional tecnol?gica, na rede estadual do Rio de Janeiro, focalizando a Funda??o de Apoio ? Escola T?cnica (FAETEC). Neste trabalho discutimos os avan?os da pol?tica educacional no que se refere a incorpora??o do princ?pio da gest?o democr?tica da educa??o p?blica, a partir da Constitui??o Federal de 1988, na LDB, e por fim, no Plano Nacional de Educa??o, de 2001, e mais especificamente de 2014.Nesta pesquisa, buscamos identificar como a tem?tica da participa??o tem sido incorporada pela rede FAETEC, atrav?s da an?lise de suas normativas, por meio dos conselhos escolares. Nosso estudo se preocupa com a consolida??o da gest?o democr?tica na institui??o e em suas unidades, conforme prev? a Constitui??o Federal de 1988, a Lei de Diretrizes e Bases da Educa??o, bem como o Plano Nacional de Educa??o. Partimos do entendimento deque os conselhos escolares s?o uma inst?ncia privilegiada na efetiva??o da participa??o e da gest?o democr?tica e que sua implanta??o e funcionamento nas escolas p?blicas promovem mudan?as na cultura pol?tica organizacional no sentido de estimular a participa??o da comunidade escolar. Objetivamos, inicialmente, analisar como a FAETEC estava conduzindo o processo de implanta??o da gest?o democr?tica e qual o papel da participa??o, em sentido lato e dos conselhos escolares, mais especificamente, nas suas unidades, face ?s metas e estrat?gias previstas para a gest?o democr?tica da educa??o p?blica no atual PNE. De forma mais espec?fica, s?o objetivos deste trabalho: (1) Analisar a estrutura de poder e os processos decis?rios, segundo as normativas da institui??o investigada; (2) Identificar quais s?o os principais obst?culos encontrados para a defini??o e implementa??o de a??es de car?ter participativo na institui??o e (3) Descrever como a institui??o se organiza para atuar conforme ?s diretrizes pr?-participa??o presentes na Constitui??o Federal/1988, LDB/1996 e PNE/2014. Identificamos uma t?mida participa??o da comunidade escolar nas tomadas de decis?es e, de certa forma, beneficiando os processos de centraliza??o de poder e os atores que est?o como gestores locais. Embora os profissionais demonstrem compreens?o da import?ncia da gest?o democr?tica, percebemos nos documentos analisados que a par de princ?pios e discursos democr?ticos persistem pr?ticas que mascaram e encobrem a aus?ncia de participa??o da comunidade escolar nos processos decis?rios. Conclu?mos que a institucionaliza??o do Conselho Escolar ? garantida pelos documentos legais, mas isso n?o assegura a efetiva??o dos conselhos escolares. Inferimos que a FAETEC foi concebida levando em considera??o as pol?ticas educacionais do governo federal, assim, identificamos que esta institui??o tem uma concep??o "h?brida", ou seja, sua forma de organiza??o acompanha as mudan?as do ensino t?cnico federal e essa hibridiza??o pode ser considerada como mais um fator desafiante na consolida??o da gest?o democr?tica.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-26T18:00:58Z No. of bitstreams: 1 2017 - Alain Roel Rodrigues dos Santos.pdf: 765337 bytes, checksum: 201a68a77cab18334ccd03894ec172b9 (MD5) / Made available in DSpace on 2018-09-26T18:00:58Z (GMT). No. of bitstreams: 1 2017 - Alain Roel Rodrigues dos Santos.pdf: 765337 bytes, checksum: 201a68a77cab18334ccd03894ec172b9 (MD5) Previous issue date: 2017-03-21 / This study aimed to investigate the democratic processes that guide the management of the Acre Municipal School, from the point of view of managers, teachers and counselors. Specifically, some objectives were outlined, such as: identifying the strategic management model adopted at Acre Municipal School; To verify if institutional indicators are being reached after the adoption of democratic management; To identify in the Political Pedagogical Project in organizational aspects that subsidize and define the structure of a democratic management model and to discuss with the subjects involved in the research, the mechanisms