The present work, The creation of the Federal Institutes of Education, Science and Technology and the context of the IFBA, intends to analyze and evaluate the new legal precepts created from the establishment of the Federal Network of Professional and Technological Education and the creation of the Federal Institutes (IFs) in Brazil, through the legal framework established by Law no 11892/2008, propagated as a policy reference and expansion of professional and technological education, along the Lula and Dilma Roussef governments. As a more specific view, it tries to verify and discuss the creating process of the IFs, under internal perspective of the Federal Institute of Bahia (IFBA). It discusses conceptual aspects of the Term of Agreement of Goals and Commitments (TAMC) signed between the IFBA and the Ministry of Education (MEC) in 2010. It argues that social policies such as the expansion of professional public education of the IFs in one hand represented an effort to promote greater social justice but also resulted in a linkage of this to a bureaucratic economic policy, based on a concept impregnated with a “market logic”. It evaluates that the TAMC fits into the managerialist canons as an expression of this “market logic”. This research is presented in a conception of critical-dialectical research and within an exploratory perspective. The information collection instruments focus on semi-structured thematic interviews, questionnaires and documentation sheets with the main managers: Rector, Pro-Rectors, General Directors of Campi, Directors of systemic areas. The main legal documents, such as Decree no. 6095/2007, which establishes the guidelines for the integration process of federal institutes of technological education, Law no 11892/2008, which established the Federal Network of Professional and Technological Education, creating the IFs, the Term of Agreement, Goals and Commitments between IFBA and MEC, the Pedagogical Project, the Institutional Development Plan and IFBA Management Reports, until the period of 2014. / O presente trabalho, A criação dos Institutos Federais de Educação, Ciência e Tecnologia e o contexto do IFBA, tem o objetivo de analisar e avaliar os novos preceitos legais criados a partir do estabelecimento da Rede Federal de Educação Profissional e Tecnológica e a criação dos Institutos Federais de Educação, Ciência e Tecnologia (IFs) no Brasil, através do marco jurídico posto pela Lei n° 11.892/2008, propagados como referência na política e expansão da educação profissional e tecnológica, ao longo dos governos Lula e Dilma Roussef. Como recorte mais específico, intenta verificar e discutir o processo de criação dos IFs, sob perspectiva interna e meandros do Instituto Federal da Bahia (IFBA). Analisa aspectos conceituais do Termo de Acordo de Metas e Compromissos (TAMC) assinado entre o IFBA e o Ministério da Educação (MEC), em 2010. Discute-se que as políticas de caráter social, como a expansão da educação pública profissional, a exemplo dos IFs, se por um lado representaram um esforço em promover maior justiça social, redundaram também em um atrelamento desta a uma política econômica, organização e gestão burocráticas assentadas em uma concepção de Estado impregnada de uma “lógica de mercado”. Avalia-se que o TAMC se enquadra nos cânones gerencialistas como expressão dessa “lógica de mercado”. Apresenta-se essa pesquisa numa concepção de investigação crítico-dialética e dentro de uma perspectiva exploratória. Os instrumentos de coleta de informações privilegiam entrevistas temáticas semiestruturadas, questionários e fichas de documentação com os principais gestores: Reitor/a, Pró-Reitores, Diretores-Gerais de Campi, Diretores de áreas sistêmicas. Distinguem-se na utilização, como fontes primárias, os principais documentos legais como o Decreto no 6.095/2007, o qual estabeleceu as diretrizes para o processo de integração de institutos federais de educação tecnológica, a Lei no 11.892/2008, que instituiu a Rede Federal de Educação Profissional e Tecnológica, criando os IFs, o Termo de Acordo e Metas e Compromissos IFBA-MEC, o Projeto Pedagógico, o Plano de Desenvolvimento Institucional e Relatórios de Gestão do IFBA, até o período de 2014. / São Cristóvão, SE

