Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1 RosaneideLST_DISSERT.pdf: 9907923 bytes, checksum: af3c8bedcbe03ad14ea82bff761abd72 (MD5) Previous issue date: 2014-02-28 / Universidade Federal do Rio Grande do Norte / This research aims to study the participation of mothers in the School Council of the Centro Municipal de Educa??o Infantil Amor de M?e. The goal is to understand the relationship among concepts that mothers have and their practices as advisors. The historical-philosophical approach taken along the research permitted working with real people and not those derived or idealized ones. It searched an approximation of the mode of being and living of the councilor mothers in their homes, and the concepts and practices in the School Council. It was inspired by ethnographic researches to describe data, habits, cultural practices, meanings and values of people involved. As sources of research, we used: interviews with mothers and school staff; documentary and photographic collection of CMEI Amor de M?e; local and national legislation; notebooks of the National Program for the Strengthening of School Council (2004); data bank of dissertations and theses of the Post-Graduate Program in Education of the UFRN dealing with democratic management and the relationship school and family. The study indicates the existence of a narrative of the school community that shows mothers as "missing" or "passive" and a practice that point out to how people participate actively in the school routine. This contradiction reveals the existence of a historically constructed school mindset that is rooted in a model of family and school that differs from the reality found in CMEI Amor de M?e and how families served by CMEI Amor de M?e organize themselves. It is recommended that the school community and families reorganize the conceptions that guide their practices in educating and caring for children with whom they live and work to make progress together in managing this process / Essa pesquisa tem como objeto de estudo a participa??o das m?es no Conselho Escolar do Centro Municipal de Educa??o Infantil Amor de M?e. Objetiva compreender a rela??o entre as concep??es que as m?es possuem e suas pr?ticas de participa??o como conselheiras. A abordagem hist?rico-filos?fica, assumida no curso da pesquisa possibilitou trabalhar com pessoas reais e n?o derivadas ou idealizadas. Buscou uma aproxima??o do modo de ser e de viver das m?es conselheiras em suas casas e, das concep??es e pr?ticas no Conselho Escolar. Inspirou-se nas pesquisas etnogr?ficas, para descrever dados, h?bitos, pr?ticas culturais, significados e valores das pessoas envolvidas. Como fontes da pesquisa, recorreu-se a: entrevistas com m?es e funcion?rios; acervo documental e fotogr?fico do CMEI Amor de M?e; legisla??o local e nacional; cadernos do Programa Nacional de Fortalecimento dos Conselhos Escolares (2004); banco de disserta??es e teses do Programa de P?s-Gradua??o em Educa??o da UFRN que tratam da gest?o democr?tica e da rela??o escola e fam?lia. O estudo realizado indica a exist?ncia de uma narrativa da comunidade escolar que evidencia as m?es como ausentes ou passivas e uma pr?tica que as aponta como pessoas que participam efetivamente do cotidiano escolar. Essa contradi??o revela a exist?ncia de uma mentalidade escolar constru?da historicamente que se encontra enraizada em um modelo de fam?lia e de escola que se difere da realidade encontrada no CMEI Amor de M?e e do modo como as fam?lias atendidas pelo CMEI se organizam. Recomenda-se que a comunidade escolar e as fam?lias reorganizem as concep??es que orientam suas pr?ticas no processo de educar e cuidar das crian?as com as quais vivem e trabalham para que juntas avancem na gest?o desse processo