for the implementation of democratic management in the school in order to achieve the objectives, a research was carried out of a qualitative nature, in which interrogation techniques were applied from individual semi-structured questionnaires for managers, teachers and counselors. The data gathered show that the democratic processes that guide the management of the Acre Municipal School are based on deliberative procedures, although the verticalization of government decisions still constitutes a major obstacle to school and community decision making. Despite government decisions, institutional indicators have been reached since the adoption of democratic management, since school management through deliberative bodies such as the School Council, parents and teachers, public consultation and plenary sessions seeks to hear the Needs and to emphasize what the community is really considered to be a priority. We identified in the Political Educational Project the Class Council, meeting of parents and teachers, public consultation and plenary are the means that subsidize and define the structure of the democratic management model adopted by the Acre school. We conclude that the school Acre seeks to develop a model of democratic management, which despite the vertical regulations of the municipal executive, seeks ways to make decision-making an event for all. That the administrative and pedagogical team seek means for the management of the school to take place in a participatory and democratic manner. However, we believe that participatory school management requires deliberate autonomy in school. / Este estudo teve como objetivo investigar os processos democr?ticos que norteiam a gest?o da Escola Municipal Acre, do ponto de vista dos gestores, professores e conselheiros. Em termos espec?ficos delinearam-se alguns objetivos, tais como: identificar o modelo de gest?o estrat?gica adotada na Escola Municipal Acre; verificar se os indicadores institucionais est?o sendo alcan?ados a partir da ado??o da gest?o democr?tica; identificar no Projeto Pol?tico Pedag?gico aspectos organizacionais que subsidiam e definem a estrutura de um modelo de gest?o democr?tica e discutir com os sujeitos envolvidos na pesquisa, os mecanismos para a efetiva??o da gest?o democr?tica na escola de modo a consecu??o dos objetivos, realizou-se uma pesquisa de natureza qualitativa, na qual foram aplicadas t?cnicas de interroga??o a partir de question?rios individuais semiestruturado destinados aos gestores, professores e conselheiros. Os dados levantados revelam que os processos democr?ticos que norteiam a gest?o da Escola Municipal Acre s?o baseados em procedimentos deliberativos, muito embora, a verticaliza??o das decis?es governamentais ainda se constitua um grande obst?culo para as tomadas de decis?es sobre a escola, e a comunidade, que apesar das decis?es governamentais verificou-se que os indicadores institucionais est?o sendo alcan?ados a partir da ado??o da gest?o democr?tica, uma vez que, a gest?o escolar mediante inst?ncias deliberativas como Conselho de Classe, reuni?o de pais e mestres, consulta p?blica e plen?rias busca ouvir as necessidades e dar ?nfase naquilo que ? realmente considerado como priorit?rio a comunidade. Identificamos no Projeto Pol?tico Pedag?gico o Conselho de Classe, reuni?o de pais e mestres, consulta p?blica e plen?rias s?o os meios que subsidiam e definem a estrutura do modelo de gest?o democr?tica adotado pela escola Acre. Conclu?mos que a escola Acre busca desenvolver um modelo de gest?o democr?tica, que apesar das normativas verticalizadas do executivo municipal, busca meios para fazer com que as tomadas de decis?es sejam um acontecimento de todos. Que a equipe administrativa e pedag?gica busca meios para que a gest?o da escola aconte?a de maneira participativa e democr?tica. Entretanto, entendemos que a gest?o escolar participativa necessita que haja autonomia na escola, de forma deliberada.