Made available in DSpace on 2016-08-17T13:54:02Z (GMT). No. of bitstreams: 1 DissertacaoJOSAFACONCEICAOCLEMENTE2015.pdf: 1089731 bytes, checksum: 0b28ab59682d8418d18b0dd206dc3828 (MD5) Previous issue date: 2015-09-25 / This dissertation deals with the School Management in Public School: interfaces between managerialism and democratic management with a view to grasp the concept of school management that guides the management practices at a school public schools in Sao Luis, Maranhão. The methodology guides in the historical and dialectical materialism and uses literature, documentary and field, supported by survey of empirical data by carrying out semi-structured interviews applied to a sample of 35 subjects whose information made it possible to expand the knowledge about reality social experienced by the public school and its relations with the social and educational context, materialized by the recognition of contradictory discourses of the subjects in the effectiveness of school management policies. Among the authors who have referred the present study, include: Marx (1979), Gramsci (1999), Piotte (1975), Kosik (1976), Gruppi (1978), Oliveira (2010), Cabral Neto (2007), (2009), (2011), Libâneo (2012), Ferreira (2006), Savianni (2001), (2007), Dourado (2001), (2006), Frigoto (1999), (2003), among others. The argumentative text is divided into sections, the first being reserved for initial demarcation of the object, the objectives and guiding questions, the methodological approach and organization of the text. Second, we analyze the changes resulting from technical and scientific progress and its impact on the setting of education policy and management education. In the third, it reflects on the administration concepts and school management in the Brazilian educational system. In the fourth section, education management policies up approach in the state of Maranhão and performs the characterization of management practices in a school of public schools. The reality observed revealed that educational school management policies account for more control maintenance possibilities of the education system, the results, the relaxation, the goals and indicators of the effectiveness of autonomy, participation, collective interest and democratization coming a democratic perspective. It was concluded that the reality researched walks more aligned to the control of managerial conceptions of what the democratic participatory guidelines. / A presente dissertação trata da Gestão Escolar na Escola Pública: interfaces entre gerencialismo e gestão democrática , na perspectiva de apreender a concepção de gestão escolar que norteia as práticas gestoras em uma escola da rede pública estadual em São Luís-Maranhão. A metodologia orienta-se no materialismo histórico-dialético e utiliza pesquisa bibliográfica, documental e de campo, subsidiada por levantamento dos dados empíricos através da realização de entrevistas semiestruturadas aplicadas a uma amostra constituída por 35 sujeitos, cujas informações possibilitaram ampliar o conhecimento sobre a realidade social vivenciada pela escola pública e suas relações com o contexto social e educacional, materializado pelo reconhecimento dos discursos contraditórios dos sujeitos na efetivação das políticas de gestão escolar. Dentre os autores que referenciaram o presente estudo, destacam-se: Marx (1979), Gramsci (1999), Piotte (1975), Kosik (1976), Gruppi (1978), Oliveira (2010), Cabral Neto (2007), (2009), (2011), Libâneo (2012), Ferreira (2006), Savianni (2001), (2007), Dourado (2001), (2006), Frigoto (1999), (2003), entre outros. O texto dissertativo está estruturado em capítulos, sendo o primeiro reservado à demarcação inicial do objeto, aos objetivos e às questões norteadoras, ao percurso metodológico e à organização do texto. No segundo, analisam-se as transformações decorrentes do progresso técnico científico e seus impactos na configuração das políticas educacionais e na gestão da educação. No terceiro, reflete-se sobre as concepções de administração e gestão escolar no âmbito do sistema educacional brasileiro. No quarto capítulo, abordam-se as políticas de gestão da educação no estado do Maranhão e realiza-se a caracterização das práticas gestoras em uma escola da rede pública estadual. A realidade observada revelou que as políticas educacionais de gestão escolar representam mais possibilidades de manutenção de controle do sistema educacional, dos resultados, da flexibilização, das metas e dos indicadores, do que a efetivação da autonomia, participação, do interesse coletivo e da democratização oriundos de uma perspectiva democrática. Concluiu-se que a realidade pesquisada caminha mais alinhada ao controle das concepções gerencialistas do que das orientações democrático-participativas.