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:01Z No. of bitstreams: 1 MariaAldeizaDaSilva_TESE.pdf: 2366088 bytes, checksum: b4625e3a3c843988a5cd9c9917aea41b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-31T11:23:52Z (GMT) No. of bitstreams: 1 MariaAldeizaDaSilva_TESE.pdf: 2366088 bytes, checksum: b4625e3a3c843988a5cd9c9917aea41b (MD5) / Made available in DSpace on 2017-01-31T11:23:52Z (GMT). No. of bitstreams: 1 MariaAldeizaDaSilva_TESE.pdf: 2366088 bytes, checksum: b4625e3a3c843988a5cd9c9917aea41b (MD5) Previous issue date: 2015-06-30 / Analisa a pol?tica de forma??o a dist?ncia de gestores de escolas p?blicas de educa??o b?sica do Rio Grande do Norte, no Curso de Especializa??o em Gest?o Escolar do Programa Nacional Escola de Gestores da Educa??o B?sica, a partir da possibilidade de contribui??o para a perspectiva te?rica e metodol?gica da gest?o democr?tica nos processos de organiza??o escolar, no per?odo de 2010 a 2012. Optou-se por uma abordagem metodol?gica dial?tica, a partir da compreens?o de uma determinada realidade concreta, considerando as convic??es pol?ticas e ideol?gicas do investigador e da pr?pria matriz do objeto de investiga??o, a fim de, mais especificamente: a) identificar a concep??o de gest?o escolar contemplada nas diretrizes do curso lato sensu de forma??o continuada de gestores, em face ? perspectiva de gest?o escolar democr?tica; b) analisar na compreens?o dos cursistas a perspectiva de contribui??o da forma??o continuada de gestores escolares para fortalecer o princ?pio da gest?o escolar democr?tica; e, c) analisar as estrat?gias de interven??o propostas pelos cursistas de forma??o continuada de gestores em suas rela??es com a perspectiva te?rica e metodol?gica de gest?o democr?tica. O campo emp?rico do estudo foi a plataforma Moodle, que hospeda tecnicamente o curso. Foram considerados sujeitos do estudo todos os cursistas que participaram do F?rum de discuss?o, das 10 turmas em forma??o, bem como aqueles que apresentaram trabalhos de conclus?o de curso sobre a tem?tica da democratiza??o da gest?o. Foram analisadas 252 mensagens de F?rum e 45 trabalhos, cujos resultados apontam para posi??es que divergem/convergem para o foco da forma??o, quais sejam: 1) os cursistas apontaram fragilidades no trabalho nas escolas com vistas a mobilizar o coletivo escolar para a realiza??o de pr?ticas de gest?o democr?tica; 2) indicam haver contradi??es entre a metodologia inovadora proposta para a forma??o, o conte?do organizado para o curso e as estrat?gias did?ticas e metodol?gicas aplicadas nas atividades, j? que os encaminhamentos conduzem ?s pr?ticas gerencialistas que v?o de encontro ao princ?pio norteador da forma??o; 3) nas concep??es de gest?o que permeiam o trabalho do gestor escolar, os cursistas fazem refer?ncias ? ?nfase em pr?ticas burocr?ticas e ao embate entre as concep??es gerencial e democr?tica; 4) os trabalhos cient?ficos finais dos cursistas apresentavam, em sua maioria, propostas de interven??o e nas a??es realizadas nos eixos Projeto Pol?tico-Pedag?gico, Gest?o Democr?tica Participativa e Conselho Escolar; 5) No que se refere ? modalidade EAD, chamam a aten??o os ?ndices de evas?o, motivados por dificuldades espec?ficas dos cursistas, por algumas pr?ticas formadoras ao longo do curso, bem como pelas condi??es dadas no correr do processo formativo. Portanto, o programa Escola de Gestores se constitui numa pol?tica p?blica de forma??o docente importante, que apresenta fundamentos sobre a gest?o democr?tica da escola e contribui positivamente para a revis?o de pr?ticas/concep??es, embora seja poss?vel evidenciar ainda contradi??es no processo que acabam, por sua vez, a conduzir para pr?ticas de gest?o gerencialista. / Analyze the politic of distance training of managers in the basic education of the public school in Rio Grande do Norte, specifically in the Specialized Course of Scholar Management from Programa Nacional Escola de Gestores da Educa??o B?sica, focusing on the possibility of contribution of the democratic management by the theoretical and methodological perspective in the process of scholar organization, from 2010 to 2012. To this work, a dialectic methodologic approach is used, comprehending a concrete reality, considering investigator political and ideological convictions and the object investigated, intending to: a) identify the conception of scholar management that is presented in the lato sensu course to the continuum training of managers, related to the democratic scholar manager; b) analyze the perspective of contribution of this continuum training of scholar managers to strengthen the principle of democratic scholar management by the students point of view; c) analyze intervention strategies proposed by continuum student training related to the democratic management theoretical and methodological perspective. The empiric field of study was Moodle platform that hosts this course. As students, it were considered people who participated in the forum, among 10 training groups, as well as those who presented their final work about the