Data de aprova??o ausente. / Na folha de rosto consta - Marcus Vin?cius Guelpeli (Coordenador). / A orientadora do trabalho n?o mencionada na lista da folha de aprova??o. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-10T14:49:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luna_ceci_oliveira_cantuaria.pdf: 1202090 bytes, checksum: 5590a2bed01b9c396f1ba696673536e0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:30:13Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luna_ceci_oliveira_cantuaria.pdf: 1202090 bytes, checksum: 5590a2bed01b9c396f1ba696673536e0 (MD5) / Made available in DSpace on 2017-05-16T18:30:13Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luna_ceci_oliveira_cantuaria.pdf: 1202090 bytes, checksum: 5590a2bed01b9c396f1ba696673536e0 (MD5) Previous issue date: 2016 / Desde o processo de redemocratiza??o no final da d?cada de 1980, e principalmente ap?s a promulga??o da LDB 9394/96, as escolas p?blicas brasileiras v?m passando por um processo de reorganiza??o, alinhada com os princ?pios da gest?o democr?tica previstos no artigo 14 da referida lei. Nesse contexto, o Instituto Federal do Norte de Minas Gerais, criado gra?as a unifica??o da Escola Agrot?cnica Federal de Salinas e do Centro Federal de Educa??o Tecnol?gica de Janu?ria tem sua estrutura organizacional orientada por esses princ?pios, uma vez que, a Lei n? 11.892/2008 que criou os institutos federais prev? o Conselho Superior e o Col?gio de Dirigentes, dois ?rg?os colegiados como inst?ncias m?ximas de sua gest?o e d? autonomia aos campi da institui??o para criar outros ?rg?os colegiados. O objetivo desse trabalho ? compreender o processo de implanta??o co Conselho Gestor do campus Ara?ua?, visando verificar se sua implanta??o ocorreu devido ? participa??o da comunidade escolar ou ocorreu somente como mero cumprimento regimental. Para tanto, foram analisados diversos documentos produzidos pelo Conselho Superior e pelo Col?gio de Dirigentes desde a publica??o do Regimento Geral do IFNMG, em janeiro de 2011, que estabeleceu a cria??o do Conselho Gestor (CG), at? a efetiva implanta??o do (CG) do campus Ara?ua?, ocorrida, apenas, em mar?o de 2015. O estudo desse processo revelou uma institui??o cuja pr?tica democr?tica, embora ainda incipiente, considerando a demora dessa implanta??o, demonstrou que, nesse processo, seus dirigentes pautaram suas a??es e decis?es a partir da participa??o da comunidade escolar. Essa valoriza??o da participa??o ? frequentemente percebida nas discuss?es apresentadas nos documentos produzidos pelas comiss?es e colegiados. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / Since the democratization process in the late 1980s, and especially after the promulgation of LDB 9394/96, the Brazilian public schools are undergoing a process of reorganization, in line with the principles of democratic management provided for in Article 14 of that law. In this context, the Instituto Federal Norte de Minas Gerais, created through the unification of the Escola Federal de Salinas and Centro Federal de Educa??o Tecnol?gica de Januaria has its organizational structure guided by these principles, since Law No. 11,892 / 2008 which created the Institutos Federais provide the Board and the Directors College, two collegiate bodies as maximum instances of management and gives autonomy to the institution's campuses to create other collegiate bodies. The aim of this study is to understand the co deployment process Council of the campus manager Ara?ua? to verify whether its implementation was due to the participation of the school community or occurred only as mere compliance regimental. Therefore, we analyzed several documents produced by the Board and the Directors College since the publication of the General Rules of IFNMG, in January 2011, which established the creation of the Management Council (GC), until the effective implementation of the (CG) of campus Ara?ua?, which took place only in March 2015. The study of this process revealed an institution whose democratic practice, although still incipient, considering the delay of this implementation has shown that, in the process, its leaders guided their actions and decisions from participation the school community. This appreciation of participation is often perceived in the discussions presented in the documents produced by the committees and boards.