The gestures of interpretation, for this research, depart from the Discourse Analysis of the French School (AD) as a theoretical device to generate the data. By the aim of examining how the relationship between educational policy and management device produce a discursive formation of educational system, it is suggested to interpret linguistic-discursive marks of public policy and thus not limit the policy as text, but as discourse and the effect of senses. It is understood that the management device from notions of democratization and des/centralization, which dismember the context of analytical possibilities and theoretical approaches. As analytical corpus, it is considered a range of public policies, which are potencies to the interpretive gesture and therefore thesis production to be defended. It is understood that the educational policy "speaks" from a "place" based on training rules, allowing it to "read" in historical moments, which keeps us from trying to saturate everything and take a system of discourse as absolute.The thesis indicates a discursive formation system, which has been produced in the game articulating democratic/neoliberal negotiations that, being subject to the blurring of the senses in a political arena,operates effects and directions lined to the democracy, managerialism, des/centralization and performativity "sayings . Despite democratic and neoliberal models differ in certain respects and display specific characteristics from one point of view, in the context of discursive conflict and alliance. This in no way means a calming or a certain harmonious tone, but a game, often uneven, in an attempt to ensure legitimacy. Again, the research is designed by means of the senses on the run, understanding that interpreting is moving on what is being said, not-said already-said in the discursive roller coaster. / Os gestos de interpretação, presentes nesta pesquisa, partem da Análise de Discurso da Escola Francesa (AD) como artefato teórico para a produção dos dados. Mediante o objetivo de analisar como a relação entre as políticas educacionais e o dispositivo gestão produz uma formação discursiva de sistema educacional, sugere-se interpretar marcas linguístico-discursivas de políticas públicas e, assim, não limitar a política como texto, mas como discurso e como efeito de sentidos. Compreende-se o dispositivo gestão a partir de noções de democratização e des/centralização, sob as quais desmembram-se o contexto de possibilidades analíticas e o aprofundamento teórico. Como corpus analítico, considera-se um elenco de políticas públicas, as quais são potência para o gesto interpretativo e, por conseguinte, produção da tese a ser defendida. Compreende-se que a política educacional fala de um lugar baseada em regras de formação, autorizando-a a dizeres em momentos históricos, o que nos afasta da tentativa de saturar tudo e de assumir um discurso de sistema como absoluto. A tese indica uma formação discursiva de sistema, o qual tem-se produzido na articulação do jogo de negociações democrático/neoliberais que, estando sujeitos à um borramento de sentidos numa arena de políticas, opera efeitos de sentidos alinhados aos dizeres de democracia, de gerencialismo, de des/centralização e de performatividade. Apesar de modelos democráticos e neoliberais divergirem e possuírem características próprias sob um ponto de vista, no contexto da trama discursiva estão em conflito e aliança. Isso de maneira alguma significa um apaziguamento ou um certo tom harmonioso, mas um jogo, muitas vezes desigual, na tentativa de garantir legitimidade. Outrossim, a pesquisa desenha-se mediante sentidos em fuga, entendendo que interpretar é movimentar-se naquilo que está sendo dito, não-dito e já-dito na montanha-russa discursiva.

Magister Educationis - MEd / This study investigates the factors that conditioned the establishment of, and responses to, a centrally coordinated, institution wide change initiative aimed at promoting equity in the academic workplace in an historically white South African university. It is examined by presenting two kinds of analyses, firstly, an institutional analysis that explores the environmental and managerial conditionalities that influenced the reception, interpretation and responses to the national policy framework. Secondly, a bottom-up analysis that explores the distinctive disciplinary contexts that conditioned the responses of the participants. The study reveals that top-down approaches to managing change have limited capacity to influence the nature and pace of change on the ground, despite the best intentions of institutional managers. The study illustrates that the distinctive disciplinary context conditioned the responses to, and outcomes of the change initiative. In this study, the authority of the academic project powerfully trumps the legitimacy and credibility of the institutional transformation initiative.