theme democratization of management. The corpus is composed by 252 messages posted in the forum and 45 researches, whose results point to the position that diverge/converge to the formation, they are: 1) students pointed fragilities in the work of the schools aiming to mobilize the scholar community to the realization of practices of democratic management; 2) they indicate contradictions among a new methodology proposed for the formation, the content organized to the course and the didactic and methodological strategies applied to the activities, because it were introduced to the management practices those that were beyond the principles that set out the formation; 3) in the conceptions of management that involves scholar manager work, student emphaticize bureaucratic practices and the conflicts between management and democratic conceptions; 4) students in their final scientific works showed, in general, proposes to intervene with actions in the Political-pedagogical Project, Participative Democratic Management and Scholar Council; 5) related to the distance education, the dropping out is detached due to students specific difficulties, for some training practices during the course, as well as by other situations during this formative process. Therefore, Escola de Gestores program consists in an important public political of teaching training that presents the bases to the democratic management of the school and contributes to the reviewing of the practices/conceptions, although it is possible to find out some contradictions in the process that conduct to the practices of managerialism.

Made available in DSpace on 2016-04-04T18:21:58Z (GMT). No. of bitstreams: 1 Maria Ilma Silva Dias.pdf: 5200567 bytes, checksum: 562c7c8f9409553126dbd71cad7de55b (MD5) Previous issue date: 2011-02-17 / This work was aimed at analyzing the Master Plans drawn up and implemented in the city of Barra do Pira?/RJ, with emphasis on postgraduate constituent and post Statute periods of the city, with the purpose of verifying whether these are actually used by the Government as a planning tool, or are developed as a formality to meet the requirements of the law. The study relies upon the Constitution of 1988, with the recognition of municipalities as federated entities and the obligatory application of local spatial planning, through their Master Plans. This dissertation makes a theoretical and historical analysis of the importance of the role of Master Plans as a mean of planning and urban management in Brazil and reinforcement given to administrations in the implementation of public policies by means of instruments provided by the Statute of the City. It also highlights the devising of the Urban Development Plan, conducted by the State of Rio de Janeiro Government, in 1979, when Barra do Pira? was included in the support program for medium-sized cities, delivering the municipality the first urban study of the city. It follows doing comparative analysis of master plans drawn up and implemented in the municipality, in 1996, pursuant to the Constitution of 1988 and its review in 2006, within the dictates of the Law of the Status of the City, with the purpose of verifying what were the barriers and challenges faced in each period and whether there has been significant advances in the management, and urban development in the history clipping presented. The research completes showing that despite difficulties in the implementation of Master Plans, these are required to guide the managers actions and for application of the instruments that allow the municipality to achieve the objective of promoting the social function of the city and of the urban property. Keywords: Master plan. Urban planning. Statute of the city. Democratic management and Urban management. / Este trabalho teve como objetivo analisar os Planos Diretores elaborados e implementados na cidade de Barra do Pira?