Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-05-03T19:37:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-04T16:24:18Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) / Made available in DSpace on 2018-05-04T16:24:18Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) Previous issue date: 2017 / A quest?o central desta pesquisa ? investigar como a identidade racial negra foi incorporada no processo de elabora??o do Plano Municipal de Educa??o de Diamantina/MG. Indicamos uma abordagem metodol?gica mista, sendo predominantemente qualitativa, mas, tamb?m quantitativa, integrada como estrat?gia de pesquisa complementar. Propomos um arranjo de an?lise desenvolvido em tr?s etapas, sendo revis?o bibliogr?fica, coleta de dados e prepara??o do material e, infer?ncia e apresenta??o dos resultados. Para composi??o da amostra utilizamos dois instrumentos, coleta documental e entrevista, sendo que dos documentos que integram o corpus do trabalho nas duas vers?es da meta 22 ? Projeto de Lei n? 08/2015 e Lei n? 3.880/2015 ? concentraram nosso maior interesse, sendo a parte dos documentos onde foi abordado o tema da identidade racial negra. As entrevistas foram direcionadas ? representantes de dois segmentos que participaram da elabora??o do Plano, os dirigentes municipais e grupo de discuss?o. Efetuamos a an?lise dos dados de acordo com o m?todo de an?lise de conte?do descrito por Bardin (2010). O texto da disserta??o foi dividido em quatro se??es: Metodologia; Dial?tica das ra?as: por uma identidade racial negra; Planejamento e Plano Educacional: pol?ticas de curr?culo; An?lise da elabora??o do Plano Municipal de Educa??o de Diamantina/MG: a identidade racial negra em quest?o. Os resultados indicaram que o p?s-colonialismo, determinante nas ?[...] rela??es de poder e formas de conhecimento que colocam o sujeito imperial europeu na sua posi??o atual de privil?gio [...]? (SILVA, 2014, p.127), como fen?meno presente em todas as inst?ncias sociais, reproduz no campo das pol?ticas de planejamento curricular, formas de discrimina??o e exclus?o da identidade racial negra, evid?ncia que julgamos importante para a interpreta??o do campo pol?tico curricular brasileiro. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The central question of this research is to investigate how the black racial identity was incorporated in the process of elaboration of the Municipal Plan of Education of Diamantina/MG. We indicate a mixed methodological approach, being predominantly qualitative, but also quantitative, integrated as a complementary research strategy. We propose an analysis arrangement developed in three stages, being bibliographical review, data collection and preparation of the material, and inference and presentation of the results. For the composition of the sample we used two instruments, documentary collection and interview, and the documents that integrate the corpus of the work in the two versions of goal 22 ? Bill n? 08/2015 and Law n? 3.880/2015 ? focused our greatest interest, being the part of the documents where the subject of the black racial identity was approached. The interviews were directed to the representatives of two segments that participated in the elaboration of the Plan, the municipal leaders and the discussion group. We performed the data analysis according to the content analysis method described by Bardin (2010). The text of the dissertation was divided into four sections: Methodology; Dialectic of races: by a black racial identity; Planning and Educational Plan:curriculum policies; Analysis of the elaboration of the Municipal Plan of Education of Diamantina/MG: the black racial identity in question. The results indicated that postcolonialism, which is a determining factor in the "[...] power relations and forms of knowledge that place the European imperial subject in its current position of privilege [...]" (SILVA, 2014, p. 127), as a phenomenon present in all social instances, reproduces in the field of curricular planning policies, forms of discrimination and exclusion of black racial identity, evidence which we deem important for the interpretation of the Brazilian curricular political field.

