Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 MarciaMAD.pdf: 2080307 bytes, checksum: 2dccbd6c5dd57617ed099d4fb271b7b2 (MD5) Previous issue date: 2010-03-15 / Universidade Federal do Rio Grande do Norte / The issue of multi-classes in schools from the field and methodology for these classes is controversial and contentious, both in terms of teaching, monitoring and organizational, is the perspective of values, training and systematization of public policy. Why the strategy Methodological Active School facing those classes appeared as a significant and exciting topic of research. Thus, it was aimed to apprehend the social representations of active school by teachers (s) to understand the extent to which these representations influence the acceptance and use of the program strategies. Perceiving and analyzing also the various factors related to the management, monitoring and training needs of (the) teachers as alternatives to make this meaningful action. The study focused 112 teachers (s), which for over a year, worked in the program in six municipalities in the micro-region of Rio Grande do Norte / RN - Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel and Tibau. From this perspective relied on Social Representation Theory and the Theory of the Central Core, attending to the subjectivity of the object searched, inserted in the psychosocial field of knowledge, we opted for multi-methodological approach, using quantitative and qualitative techniques. However, the highlight was a projective technique Free Association of Words from the term Active School is .... The words were systematized by EVOC program, and also applied semi-structured interviews, focusing specific issues that led to trace the socio-demographic profile of (the) participants and wider issues about the object of study. The evocations, justifications and interviews provided the basis for the analysis of the content that followed the steps: formation of the corpus, the composition of the analysis and categorization. The results show the representations an attitude of acceptance and positive appraisal of the participants to the Active School Program. At the core, these representations are objectified around the words "action", "learning", "autonomy" and "interaction". Based on the premise that the representations have a duty to guide the practices and behavior, one can see that the positive attitude of the group favors a systematic methodology and acceptance of the program, but we must look at the changes in management, training, monitoring of (the) teachers (s) and support to schools. / A quest?o das turmas multianuais nas escolas do campo e proposta metodol?gica para essas turmas ? pol?mica e controversa, seja no ponto de vista did?tico, acompanhamento e organizacional, seja na perspectiva de valores, forma??o e sistematiza??o de pol?ticas p?blicas. Motivo que a Estrat?gia Metodol?gica Escola Ativa voltada para aquelas turmas se configurou como uma tem?tica significativa e instigante de pesquisa. Assim, objetivou-se apreender as representa??es sociais de Escola Ativa por professoras(es) para compreender em que medida essas representa??es influenciam na aceita??o e utiliza??o das estrat?gias do programa. Percebendo e analisando, tamb?m, os diversos fatores relacionados ? gest?o, acompanhamento e necessidades formativas dos(as) docentes como alternativas para tornar tal a??o significativa. O estudo privilegiou 112 professoras(es), que h? mais de um ano, atuavam no programa nos seis munic?pios da Microrregi?o de Mossor?/RN Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel e Tibau. Nessa perspectiva recorreu a Teoria das Representa??es Sociais e na Teoria do N?cleo Central, buscando atender ? subjetividade do objeto pesquisado, inserido no campo psicossocial do conhecimento, optou-se pela abordagem plurimetodol?gica, utilizando-se t?cnicas quantitativas e qualitativas. No entanto, o destaque foi para a t?cnica projetiva Associa??o Livre de Palavras a partir do termo indutor Escola Ativa ?... As evoca??es foram sistematizadas pelo programa EVOC e, tamb?m, se aplicou entrevistas semi-estruturadas, privilegiando quest?es espec?ficas que permitiram tra?ar o perfil sociodemogr?fico das(os) part?cipes e quest?es mais abrangentes sobre o objeto de estudo. As evoca??es, justificativas e as entrevistas serviram de base para a an?lise do conte?do que seguiu as etapas: constitui??o do corpus, composi??o das unidades de an?lise e a categoriza??o. Os resultados revelam nas representa??es uma atitude de aceita??o e valoriza??o positiva dos part?cipes ao Programa Escola Ativa. No n?cleo central, essas representa??es est?o objetivadas em torno das palavras a??o , aprendizagem , autonomia e intera??o . Baseando-se na premissa de que as representa??es t?m como fun??o guiar as pr?ticas e condutas, percebe-se que a atitude positiva do grupo favorece a sistematiza??o e aceita??o da metodologia do programa, mas ? preciso mudan?as no olhar da gest?o, na forma??o, acompanhamento das(os) professoras(es) e no ap?io ?s escolas.