/RJ, com ?nfase nos per?odos p?s-constituinte e p?s-Estatuto da Cidade, com a finalidade de verificar se estes s?o realmente utilizados pela administra??o p?blica como instrumento gest?o e planejamento. O m?todo utilizado ? o estudo de caso, elaborado atrav?s de pesquisa bibliogr?fica, an?lise de documentos e pesquisa de campo atrav?s de entrevistas. O estudo parte da Constitui??o de 1988, com o reconhecimento dos munic?pios como entes federados e a obrigatoriedade da execu??o do ordenamento territorial local, atrav?s de seus Planos Diretores. Faz uma an?lise hist?rica e te?rica da import?ncia do papel dos Planos Diretores como instrumento de planejamento e gest?o urbanos no Brasil e a refor?o dado, as administra??es na implementa??o de pol?ticas p?blicas atrav?s dos instrumentos disponibilizados pelo Estatuto da Cidade. Destaca a elabora??o do Plano de Desenvolvimento Urbano realizado pela Governadoria do Estado do Rio de Janeiro, em 1979, quando incluiu Barra do Pira? no programa de apoio ? Cidades M?dias, entregando ao munic?pio o primeiro estudo urbano da cidade. Segue fazendo an?lise comparativa dos planos diretores, elaborados e implementados no munic?pio, em 1996, por for?a da Constitui??o de 1988 e sua revis?o em 2006, dentro dos ditames da Lei do Estatuto da Cidade, com a finalidade de verificar quais foram os entraves e desafios enfrentados em cada per?odo e se houve avan?os, significativos, na gest?o e no desenvolvimento urbano, no recorte hist?rico apresentado. Conclui a pesquisa demonstrando que apesar das dificuldades na implementa??o dos Planos Diretores, estes s?o necess?rios para o norteamento das a??es dos gestores e para aplica??o dos instrumentos que possibilitem o munic?pio alcan?ar o objetivo de promover a fun??o social da cidade e da propriedade urbana. Palavras-chave: Plano Diretor. Planejamento Urbano. Estatuto da Cidade. Gest?o Democr?tica e Gest?o urbana.

Made available in DSpace on 2014-12-17T14:19:52Z (GMT). No. of bitstreams: 1 ShirleneSM.pdf: 2708630 bytes, checksum: 7829599caeadedd081ea1c105c479570 (MD5) Previous issue date: 2008-12-01 / This work aims at investigating the strategies of management used by State School Joaquim Jose de Medeiros, located in the city of Cruzeta - RN, as award practice of "School of Reference in Management", with a state title in 1999 at the beginning of the decade from 2000, being "Outstanding Brazil" from best management strategies nationally. In 2005, it is ranked among the best experiences of the state. It has been become complex by experiencing in that institution, but at the same time an enjoyable practice, mainly by using a social research, in a qualitative and quantitative approach, and a analysis of the institutional performance of two management practices: from 1995 to 2002 and from 2003 to 2007 . To understand the object, a investigative questionnaire was used with representatives of the school community and carried out an analysis of assessment of institutional and documents of institutional organization of the periods above in order to identify management strategies and examine the influences of the share capital, public policies , the institutional evaluation, in the process of democratic construction that has allowed achievements, highlighting Cruzeta, in the Serid? in the state of Rio Grande do Norte, semi-arid northeast, in the national and international juncture of well-successful experiences in management in institutional categories and leadership. This study becomes relevant to allow understand that the cultural practices of seridoenses that symbolize a capital generated by principles of trust, reciprocity, civic culture, as a driving force in overcoming the problems community and the conquest of democratic principles, worked for the school become a national reference in educational administration. Another aspect that made it natural that school was the collective creation of educational project with the participation and civic culture of self-evaluation as a way to understand the institutional practice and establish guidelines to improve the teaching and practice management in its many dimensions educational, social, administrative - financial and legal / O presente trabalho tem como proposi??o fazer um estudo das estrat?gias de gest?o utilizadas pela Escola Estadual Joaquim Jos? de Medeiros, localizada no munic?pio de Cruzeta Rio Grande do Norte, enquanto pr?tica premiada de Escola de Refer?ncia em Gest?o , com um t?tulo estadual no ano de 1999, no in?cio da d?cada de 2000, sendo Destaque Brasil das melhores estrat?gias de gest?o nacional. Em 2005, classifica-se entre as melhores experi?ncias do Estado. Enveredar pelas experi?ncias vivenciadas por essa institui??o torna-se complexo, mas, ao mesmo tempo prazeroso, principalmente por utilizar uma abordagem qualitativa e quantitativa, e uma an?lise do desempenho institucional de duas pr?ticas de gest?o: de 1995 a 2002 e de 2003 