This study explores the consequences for a historically black university (HBU) of the South African state’s focus on routine and strategic quality evaluation within a policy framework that views higher education as a lever for social change and economic development. It analyses the changing nature of academic work and probes the motivations and understandings of institutional managers and academics in an attempt to explain their responses to policy requirements. The theory of the Evaluative State is employed to examine the nature and consequences of overzealous responsiveness by a historically black university in transition in South Africa. It suggests that the changing relationship between state and university is characterised by contradictions and ambivalence, a result of the interplay between a strong sense of loyalty to the state on the one hand and a recognition of the failure of the state to recognise and reward achievements valued by the HBU. This study suggests that state steering, through the use of output evaluation and efficiency-directed performance indicators, has resulted in failure to achieve central policy goals of development, equity and social justice. The study is guided by one main research question: How do academics in a historically black South African university in transition engage with and implement internal and external quality assurance processes and policies? The literature review reveals significant gaps in understanding the consequences of the rise of the Evaluative State in higher education. A major limitation has been a lack of focus on higher education systems in developing countries and on the consequences of imposing neo-liberal frameworks upon local realities which require redress to remedy historically constructed economic and social disadvantage. The descriptions of academics and institutional managers that emerge in this study highlight stark differences between the two groups in perceptions of and approaches to quality improvement and university work. Significantly, institutional history, context and mission emerge as strong factors shaping academics’ and managers’ responses to change, factors that have largely been disregarded by state policy which focuses more on output achievement than on input variables. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

Countries in the Organization for Economic Co-operation and Development have experienced a decline in citizens' trust in government in the last few decades. In response, public administration shifted from traditional public administration to New Public Management (NPM) with the goal of increasing trust in government by trying to make government more responsive, work better, and cost less. An important element of NPM is the reliance on managerialism's application of private sector solutions such as performance management whose assumed strength is that it can deliver on efficiency, effectiveness, and accountability. An underlining basis of private sector imports into the public sector environment is that they are based on universalism – the existence of general laws irrespective of the situation or circumstance. Often, referred to as a 'one-size-fits-all' approach. However, after a few decades of implementing performance management based on universalistic principles the evidence suggests that performance management has not fully met expectations. Contrasting universalism is particularism - meaning that different rules and applications will depend on the situation, in other words, context matters. In short, 'no best way'. To explore the universalism vs particularism debate, this research uses the Management Accountability Framework (MAF) which is a Canadian government's long-standing performance management tool. The MAF serves as a proxy for a one-size-fits-all approach to performance management. With regards to particularism, this research employs a contingency approach as the theoretical basis to explore performance management. The contingency approach is premised on three core concepts: external contingent factors, internal contingent factors, and fit. The Canadian Intelligence Community (IC) is used as the case study to explore the primary question of whether a universalism-based or a particularism-based approach is better suited for performance management in the public sector? In seeking an answer to this question, two additional sub-questions are explored. First, what makes the IC different from the other policy domains? Second, what is the fit between the MAF and the IC's contingent factors? To answer these questions, data collection consisted of content analysis of documents as well as interviews with senior officials. Findings from this exploratory study reveal that universalism-based approaches to performance management should at the very least be complemented by particularism considerations. The IC was found to be different from other policy domains in terms of both external and internal contingent factors. The former consists of the threat environment, the legislative framework, and the external expectations of the IC. The latter consists of the intelligence process, the intelligence product, intelligence and secrecy, and the IC as a high reliability organization. It was found that there was more misfit than fit between the MAF and the IC's contingency factors. In exploring these questions, this research contributes concurrently to the public administration and intelligence studies literature in a number of ways. For instance, evidence that universalism-based approach to performance management does not always deliver what it promises, being able to intersect intelligence studies and public administration which is currently lacking, examining the 'hidden' parts of the public sector (i.e., the IC) that tends to be ignored in public administration, peering into the 'black box' of public sector organizations' management tools, the exploration of how practitioners use management tools, analyzing public sector organizations operating in a complex environment, adding to a limited non-historical contemporary Canadian IC literature, looking at the IC's performance-related issues that goes beyond the overwhelming intelligence failure literature. In addition to contributing to knowledge, the research highlights the importance of performance management and intelligence in relation to society.