A promulgação da Carta Magna de 1988 resgatou a prática do planejamento governamental no Brasil ao trazer sua previsão constitucional, notadamente do plano plurianual (PPA), que se iniciou no período de 1991-1996 e encontra-se no período de 2016-2019. O PPA é um instrumento que determina, entre outros, as diretrizes, objetivos e metas da administração. Dito isso, esta pesquisa propõe o estudo da institucionalização do planejamento governamental na gestão pública contemporânea brasileira, tendo como instrumentos os PPAs do nível federal dos períodos de 2000 a 2003 e 2004 a 2007. Utilizando-se da pesquisa qualitativa, foram realizadas análises documentais, revisão da literatura e entrevistas. Os resultados apresentados demonstram as inovações trazidas e a identidade constituída pelo PPA 2000-2003, tendo sua metodologia continuada e aprofundada no PPA seguinte, relativo ao período de 2004-2007. / The sealing of Magna Carta in 1988 recovers the practice of public planning in Brazil through the Constitutional forecast, known as plurianual plan (PPA). The first plan was introduced in 1991-1996 and the currently plan is 2016-2019. PPA is a instrument of governmental planning which also establish guidelines, goals and targets. Accordingly it, the purpose of this article is to study the institutionalization of governmental plan in the contemporary Brazilian public administration, using as support the Federal PPAs 2000-2003 and 2004-2007. It was used qualitative research, specifically documental analysis, bibliographic review and interviews. The results shows the innovation and identity achieved in the PPA 2000-2003 and the methodology maintained in the following, PPA 2004-2007.