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-01T19:55:44Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliano_aparecido_souza.pdf: 3379704 bytes, checksum: 6874df50898c55f3839b04200e5db12a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-02-03T12:16:20Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliano_aparecido_souza.pdf: 3379704 bytes, checksum: 6874df50898c55f3839b04200e5db12a (MD5) / Made available in DSpace on 2018-02-03T12:16:20Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliano_aparecido_souza.pdf: 3379704 bytes, checksum: 6874df50898c55f3839b04200e5db12a (MD5) Previous issue date: 2017 / A disserta??o a Gest?o das Escolas Municipais da Cidade de Diamantina (MG): Similaridades e Contradi??es na Implanta??o da Gest?o Democr?tica, tem como objetivo principal desvelar as similaridades e contradi??es na implanta??o da gest?o democr?tica na Secretaria Municipal de Educa??o e em 02 (duas) escolas do ensino fundamental do Munic?pio de Diamantina (MG). A op??o pela tem?tica justifica-se em fun??o do princ?pio da gest?o democr?tica estabelecido pela Constitui??o Federal da Rep?blica de 1988, e o Plano Nacional de Educa??o (2014-2024), regulamentado pela Lei n? 13005, de 25 de junho de 2014, em que foi estabelecido na meta 19, o per?odo de 02 (dois) anos para a implanta??o da gest?o democr?tica. O desenvolvimento da pesquisa esteve amparado por pressupostos te?ricos de Bo bbio (2011), onde o mesmo faz uma reflex?o sobre as formas de estado e governo e a sua import?ncia e influ?ncia na elabora??o das constitui??es e Cury (2007) que faz uma an?lise do direito educacional nas constitui??es brasileiras e as interven??es estatais no sistema de ensino. No que se refere a metodologia o estudo apoiou-se na pesquisa documental, tendo em vista que a investiga??o pautou-se em legisla??es, sites oficiais e outros documentos dispon?veis nas institui??es. Nesta perspectiva, o desenvolvimento da pesquisa ocorreu em tr?s momentos, a saber: sele??o de documentos acesso a eles e a an?lise de conte?do. Tendo em vista a an?lise e discuss?o das informa??es optou-se pela realiza??o de uma an?lise de conte?dos, pautado no arcabou?o te?rico de Franco (2005). Em rela??o aos resultados, h? que se considerar o curto prazo estabelecido para uma grande mudan?a organizacional e cultural, todavia ap?s a an?lise dos documentos foi vislumbrado similaridades e contradi??es que necessitam de aprimoramento e retifica??es de alguns atos. Tendo em vista a natureza de um mestrado profissional, apresentou-se como produto um quadro cujo intuito foi estabelecer quest?es, indicadores e estrat?gias inerentes a gest?o democr?tica, norteadoras para a elabora??o de cartilha com objetivo de orientar o gestor municipal, gestores escolares e os demais integrantes desse processo, em rela??o a pontos e a??es necess?rias para a concretiza??o da meta em an?lise. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The dissertation on the Management of Municipal Schools in Diamantina, Minas Gerais State (MG): Similarities and Contradictions to implement a Democratic Management has its purpose in disclosing the similarities and contradictions about the implementation of democratic management at the Municipal Education Office, and two Elementary schools in Diamantina. The subject of this study remains on the principle of democratic management established by the Federal Constitution of 1988, also the National Education Plan (2014- 2024) regulated by Law no.13005, June 25th, 2014. The Law has established in goal 19 the period of two years to implement a democratic management. The research has been supported by the theoretical assumptions of Bobbio (2011) who discusses the state and government types and the importance and influence on constitution elaboration. This work also takes into account the analysis of Cury (2007) about the educational right in brazilian constitutions and govermental interventions in the education system. Regarding the methodology, this study is supported by documentary research, bearing in mind that the research was based on legislation, official websites and institutional documents available. In this perspective, the research development occurred in three areas, namely: document selection, access, and analysis of content. Considering the analysis and discussion of information, the content analysis has been chosen based on the theoretical framework of Franco (2005). With respect to the results, it is necessary to consider the short term established for a great organizational and cultural change. However, after an analysis of documents, the similarities and contradictions raised the need of improvement and revisions of some acts. In view of the nature of a professional master program, a framework has been presented, which goal is to establish issues, indicators and strategies related to democratic management to guide a booklet preparation. This framework can lead the municipal manager, school managers and other members of this process, in relation to the points and actions necessary to achieve the goal under analysis.