This thesis investigates the phenomenon of creative hubs in former industrial sites based upon the case study of Hub Criativo do Beato and its process of implementation in Lisbon, Portugal. The hub is explored in relation to political-cultural power embedded in the practice of globalism and public-private partnership. The empirical study represents a common case of creative hubs, but also indicates of a unique aspect of implementation as the decision-making process is shown to bypass the municipal planning department. Conflicting narratives between the rhetoric of the intermediary actor StartUp Lisboa and local concerned are analysed by given value-and-power questions of Flyvbjerg (2002) in relation to globalisation, the creative economy and neo-liberalisation. Data is collected through interviews with actors representing different perspectives and interest to the eastern riverside. Findings shows that globalisation is in the eye of the intermediary manager of the project as an opportunity to accumulate investments and knowledge for the city. The local economic practitioners portray an already ongoing entrepreneurial and global processes in the eastern riverside, and present opposed wishes for governmental involvement within the entrepreneurial and creative practice. The conclusion draws attention to the principal concern of the creative discourse taken for granted in practise. In this case, narratives show that Hub Criativo do Beato is carried out mainly for the city to compete on the global arena, without greater concern for the local context, which resulted in missing great opportunities to deal with challenges and local participation in the planning approach to the eastern riverside of Lisbon.

[pt] Propõe-se, nesta tese, uma investigação sociológica sobre o reformismo e a gestão na educação. O objeto de pesquisa é a recepção das reformas gerencialistas no Brasil e sua assimilação no campo da educação. Para persegui-lo, o primeiro esforço é o de conceber uma perspectiva sociológica que permita contextualizar o reformismo em questão, a partir de uma discussão mais ampla a respeito da relação da educação com o Estado e a sociedade e suas transformações ao longo do século XX e início do século XXI. Em seguida, pretende-se cercá-lo, de um lado, a partir da análise da incorporação do ideário gerencialista em políticas públicas educacionais implementadas nas primeiras décadas dos anos 2000 por governos estaduais no país, mais especificamente os casos do Ceará e de Minas Gerais e, de outro, com o exame de sua representação no debate acadêmico brasileiro sobre a gestão da educação. Este último movimento é realizado a partir de um extenso levantamento dos principais autores e obras de cursos de formação em gestão educacional e escolar no país. Com isso, foi possível identificar o núcleo duro da bibliografia do campo da gestão da educação, tornando visível que prevalecem duas vertentes distintas, com pouco diálogo entre si. Em seu conjunto, a tese sustenta a hipótese de que a reforma da educação no Brasil tem se beneficiado pouco de um debate público que mobilize uma atenção mais responsiva da academia e da sociologia, em particular. E de que essa lacuna, de algum modo, compromete nossa capacidade de colocar no centro do debate os desafios concretos da escola pública, que certamente vão muito além do que a imaginação gerencialista e sua crítica têm sido capazes de contemplar. / [en] This thesis proposes a sociological investigation of reformism and management in education. The object of research is the reception of managerial reforms in Brazil and their assimilation in the field of education. To pursue it, the first effort is to conceive a sociological perspective that allows us to contextualize the reformism in question, based on a broader discussion about the relationship between education and the State and society and its transformations throughout the 20th century and the beginning of the 21st. Right away, we intend to surround it, on the one hand, with the analysis of the incorporation of managerial ideas in public educational policies implemented in the first decades of the 2000s by state governments in the country, more specifically the cases of Ceará and Minas Gerais and, on the other hand, with the examination of its representation in the Brazilian academic debate on education management. This last aspect is explored through an extensive investigation of the main authors and works of training courses in educational and school management in the country. With this, it was possible to identify the core of the bibliography in the field of education management, making it visible that two distinct strands prevail, with little dialogue between them. As a whole, the thesis supports the hypothesis that education reform in Brazil has benefited little from a public debate that mobilizes more responsive attention from academia and sociology, in particular. And that this gap, in some way, compromises our ability to place the concrete challenges of public school at the center of the debate, which certainly go far beyond what managerial imagination and its criticism have been capable of contemplating.