Submitted by Fernando Antonio França Sette Pinheiro Júnior (fafspj7@gmail.com) on 2018-03-26T20:10:26Z No. of bitstreams: 1 Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) / Rejected by Pamela Beltran Tonsa (pamela.tonsa@fgv.br), reason: Boa tarde Fernando, Para que possamos aprovar seu trabalho é necessário alguns ajustes conforme norma ABNT/APA. * Seu titulo esta diferente da ATA, caso realmente exista essa alteração é preciso o professor orientador vir até a secretaria para fazer a alteração no verso da ATA com o titulo atual. Caso contrário não poderei aprovar. (PRÁTICAS DE "REPLANEJAMENTO" DAS AÇÕES GOVERNAMENTAIS: CASOS SETORIAIS NO ESTADO DE MINAS GERAIS) * A Capa deve ter o nome da FUNDAÇÃO GETULIO VARGAS - ESCOLA DE ADMINISTRAÇÃO DE EMPRESAS DE SÃO PAULO. * Contra Capa, não deve ter o nome da FUNDAÇÃO GETULIO VARGAS - ESCOLA DE ADMINISTRAÇÃO DE EMPRESAS DE SÃO PAULO, apenas seu nome e o titulo. Após os ajustes você deve submete-lo novamente para analise e aprovação. Qualquer duvida estamos a disposição, Att, Pâmela Tonsa on 2018-03-27T18:18:35Z (GMT) / Submitted by Fernando Antonio França Sette Pinheiro Júnior (fafspj7@gmail.com) on 2018-03-28T15:14:55Z No. of bitstreams: 2 Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) Tese VBiblioteca.pdf: 1219691 bytes, checksum: ebef912117a4ea1680b1042de013f704 (MD5) / Rejected by Pamela Beltran Tonsa (pamela.tonsa@fgv.br), reason: Boa tarde Fernando, Você tem dois arquivos submetidos, porem o arquivo correto não tem a ficha catalográfica. Por favor, peço que faça a correção, assim como a nova submissão. Lembrando que deve excluir os dois arquivos errados. Desde ja agradeço. Att, on 2018-03-28T18:00:03Z (GMT) / Submitted by Fernando Antonio França Sette Pinheiro Júnior (fafspj7@gmail.com) on 2018-03-28T18:52:58Z No. of bitstreams: 3 Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) Tese VBiblioteca.pdf: 1219691 bytes, checksum: ebef912117a4ea1680b1042de013f704 (MD5) Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2018-03-28T18:58:02Z (GMT) No. of bitstreams: 3 Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) Tese VBiblioteca.pdf: 1219691 bytes, checksum: ebef912117a4ea1680b1042de013f704 (MD5) Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-04-02T13:54:22Z (GMT) No. of bitstreams: 3 Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) Tese VBiblioteca.pdf: 1219691 bytes, checksum: ebef912117a4ea1680b1042de013f704 (MD5) Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) / Made available in DSpace on 2018-04-02T13:54:22Z (GMT). No. of bitstreams: 3 Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) Tese VBiblioteca.pdf: 1219691 bytes, checksum: ebef912117a4ea1680b1042de013f704 (MD5) Tese Versão Impressa.pdf: 1095249 bytes, checksum: a3bc9cd03ddbb2bd9348b0934190c82d (MD5) Previous issue date: 2018-02-28 / Analisa-se aqui as estratégias de planejamento frente à rigidez do Plano Plurianual, por meio da análise da relação entre as práticas complementares de planejamento governamental frente aos engessamentos advindos do PPA, de forma a verificar como essas práticas são capazes de superar os engessamentos advindos do PPA. Do ponto de vista metodológico, a tese constitui-se de um estudo de caso comparado de duas secretarias de Estado de Minas Gerais, a Secretaria de Estado de Educação (SEE) e a Secretaria de Estado de Desenvolvimento e Integração do Norte e Nordeste (SEDINOR), no período de 2011 a 2014. O trabalho demostrou a partir da trajetória das práticas de planejamento governamental, que o mesmo deixou de se ser visto coo um instrumento meramente técnico, e passando a ser visto como um instrumento de ação política. A trajetória demonstrou existência de duas concepções de planejamento governamental: um de caráter estritamente tecnocrático e outro de caráter técnico-político, que pode ser analisado pela metodologia do Planejamento Estratégico Situacional. Ao se analisar o atual planejamento governamental brasileiro se solidifica sob a estruturação do PPA, de caráter tecnocrático, não condizente a concepção de planejamento governamental como um instrumento de ação política, fazendo com que seja necessário a adoção de práticas complementares de planejamento governamental que se adequem a essa concepção. A partir das entrevistas se constatou que essas práticas complementares são capazes de se adaptar ao contexto político- institucional, uma vez que abarcam as os fatos sobre o quais os políticos não apresentam governabilidade e/ou a real capacidade estatal de ação do Estado. Além disso, essas práticas complementares não apresentam caráter legal ou burocrático, o que permite as mudanças. Entretanto, é válido ressaltar que o PPA tem o papel fundamental de definir as ações de governo e de pactuar um compromisso entre representantes e representados, cabendo as práticas complementares apenas realizar os ajustes necessários. / We analyze the planning strategies against the rigidity of the Pluriannual Plan, by analyzing the relationship between the complementary practices of government planning in relation to the plasters from the PPA, in order to verify how these practices are able to overcome the engagements coming from the PPA. From a methodological point of view, the thesis is a comparative case study of two Minas Gerais state secretariats, the State Secretariat of Education (SEE) and the State Secretariat for Development and Integration of the North and Northeast (SEDINOR) in the period from 2011 to 2014. The work showed from the trajectory of the practices of governmental planning, that it ceased to be seen as a merely technical instrument, and began to be seen as an instrument of political action. The trajectory showed two conceptions of governmental planning: one of strictly technocratic character and the other of a technicalpolitical nature, which can be analyzed by the methodology of Situational Strategic Planning. When analyzing the current Brazilian government planning solidifies under the structuring of the PPA, of a technocratic character, not fitting the conception of governmental planning as an instrument of political action, making necessary the adoption of complementary practices of governmental planning that fit to this conception. From the interviews it was found that these complementary practices are able to adapt to the political-institutional context, since they cover the facts about which politicians do not present governability and / or the real State capacity of State action. In addition, these complementary practices are not legal or bureaucratic, which allows changes. However, it is worth mentioning that the PPA has the fundamental role of defining the actions of government and of agreeing a compromise between representatives and represented, and complementary practices should only make the necessary adjustments.