?rea de concentra??o: Educa??o e Gest?o em Institui??es Educacionais. / Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. / Data de Aprova??o retirada da vers?o impressa do trabalho. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-12T16:48:09Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anailde_pinheiro_rocha_dourado.pdf: 1647215 bytes, checksum: e9401e86e059fb853756396cb2c46cd3 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:22:28Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anailde_pinheiro_rocha_dourado.pdf: 1647215 bytes, checksum: e9401e86e059fb853756396cb2c46cd3 (MD5) / Made available in DSpace on 2018-07-18T13:22:28Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) anailde_pinheiro_rocha_dourado.pdf: 1647215 bytes, checksum: e9401e86e059fb853756396cb2c46cd3 (MD5) Previous issue date: 2017 / Dentre as pol?ticas p?blicas educacionais brasileirasdestacamos, neste momento, a Lei 13.005/2014, que aprovou o Plano Nacional de Educa??o (PNE), e que, em seu desdobramento, determina a obrigatoriedade da elabora??o dos Planos Municipais de Educa??o (PME), com ampla participa??o popular.Nesse sentido, esta pesquisa consiste em analisar o processo de elabora??o do PME do munic?pio de Porteirinha/MG. Para tanto, analisou-seos documentos legaisque conduziram ? constru??o do referido PME,verificando o percurso de constru??o eas estrat?gias utilizadas, com o intuito de identificara forma de participa??o e o envolvimento da comunidade no processo. Como op??o metodol?gica, apropriamo-nos da abordagem qualitativa. Utilizou-se a t?cnica de estudo de caso, pelo fato de o mesmo permitir um estudo baseado nas suas singularidades. Como instrumentos para coletas de dados, foi realizada an?lise documental e de question?rios aplicados aos componentes das equipes de elabora??o do PME (Comiss?o Executiva e Equipe T?cnica), sujeitos desta investiga??o. Esta pesquisa teve suas atividades mais determinantes realizadas no per?odo de 2013 a 2015, que correspondem ao tempo de constru??o do Plano e sua aprova??o pela C?mara de Vereadores.Para a organiza??o do trabalho foram utilizadasas seguintes categorias de an?lises para avaliar o processo de constru??o do referido PME: sujeito em movimento;concep??es e caracter?sticas basilares;participa??o como um movimento dial?tico em um contexto de transforma??o;an?lises, pondera??es e reflex?es. O aporte te?rico utilizado para respaldar essa investiga??ofoi baseadonas discuss?es realizadas por Dourado (2006; 2011); Lib?neo (2005);Luck (2011); e Gadotti (2014). Ap?s realiza??o da coleta de dados, confrontados o aporte te?rico e estudo de documentos, concluiu-se que o processo de elabora??o do PME de Porteirinha contemplou a participa??o da comunidade envolvida, embora apresentando aspectos de fragilidade em determinados momentos de tomadas de decis?es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Among the educational public policies in Brazil, we highlight the government law number 13.005/2014 approving the National Education Plan (PNE), which establishes an obligation to draw up Municipal Education Plans (PME) through broad popular participation. In that sense, this study consists of analyzing the PME elaboration process from the city of Porteirinha, Minas Gerais.For that, we analyzed the legal documents that led to the construction of the PME from the mentioned municipality, verifying the steps of its construction and the strategies used, aiming to identify the community involvement and participation in this process. The qualitative approach was used as the methodology of choice, and the case study was used as technique since it allows to study a process based on its singularities. For data collection, we analyzed documents with the application of questionnaires to the components of the PME development teams (Executive Committee and Technical Team), which were the subjects of this research. The activities analyzed took place between the years of 2013 to 