This thesis critically examines a national programme in mental health which has been driven by the implementation of National Institute of Health and Clinical Excellence (NICE) guidance. Assumptions which underpin research method, drawn from the natural sciences, are critiqued in terms of their adequacy in accounting for human relating and expert therapeutic practice. The work of Dreyfus and Dreyfus (1986) is problematized in how they account for proficiency and expertise as intuition and the leap that they make from calculative to deliberative rationality. An alternative source of understanding, based on non-linear causality and complex responsive processes, is developed, building on the work of Stacey (2001, 2005, 2007). The ineffability of expert practice (or clinical judgement) is contrasted with competence based, rule governed practice, which necessarily underpins the early stages of learning. It is argued that because research practices undertaken in randomised controlled trials (RCTs) must be describable, measurable and focussed on predictable outcomes, then these cannot account for expert practice, therefore the assertion that the Improving Access to Psychological Therapies programme (IAPT) is wholly based on research based, evidence based therapies, cannot be substantiated. The work explores professionalism and specifically considers the role of psychiatrists, psychologists and psychological therapists in mental health and in increasing access to psychological therapies. The role of managers and managerialism are explored, specifically how the NHS has sought to manage 3 professional staff and multi-disciplinary teams in adopting corporate and new ways of working (NWW). This includes the importance of and difficulty in countering professional identity using competence based approaches. The performance management processes in the NHS are recognised as an equally relevant source of evidence (to that of NICE), despite there being a poor (traditional) evidence base for it (Stacey, 2010; Seddon, 2008). Power relating in human relationships is identified as immanent, using the context of a management group, and it is argued that Foucault’s concept of disciplinary power (1994) can account for what is considered to be knowledge and truth, drawing on specialist expertise based on science and research, with a forceful potential for rendering others silent as well as pervasively self-silencing, in processes of inclusion and exclusion (Elias, 1978). It is argued that these on-going processes of relating influence policy decisions at national and local levels and how these policies are implemented in practice. The inevitability of unpredictable outcomes is highlighted, despite strong centralised programme management along with the provision of an explicit blueprint for implementation.

The personal social services in Sweden have undergone major changes during recent decades, partly due to the reforms caused by the influence of New Public Management (NPM) and partly due to the trend towards greater specialisation. These changes have had consequences for both social work management and for social work practice. The consequences for practice have gained attention both from research and from the field, but the consequences for managers have rarely been discussed. In this thesis therefore, the attention is directed towards the managers. Inspired by a mixed methods approach, this thesis aims to explore the personal social service managers’ perceptions of their organisational conditions and the content of their everyday work, as well as to interpret the managers’ experiences against the background of NPM influence, increasing specialisation and the specific circumstances that come with managing politically governed organisations. The results show that the personal social service managers in general were former professionals with extensive social work experience. The managerial work was to a great extent perceived as reactive, entailing constant interruptions and acute situations. The managers experienced a heavy workload that appeared to prevent them from engaging in strategic work and leadership to the extent that they would have liked. Substantial proportions of managers were dissatisfied with their own levels of influence compared to that of politicians and, in general, the managers perceived themselves to have more influence regarding aspects that were operational (such as methods and working procedures) compared to aspects related to organisational structure. Through the managers’ descriptions of their relations with politicians, it was revealed that the roles could be muddled, and that both managers and politicians could have difficulties in distinguishing between politics and administration, or politics and profession. Several changes that could be attributed to the influence of NPM were described by the managers. Some changes had consequences for the more technical side of management, e.g. decentralised budget responsibility, increased focus on cost effectiveness and downsizing of support functions. Other changes were more related to the overarching concept of management, which had consequences for the choice of managerial training, the expectations placed on the managers, and to some extent the managers’ own views on what good management should be. Despite the many indications of changes that may be attributed to NPM, an important result in this thesis is that NPM does not appear to have permeated social work to the degree that might have been expected. Rather, there are clear indications of a remaining professional identity among managers on all managerial levels, as well a continuing bureau-professional regime within the personal social services.