Submitted by Renata Maria Pontes Cabral De Medeiros (renatapcmedeiros@hotmail.com) on 2018-07-02T19:43:10Z No. of bitstreams: 1 Renata Maria PC Medeiros.docx: 1596200 bytes, checksum: 62acd353744e3989aa2b702fc07f16ad (MD5) / Approved for entry into archive by Jacqueline de Almeida null (jacquie@franca.unesp.br) on 2018-07-03T14:09:04Z (GMT) No. of bitstreams: 1 Medeiros_RMPC_me_fran.pdf: 3240152 bytes, checksum: 4ed04543ad64749bb7285dbeb6040b1f (MD5) / Made available in DSpace on 2018-07-03T14:09:04Z (GMT). No. of bitstreams: 1 Medeiros_RMPC_me_fran.pdf: 3240152 bytes, checksum: 4ed04543ad64749bb7285dbeb6040b1f (MD5) Previous issue date: 2018-05-07 / A importância dos professores para a oferta de uma educação de qualidade para todos é amplamente reconhecida. Atrelar a qualidade da educação à formação e valorização docente é consenso nacional. Diante disso, a formação inicial e continuada, os planos de carreira, as condições de trabalho e a valorização desses profissionais, entre outros aspectos, foram contemplados no Plano Nacional de Educação e consequentemente nos Planos de Educação dos Municípios brasileiros (PME). Entende-se os Planos Municipais de Educação como um documento que ao ser estabelecido por lei, poderá exercer a função de um novo preceito de construção de políticas públicas, originando a ideia de que a tarefa não está concluída, pois é principalmente, um documento de estratégias e de políticas de educação que inclui a intenção de um constante acompanhamento e avaliação. Porém, o sucesso ou fracasso do plano depende da participação ativa dos docentes, suas concepções, crenças, valores e práticas. Considerando o papel dos professores na qualidade da educação, é preciso conhecer as concepções dos mesmos e seus desdobramentos no tocante à política pública local, o que facilitará a implementação das metas e estratégias descritas no referido PME. Baseado em estudos de Kuhlmann Júnior (1999, 2000 e 2001), Kramer (1991), Bordignon (2009), Conrad (2002), Contreras (2002), Gatti e Barreto (2009), Imbérnon (2010), Monlevale (2000 e 2013), Oliveira-Formosinho (2002), Saviani (2002), Scheibe (2004), Vaillant (2007), entre outros, o presente trabalho teve como objetivo investigar o Plano de Educação de um Município localizado no interior do Estado de São Paulo, com foco na identificação e análise dos desafios existentes na implantação e funcionamento dessa política pública no tocante à formação e valorização docente à luz da percepção dos professores de Educação Infantil, contribuindo para efetivação do PME. Optou-se pela pesquisa de abordagem qualitativa para alcançar os objetivos propostos. Os dados foram coletados em duas etapas, a primeira tendo por finalidade verificar a participação dos docentes na elaboração do PME, e devido ao pouco conhecimento do documento pelos profissionais da educação, foi proposto um estudo sobre o PME para se passar a segunda parte da pesquisa após o estudo do documento através de pesquisa documental e de questionários aplicados com professores da rede municipal estudada, sobre a concepção docente acerca do estabelecido no plano. Acredita-se que esse estudo possa trazer contribuições relativas ao processo de implementação dos Planos Municipais de Educação como também para compreender as concepções dos sujeitos envolvidos, e de que forma podem contribuir para uma educação de qualidade no âmbito da educação municipal. A pesquisa concluiu que apesar da importância dos docentes para a promoção de uma educação de qualidade, inúmeros problemas ainda precisam ser enfrentados, como a pouca relevância dada pelos documentos públicos sobre a formação e valorização docente, bem como a resignação dos professores com a situação profissional atual, com a finalidade de garantir condições efetivas de trabalho aos professores. / The importance of teachers to the provision of quality education for all is widely recognized. Linking the quality of education to teacher training and enhancement is national consensus. Thus, initial and continuing training, career plans, working conditions and the valuation of these professionals, among other aspects, were contemplated in the National Education Plan and consequently in the Education Plans of the Brazilian Municipalities (PME). Municipal Education Plans are understood as a document that, when established by law, may exercise the function of a new precept of construction of public policies, giving rise to the idea that the task is not completed, since it is mainly a document of strategies and policies that includes the intention of constant monitoring and evaluation. However, the