This paper deals with the process of “democratization” of higher education at the conservative modernization experience by Brazil in the current context. It aims to discuss the details given by the socio-economic situation and policy at the times of implementation of affirmative policies in Brazil, presenting them as access facilitation mechanisms that do not absorb the demand built historically. To this end, through perception analysis environment through the content contained in the 2004 Multi-Year Plan to 2007 and from 2008 to 2011 becomes important precisely because they present themselves as strategic mechanisms of the state to promove the development of the nation that moves thought the very process of democratization of access, be it done thought the HEIs (Higher Education Institutions) public or private. The idea, therefore, is to discuss the access according to the situation evidenced by the conservative modernization. Using the content analysis method comes to the conclusion , from the data collected from the Multi-annual plans and their evaluation reports, that the process of Access and expansion of higher education at the conservative modernization did not include democratic and unrestricted manner making , therefore , through the partnership arrangements between the public and private sectors. In this, insertion policies through the public sphere are ultimately limiting access while the type of cut constructed to have the right to student finance through private higher education institutions not build prejudiced aspect that the quots themselves can represent. / O presente trabalho versa sobre o processo de “democratização” do ensino superior ante a modernização conservadora vivenciada pelo Brasil no contexto atual. Ele tem como objetivo principal discutir os pormenores apresentados pela conjuntura socioeconômica e política à época da implantação das políticas afirmativas no Brasil, apresentando-as como mecanismos de facilitação do acesso que não absorvem a demanda construída historicamente. Para tanto, a percepção através da análise da conjuntura através do conteúdo contido nos Planos Plurianuais de 2004 a 2007 e de 2008 a 2011 torna-se importante justamente porque eles se apresentam como mecanismos estratégicos de Estado para promover o desenvolvimento da nação que perpassa pelo próprio processo de democratização do acesso, seja ele feito através das IES (Instituições de Ensino Superior) públicas ou privadas. A ideia, portanto, é discutir o acesso de acordo com a conjuntura evidenciada pela modernização conservadora. Utilizando-se do método de análise de conteúdo chega à conclusão, a partir dos dados coletados dos Planos Plurianuais e seus relatórios de avaliação, de que o processo de acesso e expansão do ensino superior ante a modernização conservadora não fez incluir de forma democrática e irrestrita, fazendo-se, portanto, através do regime de parceria entre os setores público e privado. Nisso, as políticas de inserção através da esfera pública terminam sendo limitadoras do acesso enquanto que o tipo de recorte construído para ter o direito ao financiamento estudantil através das instituições de ensino superior privadas não constrói o aspecto preconceituoso que as cotas em si podem representar.

The paper looks at parents' experiences related to their children's preparations for attending an eight-year gymnázium (academic secondary school), with the goal of identifying and understanding how families experience this preparatory period and what preparatory strategies they choose; or rather, how they approach the preparatory exams, what preparations the family undergoes, what emotions they experience, and how they assess this experience. The theoretical part of this theoretical and empirical paper briefly defines some of the basic terminology necessary for understanding the paper's theoretical foundations and presents the legislative background of the state admissions exams. The third chapter of the theoretical part looks at several realized studies that have focused on the subject of multi- year gymnázia and parents' views on this phenomenon. The various chapters of the paper's empirical section present the author's qualitative methodology, describe the study's approach, and show the results of a qualitative study of parents and children who underwent this experience in the 2017/18 and 2018/19 school years. Their experiences with and perception of this process were determined via semi- structured interviews with both parents and children. The study also made use of interpretative phenomenological...

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

The aim of the dissertation is to compare the psychosocial climate of the classes between the 5th and 6th grades of Czech elementary school. In the train of pupils' leaving into the high- tracked schools there are significant organizational changes in the classes of the 6th grade. This theme includes the phenomenon of the early tracking, when some pupils can leave the mainstream of education (elementary school) and start attending the high-tracked schools (multi-year gymnasium). The aim of our study is to contribute to the research, that with the departure of students into high-tracked schools the psychosocial climate in the classes of the 6th grade unequivocally exacerbates. We are also interested in which specific students are accepted into high-tracked schools, and whether they are effective classroom leaders and socio- metric stars. In our study, we also find out the classroom positions of students who are continuously educated in the 5th and 6th grades of the elementary schools and their classmates, who have come as new students into the classes of the 6th grade. In the theoretical section we introduce the foreign and domestic researches which were conducted on the association between tracking and classroom climate. The empirical part inquiries into a detailed analysis of quantitative research...

Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics)

Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics)