Thesis (Ph. D.)--New School for Social Research, 2002. / Typescript. Includes bibliographical references (leaves 209-226). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2004. / Typescript. Includes bibliographical references (leaves 393-413). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2003. / Typescript. Includes bibliographical references (leaves 313-322). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2004. / Typescript. Includes bibliographical references (leaves 213-238). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2003. / Typescript. Includes bibliographical references (leaves 302-331). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2003 / Typescript. Includes bibliographical references (leaves 296-309). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2003. / Typescript. Includes bibliographical references (leaves 188-192). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2003. / Typescript. Includes bibliographical references (leaves 53-57). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

The central objective of this dissertation is to investigate the historical, philosophical conception of infancy that is present in the document A reconstrução educacional no Brasil: Ao povo e ao governo. Manifesto dos Pioneiros da Educação Nova (The reconstruction of education in Brazil: to the people and to the government. The Pioneer Manifest of New Education), with the intent of analyzing how much the thought of the New School of Dewey influenced the movement of pedagogical renewing in Brazil in the 1920s and 1930s. In order to do that, this paper is organized in two parts: in the first the theory of the philosopher john Dewey (1859-1952) is analyzed with the purpose of understanding how infancy, conceived by the American educator, is related to a greater social project that involves a renewing in the educational and social fields. In the second part, we analyze how the conceptions of infancy, education, democracy and freedom defended by Dewey contributed to the construction of the speech of the Pioneers of the New School for a new infancy that would be able to participate in the process of national reconstruction. It is possible, by the means of analysis, to perceive that the conception of infancy that is in the document defended by the Pioneers represents a consensus among them, in the way that the New Deweyan School, despite being extremely relevant, shares its position with other theories, specially, the positivism. When concluding this dissertation it was possible to notice that the ideas of the New School that were so noteworthy in the first half of the 20th century are still alive in the current Brazilian educational scenery. Although they are marginalized in the official documents, their presence in the pedagogical speeches that value individuality, freedom of expression, syllabus flexibilization proves that. Therefore, the Deweyan expression to learn how to learn is one of the main points to understand how updated they still are in the pedagogical proposals. / Esta dissertação tem como objetivo central investigar a concepção histórico-filosófica de infância presente no documento intitulado A reconstrução educacional no Brasil: Ao povo e ao governo. Manifesto dos Pioneiros da Educação Nova, com intuito de analisar em que medida o pensamento escolanovista deweyano contribuiu com o movimento de renovação pedagógica no Brasil no decorrer das décadas de 1920 e 1930. Para tanto, o trabalho está organizado em dois capítulos: no primeiro, analisamos a matriz teórica do filósofo John Dewey (1859-1952) com o propósito de entender como a infância concebida pelo educador estadunidense está relacionada a um projeto social mais amplo que envolve uma renovação no campo educacional e social. No segundo capítulo, investigamos como a concepção de infância, de educação, de democracia e de liberdade defendida por Dewey contribuiu para a construção do discurso dos Pioneiros da Educação Nova em prol de uma nova infância que pudesse participar do processo de reconstrução nacional. É possível perceber por meio das análises que a concepção de infância presente no documento defendida pelos Pioneiros representa um consenso entre eles, na medida em que o escolanovismo deweyano, apesar de sua relevância marcante, divide espaço com outras matrizes teóricas, em especial, com o positivismo. Ao concluir esta dissertação notamos que a presença das ideias escolanovistas tão marcantes na primeira metade do século XX ainda estão vivas no cenário educacional brasileiro. Embora marginalizadas nos documentos oficiais, sua presença nos discursos pedagógicos que valorizam a individualidade, liberdade de expressão, flexibilização curricular é prova disso, portanto a expressão deweyana Aprende a aprender é um dos pontos fundamentais para compreendermos sua atualidade nas propostas pedagógicas. / Mestre em Educação

[pt] O presente estudo objetivou relacionar o programa de avaliação e responsabilização escolar - Nova Escola à evolução atual do ensino médio da rede estadual do Rio de Janeiro. Nosso objetivo principal era verificar em que medida o Nova Escola pode ser relacionado à evolução dos resultados escolares do Estado do Rio entre 2000 e 2005. Numa perspectiva qualitativa, o Nova Escola foi analisado a luz de pesquisa documental que teve como principal objeto a documentação referente ao próprio programa. Procuramos compreender a natureza do processo de responsabilização, os instrumentos de avaliação utilizados ao longo dos anos bem como as oscilações destes últimos entre as categorias de avaliação - baseadas em resultado, processo, norma, critério e progresso escolar. Em outra, de cunho quantitativo, foram observados os dados referentes à proficiência (Saeb) e fluxo (Censo Escolar) no entorno do mesmo período. Estes dados foram observados através da comparação com os resultados escolares de outros estados do país. Junto aos dados de fluxo foi possível verificar uma pequena melhora no primeiro biênio do programa, mas que não se sustentou nos anos seguintes. Na proficiência em Língua Portuguesa o estado obteve um desempenho melhor em relação a outros estados. De maneira geral constatou-se um impacto do programa sobre os resultados escolares como um todo que, embora menos expressivo em alguns indicadores, tornou mais estáveis os resultados escolares do estado do RJ. / [en] The following study aimed at relating the program of school evaluation and accountability - Nova Escola- to the current evaluation of public high school in Rio de Janeiro state. Our principal objective was to verify to which extent the program can be related to the evolution of the school results from 2000 to 2005. From a qualitative perpective, the Nova Escola was analysed under the light of a documented research, which has as principal objective the documentation on the program itself. It was attempted to understand the nature of the process of accountability, the evaluation tools used along the years, as well as the oscillations they have between the categories of evaluation - based in result, process, norm, criterion, and school progress. In another perspective, quantitative-oriented, it was observed the data concerning proficiency (Saeb) and flow (Censo Escolar) correspond ing the same period. This data was observed by means of a comparison with school results from other states Brazil. Close to the flow data were possible to verify a small improvement in the first biennium of the program, but that was not sustained the following years. In the proficiency and, Portuguese Language the state obtained a better acting in relation to other states. In a general way an impact of the program was verified on the school results as a whole that, although less significant in some indicators, it turned stabled the results scholars of the state of RJ.