success or failure of the plan depends on the active participation of teachers, their conceptions, beliefs, values and practices. Considering the role of teachers in the quality of education, it is necessary to know their conceptions and their implications for local public policy, which will facilitate the implementation of the goals and strategies described in the said SME. Based on studies by Kuhlmann Júnior (1999, 2000 and 2001), Kramer (1991), Bordignon (2009), Conrad (2002), Contreras (2002), Gatti and Barreto (2009), Imbérnon (2010), Monlevale 2013), Oliveira-Formosinho (2002), Saviani (2002), Scheibe (2004), Vaillant (2007), among others, the objective of this study was to investigate the Education Plan of a Municipality located in the interior of the State of São Paulo , with a focus on the identification and analysis of the challenges in the implementation and operation of this public policy in relation to teacher training and valorization in the light of the perception of the teachers of Early Childhood Education, contributing to the effectiveness of the SME. The qualitative research was chosen to reach the proposed objectives. The data were collected in two stages, the first one aiming to verify the participation of the teachers in the elaboration of the SME, and due to the lack of knowledge of the document by the professionals of the education, a study was proposed on the SME to pass the second part of the research after studying the document through documentary research and questionnaires applied with teachers of the municipal network studied, about the teaching conception about the established in the plan. It is believed that this study can contribute to the implementation process of the Municipal Education Plans as well as to understand the conceptions of the subjects involved, and how they can contribute to a quality education in the area of municipal education. The research concluded that despite the importance of teachers to promote quality education, many problems still need to be addressed, such as the lack of relevance of public documents on teacher education and valorization, as well as teachers' resignation to the professional situation with the purpose of guaranteeing effective working conditions for teachers.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-09T19:03:28Z No. of bitstreams: 1 2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) / Made available in DSpace on 2017-06-09T19:03:28Z (GMT). No. of bitstreams: 1 2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) Previous issue date: 2016-02-24 / CAPES / This dissertation consisted in investigating the Municipal Plan of Education of Itagua?/RJ, which was reformulated in the year 2015 and will be current until the year 2025. For this purpose, acknowledging the relevance of the PME (2015) from Itaguai/RJ, (because it acts in a sense of re-orientating the education in the municipality) this study researched the reorientation of that document regarding pedagogical and educational assistance of the target-public students of the special education program of the municipality, and overall of the CEMAEE (Centro Municipal de Atendimento Educacional Especializado, in english "Municipal Centre of Specialized Educational Assistance"). Our researched issues were: Does the Municipal Plan of Education of Ituaguai (2015) contribute to the democratization process of the education system? How is the political-pedagogical organization set in the (re) orientation included in the PME (2015) of Itagua?, regarding the assistance to the target-public students in special education programs? Is the PME Itagua? (2015) in line with the PNE (National Education Plan)? Which are the perspectives of improvement that the PME Itagua? could establish in the CEMAEE's assistance? Which are the difficulties that the participants in this study have found for the implementation of the inclusive orientation for the target-public of the special education program? What do the participants of this study think/know about the current Public Policy of Inclusive Education concerning the special education target-public students? The methodological conception of this research was the "undissociability" between method and theory exposed in the Teor?a Critica (Critical Theory) of education. The thought of Theodor Adorno inspired our analysis, as well as Damasceno and Costa, commentators