2015, corresponding to the time of construction of the Plan and its approval by the City Council. The study was organized based on the following categories of analysisto evaluate the elaboration process of the PME from Porteirinha: subject in motion; conceptions and basic characteristics; participation as a dialectical movement in a context of transformation; and analysis, ponderations and reflections. The theoretical basis of this research was supported by discussions held by Dourado (2006; 2011), Lib?neo (2005), Luck (2011), e Gadotti (2014). After the data collection, the theoretical confrontation, and the analysis of the documents, we concluded that the PME elaboration process of Porteirinha contemplated the participation of the community involved, although presenting aspects of fragility in certain decision-making moments.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-07T20:28:06Z No. of bitstreams: 1 FabioAlvesDeLima_DISSERT.pdf: 2448234 bytes, checksum: 99ddfeb59d4151d919d688476cd79cad (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-10T20:12:04Z (GMT) No. of bitstreams: 1 FabioAlvesDeLima_DISSERT.pdf: 2448234 bytes, checksum: 99ddfeb59d4151d919d688476cd79cad (MD5) / Made available in DSpace on 2015-12-10T20:12:04Z (GMT). No. of bitstreams: 1 FabioAlvesDeLima_DISSERT.pdf: 2448234 bytes, checksum: 99ddfeb59d4151d919d688476cd79cad (MD5) Previous issue date: 2014-08-28 / O presente trabalho analisou a rela??o entre participa??o e autonomia da escola, observando a atua??o do Diretor e do Conselho Escolar e se a escola goza de autonomia pedag?gica, administrativa e financeira. Trata-se de uma pesquisa descritiva, com abordagem quantitativa, realizada em 47 escolas estaduais do Rio Grande do Norte, e composta por 292 sujeitos, divididos em 3 grupos (Dire??o, Coordena??o e Conselho Escolar). O instrumento de coleta foi um question?rio e o tratamento dos dados foi realizado por meio de estat?stica descrita e inferencial, utilizando-se o teste Qui-quadrado. Os resultados demonstram que o ambiente escolar ? composto em sua grande maioria por mulheres com n?vel de escolaridade predominante em especializa??o. Mesmo todas as escolas possuindo Conselho Escolar e Conselho Fiscal, nenhuma delas possui Associa??o de Pais e Mestres e apenas uma possui Gr?mio Estudantil, sendo que o processo de escolha da Dire??o se d?, em 83% delas, por via eletiva. Os indicadores sugerem que a rela??o entre fam?lia, escola e sociedade permanece distante, mas Diretores, Coordenadores e representantes dos Conselhos Escolares desempenham suas fun??es de forma coerente. Quanto ? autonomia, sua presen?a se d? de forma limitada e mesmo havendo rela??o com a participa??o, o sistema educacional permanece r?gido e centralizador. / This paper analyzed the relation between participation and school autonomy, observing Director actions and School Council actions and if school has pedagogic, administrative and financial autonomy. This is a descriptive search, with quantitative approach, realized in 47 state schools in Rio Grande do Norte, and composed by 292 participants, divided in 3 groups (Direction, Coordination and School Council). The instrument to catch data was a questionnaire and the data treatment realized by way descriptive statistic and inferences using X 2 test. The results show that school administration is composed in great part by women with specialization grade. All schools have School Council and Financial Council, but have not Parents and Masters Association and just one of them has Student Guild. The direction choose process is, in 83% of the schools, by elective way. The indicators show that the relation involving family, society and school stays weak, but Directors, Coordinators and School Council members develop their functions with coherence. About autonomy, it is limited and presents correlation with participation, but the educational system stays rigid and centralizer

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.