a 2007. Para compreens?o do objeto, foi aplicado um question?rio investigativo com representantes da comunidade escolar e realizada uma an?lise da avalia??o institucional e dos documentos de organiza??o institucional dos per?odos supracitados a fim de identificar as estrat?gias de gest?o e averiguar as influ?ncias do capital social, das pol?ticas p?blicas, da avalia??o institucional, no processo de constru??o democr?tica que possibilitou conquistas, destacando Cruzeta, na regi?o do Serid?, no Estado do Rio Grande do Norte, semi-?rido nordestino, na conjuntura nacional e internacional de experi?ncias bem-sucedidas em gest?o nas categorias institucionais e de lideran?a. Este estudo torna-se relevante por permitir compreender que as pr?ticas culturais dos seridoenses que simbolizam um capital social gerado com princ?pios de confian?a, reciprocidade, cultura c?vica, como for?a motriz na supera??o dos problemas comunit?rios e a conquista de princ?pios democr?ticos, colaboraram para que a escola se tornasse uma refer?ncia nacional em gest?o educacional. Outro aspecto que tornaram essa escola singular foi ? constru??o coletiva do projeto pedag?gico com a participa??o c?vica e a cultura de auto-avalia??o como forma de compreender a pr?xis institucional e estabelecer diretrizes para melhorar a pr?tica pedag?gica e a gest?o em suas m?ltiplas dimens?es pedag?gicas, sociopol?ticas, administrativo-financeiras e jur?dicas

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 EugeniaMA_DISSERT.pdf: 1169428 bytes, checksum: 02b1b65125dbfbeca02688a54f35fccf (MD5) Previous issue date: 2010-10-20 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This research work is focused to show the changes in educational administration from the agreements between the Mossor? / RN and the Ayrton Senna Institute IAS, for education provision. Nowadays, the partnership policy is a constitutive element of the reform of the Brazilian State, which dropped its action on social policies and to strengthen its regulatory role, encouraging private participation in planning, preparation and implementation of public policies, new printing setting the political-social. In this context, the 10 Note Management Programme, developed by the IAS, is part of the neoliberal logic of modernization of public school systems, focusing on results and developing strategies for control and regulation of schools work and its efficiency, effectiveness and greater productivity. The 10 Note focuses on two dimensions: the management of learning and teaching in networking, in a managerial perspective to overcome the culture of failure (expressed as age-grade, dropout and repetition rates in) and implantation of culture of success (as measured in the improvement of the indices). To understanding the process, we have delimited as the object of study, the process of implementing them mentioned program in the city, which its objective is to analyze implications for the school community from the perspective of democratic management, adopting the dimensions of autonomy and participation in institutional processes as a criterion of analysis. From a methodological point of view, the survey was conducted from a literature review and documentary about educational policy developed in the country since the 1990?s, seeking to understand, in a dialectical perspective, the political dimensions of teaching, training and performance of the subjects involved in the school work. Besides the empirical observation, it was also used semi-structured interviews with a methodological tool for gathering information and opinions about the partnership and the implementation of the 10 Note Management Program in the county. The interviewee participants were ex-former education managers, coordinators, school managers, secretaries and teachers. Regarding the dimensions inside the analysis (autonomy and participation), the research led to the conclusion: that GEED, under the guidance of IAS promoted regulation of school autonomy, set up the selection process for exercising the office of school administration and system awards to schools, pupils and teachers, subject to results, there is mismatch between the managerial logic and the democratic management principles, that the ideological discourse of modernization of municipal management coexists with traditional practices, centralizing patronage, which ignores the democratic participation in the