of his thought. Regarding the methodological procedures, we divided them in two moments, the first moment consisted in the documental analysis, in which we evaluated the previous PME of Itagua? (2010-2020) and the current (2015-2025) and we characterized the Documento de Forma??o (Formation Document) from 2010 from the CEMAEE. In the second moment, we accomplished the interviews with the subjects of the study, as follows: Ex-secretary of Education, Ex-sub-secretary of Education, Secretary of education, manager of the CEMAEE and the teacher of the CEMAEE, and we applied the characterization to them. In our final considerations, we identified that the PME (2015) represents a very important achievement for the education of the Municipality, since it presents political-pedagogical disposals that collaborate with the school inclusion of the target-public students of special education. Nevertheless Itagua? still faces challenges that raise obstacles to reach education for everyone, thus becoming urgent that what was instituted by the PME (2015) is implemented in the sphere of the institutive of the municipal network of Itagua?. We emphasize the importance of this and other researches that have the objective of studying the operational ability of the process of the school inclusion of the target-public individuals/students in the special education programs, in tune with the movement of democratization of the education. / Esta disserta??o tem como objeto de investiga??o o Plano Municipal de Educa??o de Itagua?/RJ, que foi reformulado no ano de 2015, com validade at? o ano de 2025. Para tal, tomando conhecimento da relev?ncia do PME (2015) de Itagua?, no que se refere a (re)orienta??o da educa??o do Munic?pio, este estudo pesquisou/problematizou os impactos deste documento no atendimento pedag?gico e educacional dos estudantes p?blico-alvo da educa??o especial do Munic?pio e, sobretudo, no CEMAEE (Centro Municipal de Atendimento Educacional Especializado). Nossas quest?es de investiga??o, derivadas de nosso objetivos, foram: O Plano Municipal de Educa??o de Itagua? (2015) contribui para o processo de democratiza??o no sistema de ensino? Como est? posta a organiza??o pol?tico-pedag?gica na (re) orienta??o inclusiva do PME (2015) de Itagua?, no que tange ao atendimento dos estudantes p?blico-alvo da educa??o especial? O PME de Itagua? (2015) est? em conson?ncia com o PNE? Quais as perspectivas de aperfei?oamento que o PME de Itagua? poder? instituir no atendimento do CEMAEE? Quais as dificuldades que os profissionais da educa??o, participantes deste estudo, tem encontrado para a implementa??o da orienta??o inclusiva para o p?blico-alvo da educa??o especial? O que pensam/sabem os sujeitos participantes do estudo sobre as atuais Pol?ticas p?blicas de Educa??o Inclusiva no que se refere aos estudantes p?blico-alvo da educa??o especial? A concep??o metodol?gica desta pesquisa se fundamenta na indissociabilidade entre teoria e m?todo posta na Teoria Cr?tica da educa??o. O pensamento de Theodor Adorno subsidiou nossas an?lises, assim como as reflex?es de Damasceno e Costa, comentadores de seu pensamento. Quanto aos instrumentos e procedimentos metodol?gicos, os dividimos em duas etapas: a primeira consistiu na an?lise documental, onde analisamos o PME de Itagua? (2010-2020) e o atual (2015-2025), al?m do Documento de Forma??o (2010) do CEMAEE. Na segunda etapa, realizamos as entrevistas com os sujeitos de estudo, a saber: Ex-secret?ria de educa??o, Ex-subsecret?ria de educa??o, Atual Secret?ria de educa??o, Gestor do CEMAEE e uma Docente do CEMAEE. Em nossas considera??es finais de pesquisa identificamos que o PME (2015) representa uma significativa conquista para a educa??o do Munic?pio, pois apresenta disposi??es pol?tico-pedag?gicas que colaboram com a inclus?o escolar de estudantes p?blico-alvo da educa??o especial. Entretanto, Itagua? ainda possui in?meros desafios que obstaculizam a afirma??o de uma educa??o para todos, tornando-se urgente que o institu?do no PME (2015) se implemente na esfera instituinte dos movimentos democr?ticos desta rede de ensino. Destacamos a import?ncia desta e outras pesquisas que possuem como objeto de estudo a operacionalidade do processo de inclus?o escolar de indiv?duos/estudantes p?blico-alvo da modalidade de educa??o especial, consent?neo ao movimento de democratiza??o da educa??o na contemporaneidade.