Made available in DSpace on 2016-04-04T18:33:09Z (GMT). No. of bitstreams: 1 Lauro Vinicius Lima Chirotto.pdf: 2436914 bytes, checksum: 20a763f57c3480d6fa860561d14af0ae (MD5) Previous issue date: 2013-02-07 / The school management and the democratic management in particular has been attracting the attention of Brazilian scientists in recent years. The structure of the education is going through several changes influenced by political, social and economic matters bringing up the interest for new ideas and management models. The changes contained in both the 1988 Federal constitution as the 1996 LDB indicate new guidelines for school management. The present work analyzed 17 Brazilian digitalized Ph.D. theses and 135 master dissertations on democratic and participative management in public schools from 1998 to 2010. The aim was to identify and map the origins and trends of those scientific studies and the possible existence of moral psychology concepts related to democratic and participative management. This bibliographic review covers a specific area based on a study of wider coverage. The database chosen for the study was from CAPES (Brazilian national department on higher education). The data selection was based on four steps. The first was based on a digital database. The second was based on studies that addressed the democratic management searching only the abstracts. The third step looked for principles and participative channels based on democratic management and the fourth step focused on those studies related on how to set up a democratic and participative management on public schools. It was found a larger number of master dissertations than Ph.D. Theses on the topic and they were mainly concentrated on the public universities of the southeast region, specifically those located in the state of S?o Paulo. Under qualitative analysis, data were grouped in two: principles and Instruments of participation channels. The first one contains two categories (autonomy and model implementation) and the second group contains three categories (council management, pedagogical and political project and election for directors). The result of the analysis shows a higher concentration of the studies on autonomy followed by those focusing on council management. Important to note that there are very few studies that uses the concept of moral psychology to discuss democratic management. In general it was found that there is an overall consciousness and a democratic discourse in schools. Nevertheless its practice is still distant to the theoretical concept of school management. Assuming that the Brazilian educational management is currently in advanced structural transformations, this study was intended to contribute to the investigations on how the new management is being structured, particularly the democratic and participative management. / A gest?o da escola, de forma particular a gest?o democr?tica, vem ganhando destaque nas pesquisas cient?ficas brasileiras nos ?ltimos anos. A estrutura da educa??o sofre diversas modifica??es influenciadas por quest?es pol?ticas, sociais e econ?micas, despertando o interesse por novas ideias e modelos de gest?o. As mudan?as contidas tanto na Constitui??o Federal de 1988 como na LDB de 1996 apontam novas diretrizes para a gest?o da escola. A partir destes apontamentos, essa pesquisa tem como objetivos pesquisar e analisar a produ??o em teses e disserta??es nacionais digitalizadas, a respeito da gest?o democr?tica e participativa em escolas p?blicas no per?odo de 1998 a 2010, identificar e mapear as origens e tend?ncias presentes em pesquisas sobre a gest?o democr?tica e participativa e identificar se h? a exist?ncia da contribui??o dos conceitos da Psicologia Moral em pesquisas sobre a gest?o democr?tica e participativa. A presente pesquisa, de cunho bibliogr?fico, caracteriza-se como estado do conhecimento, por entendermos que o mesmo representa um estudo de uma determinada ?rea tem?tica de uma pesquisa de maior abrang?ncia. O banco de dados escolhido para o levantamento das pesquisas foi o da CAPES, utilizando a palavra chave: gest?o da escola. O processo de sele??o de dados desenvolveu-se em quatro fases. A primeira constituiu-se do levantamento das pesquisas no banco de dados digital. Na segunda fase selecionamos os trabalhos que abordavam a gest?o democr?tica, utilizando apenas os resumos. Na terceira foram elaboradas categorias (princ?pios e canais participativos) baseadas nos crit?rios que regem a gest?o democr?tica e selecionadas apenas pesquisas que se enquadravam nessas categorias. A quarta e ?ltima parte consistiu-se da realiza??o da an?lise dos documentos, procurando explorar os conte?dos para responder