school decisions processes, the goals of the partnership were partially achieved, since that the city has improved over the approval and dropouts, although the approval of the Education Municipal Plan of the rules institutional (administrative, financial and educational) and the creation of the Councils observed that the school community participation is still limited, not being characterized as a coordinated intervention, capable of promoting the transformation and improvement its quality in the county. In the same way, the orientation of networking is a limit to the autonomy of schools, given the external definition of goals and strategies to be adopted, along with pressure exerted through the accountability of each school community for their achievements / Este trabalho se constitui num estudo sobre as mudan?as ocorridas na gest?o educacional a partir das parcerias firmadas entre o munic?pio de Mossor?/RN e o Instituto Ayrton Senna-IAS para a oferta educacional. Na contemporaneidade, a pol?tica de parcerias ? parte constitutiva da reforma do Estado brasileiro, que diminuiu sua atua??o relativa ?s pol?ticas sociais e, ao fortalecer seu papel regulador, incentiva a participa??o do setor privado no planejamento, elabora??o e execu??o das pol?ticas p?blicas, imprimindo nova configura??o ao cen?rio pol?tico-social. Nesse contexto, o programa Gest?o Nota 10, desenvolvido pelo IAS, insere-se na l?gica neoliberal de moderniza??o dos sistemas p?blicos de ensino, focalizando os resultados e desenvolvendo estrat?gias de controle e regula??o do trabalho escolar em vista da efici?ncia, da efic?cia e da maior produtividade. O Gest?o Nota 10 est? centrado em duas dimens?es: na gest?o da aprendizagem e do ensino e no trabalho em rede, numa perspectiva gerencial de supera??o da cultura do fracasso (expressa na distor??o idade-s?rie, na evas?o e na repet?ncia) e de implanta??o da cultura do sucesso (expressa na melhoria dos ?ndices). Para a compreens?o desse processo, delimitamos, como objeto de estudo, o processo de implementa??o desse programa no munic?pio. O objetivo ? analisar suas implica??es para a comunidade escolar sob a ?tica da gest?o democr?tica, adotando as dimens?es da autonomia e da participa??o nos processos institucionais como crit?rio de an?lise. Do ponto de vista metodol?gico, a pesquisa foi realizada a partir de uma revis?o bibliogr?fica e documental sobre a pol?tica educacional desenvolvida no pa?s desde os anos 1990, buscando entender, numa perspectiva dial?tica, as dimens?es pol?tico-pedag?gicas, de forma??o e de atua??o dos sujeitos envolvidos no trabalho escolar. Al?m da observa??o emp?rica, utilizamos as entrevistas semi-estruturadas com instrumento metodol?gico de levantamento das informa??es e opini?es acerca da parceria e da implementa??o do Gest?o Nota 10 no munic?pio. Fizeram parte da pesquisa ex-gerentes de educa??o, coordenadores, gestor escolar, secret?rios e professores. Em rela??o ?s dimens?es privilegiadas na an?lise (autonomia e participa??o), a pesquisa permitiu constatar: que a GEED, sob a orienta??o do IAS, promoveu a regulamenta??o da autonomia escolar, instituiu o processo seletivo para o exerc?cio do cargo de dire??o escolar e o sistema de premia??o ?s escolas, aos alunos e aos professores,condicionada a resultados; que h? incompatibilidade entre a l?gica gerencial e a o princ?pio da gest?o democr?tica; que o discurso ideol?gico de moderniza??o da gest?o municipal coexiste com pr?ticas tradicionais, centralizadoras e clientelistas, que prescindem da participa??o democr?tica nas decis?es relativas aos processos escolares; que os objetivos da parceria foram parcialmente alcan?ados, visto que os dados do munic?pio melhoraram em rela??o ? aprova??o e ? evas?o escolar. N?o obstante a aprova??o do Plano Municipal de Educa??o, a regulamenta??o da autonomia institucional (administrativa, financeira e pedag?gica) e a cria??o de Conselhos, observamos que a participa??o da comunidade escolar ainda ? muito limitada, n?o se caracterizando como uma interven??o articulada, capaz de promover a transforma??o e a melhoria da qualidade educacional no munic?pio. Neste mesmo sentido, a orienta??o de trabalho em rede representa um limite para a autonomia das escolas, haja vista a defini??o externa de metas e estrat?gias a serem adotadas, al?m da press?o exercida atrav?s da responsabiliza??o de cada comunidade escolar pelos resultados alcan?ados