nossa pergunta: como se configura, em teses e disserta??es nacionais digitalizadas, a gest?o democr?tica e participativa? Foram selecionados 152 trabalhos (135 disserta??es e 17 teses). A an?lise quantitativa dos dados aponta maior n?mero de disserta??es do que teses, sendo que as universidades p?blicas da regi?o sudeste, especificamente no estado de S?o Paulo, concentram a maior parte das produ??es. Na an?lise qualitativa os dados foram agrupados em dois eixos Princ?pios e Instrumentos de canais de participa??o sendo que o primeiro cont?m duas categorias (autonomia e implanta??o do modelo) e o segundo tr?s categorias (?rg?os colegiados, projeto pol?tico pedag?gico e elei??o para diretores). A an?lise desses dados aponta maior concentra??o de trabalhos sobre autonomia, seguido dos que abordam os ?rg?os colegiados. Destaca-se, ainda, que raros s?o os trabalhos que utilizam os conhecimentos da Psicologia Moral para discutir a gest?o democr?tica. De forma geral verificou-se que existe uma consci?ncia e um discurso democr?tico nas escolas, entretanto sua pr?tica ainda ? um objetivo distante da gest?o escolar. Partindo do pressuposto de que a gest?o educacional brasileira encontra-se em avan?ado momento de transforma??es estruturais, esta pesquisa pretendeu contribuir com a investiga??o de como est?o se consolidando as novas gest?es, em particular a gest?o democr?tica e participativa.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-02-17T18:51:02Z No. of bitstreams: 1 2016 - Jos? Soares Neto.pdf: 3636688 bytes, checksum: 00820fc3971613d6966c6139682d3a19 (MD5) / Made available in DSpace on 2017-02-17T18:51:02Z (GMT). No. of bitstreams: 1 2016 - Jos? Soares Neto.pdf: 3636688 bytes, checksum: 00820fc3971613d6966c6139682d3a19 (MD5) Previous issue date: 2016-03-14 / This work is a survey conducted by the school community of the Agricultural College Dom Augustine Ikas- Codai School linked to the Rural Federal University of Pernambuco - UFRPE, located in S?o Louren?o da Mata - PE, the metropolitan area ofGreater Recife. Through the point of view of a sample: managers, teachers, administrative staff, students and parents and / or guardians, we set out to know how has been built a participatory and democratic management in Codai in a specific process: the selection process top manager of the institution. We show that social agents (managers, servers, students and parents) know the importance of participation, claim their rights as citizens, and defend democracy. In addition to this evidence, what this study showed is that the school community keeps alive the democracy, when, in their various demands, demands for rights that were not being observed in CODAI, either in the electoral process, either in the Statute / Regulation, be in compliance with legislation. The result we reached shows that the social actors claim their differences, make demands to broaden their own rights, showing that the democratic process, by its very nature, is unfinished, always behaving some degree of exclusion. What we can not investigate is whether the actors in question have theoretical or intuitive knowledge that the democratic process is not, and can not claim to be absolutely inclusive. / Esta disserta??o trata de uma pesquisa realizada junto ? comunidade escolar do Col?gio Agr?cola Dom Agostinho Ikas?Codai, escola vinculada ? Universidade Federal Rural de Pernambuco-UFRPE, localizado no munic?pio de S?o Louren?o da Mata - PE, ?rea metropolitana do Grande Recife. Atrav?s do ponto de vista de uma amostra de: gestores, docentes, t?cnicos administrativos, discentes e pais e/ou respons?veis, propusemo-nos saber como vem sendo constru?da uma gest?o participativa e democr?tica no Codai em um processo espec?fico: o processo de escolha do dirigente m?ximo da institui??o. Mostramos que os agentes sociais (gestores, servidores, discentes e pais) sabem da import?ncia da participa??o, afirmam seus direitos de cidad?o, e defendem a democracia. Para al?m desta comprova??o, o que este estudo evidenciou ? que a comunidade escolar mant?m viva a democracia, quando, em suas v?rias demandas, reclama por direitos que n?o estariam sendo observados no CODAI, seja no processo eleitoral, seja no Estatuto/Regulamento, seja na obedi?ncia ? legisla??o. O resultado a que chegamos revela que os atores sociais afirmam suas diferen?as, fazem demandas no sentido de ampliar seus pr?prios direitos, mostrando que o processo democr?tico, por sua pr?pria natureza, ? inconcluso, sempre comportando algum grau de exclus?o. O que n?o conseguimos investigar ? se os atores em quest?o t?m conhecimento te?rico ou intuitivo de que o processo democr?tico n?o ?, e nem pode pretender ser, absolutamente inclusivo.