Made available in DSpace on 2016-06-24T04:12:24Z (GMT). No. of bitstreams: 1 Adriana_lira.pdf: 2137719 bytes, checksum: c7c8b1c72de917befc210db602dd6632 (MD5) Previous issue date: 2010-03-29 / As viol??ncias nas escolas do Distrito Federal t??m dificultado que se efetive plenamente o direito ?? educa????o...

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-01-18T12:47:25Z No. of bitstreams: 1 MagalideFatimaEvangelistaMachadoTese2012.pdf: 12012 bytes, checksum: 35483ebe35e72a71a9f3ed9a335db288 (MD5) / Made available in DSpace on 2017-01-18T12:47:25Z (GMT). No. of bitstreams: 1 MagalideFatimaEvangelistaMachadoTese2012.pdf: 12012 bytes, checksum: 35483ebe35e72a71a9f3ed9a335db288 (MD5) Previous issue date: 2012-11-21 / This study examined with a topic that has gradually become the center of attention for researchers in Educational Management: effective schools. The main goal was to meet the current institutional demands to describe the school management practices that have led two Elementary School units of the Public School System, final years, being located in peripheral regions, in 2009, to reach an Ideb index growth goal higher than that of the Federal District. For that purpose, the concept of effective school was adopted as the one that is capable of developing strategies that take its students?? social origin into account. For the methodological development of the study, it was adopted the quali-quanti approach of a descriptive-analytical nature, based on Case Study. The data were generated by in loco observations, documental analysis and questionnaires addressed to the teachers, the managing team, and the 9th grade students. Semi-structured interviews were also, carried out with the principal and three teachers from each school, encompassing different areas of knowledge. Each school wasseparately analyzed, and their identification and characterization aspects?? were detailed integrated as an object of study. As regards to the method of analysis and data categorization, the Collective Subject Discourse and the Content Analysis were adopted. After detailing the tools analysis procedures and the discussion of generated data, the research??s partial results were developed, and then the evidences obtained at each school were revealed without comparing them with one another. The strategy adopted from the methodology until the organization of results allowed the discovery of a humanizing view of the school effectiveness, which transcended the domain of academic learning, usually taken into account at such occasions. The researcher detected the impossibility of identifying ???exceptionalfactors???, that, in itself, would per se lead to the characterization of the schools researched as being ???effective schools???. The results indicated the existence of a combination of factors, that acted in an interconnected manner, forming a network of significations whose dynamics favored proficiency in both schools and was linked to the schools?? leadership style. Also, this differentiated view of the issues that involve the search for effectiveness resulted the creation of what was called the ???Weave of School Effectiveness???, a phenomenon brought to consideration, found the central element in both schools, the identity with the teaching profession, which proved to be responsible for the teaching school atmosphere and for the ensuing transformation of the school into an environment conducive to learning. / O estudo versou sobre um tema que tem, gradativamente, ocupado o centro das aten????es de pesquisadores da Gest??o Educacional: escolas eficazes. Como objetivo principal, almejou contribuir com as atuais demandas institucionais, no sentido de descrever as pr??ticas de gest??oescolar que levaram duas escolas da rede p??blica do Ensino Fundamental, Anos Finais, localizadas em regi??es perif??ricas, a atingirem, em 2009, meta de crescimento do Ideb superior ?? meta do Distrito Federal. Para tanto, adotou-se a concep????o de escola eficaz como sendo aquela que consegue desenvolver estrat??gias que levam em conta a origem social deseus alunos. No desenvolvimento metodol??gico adotou-se a abordagem quali-quanti, de natureza descritivo-anal??tica, baseada em Estudo de Caso. Os dados foram gerados das observa????es in loco, an??lise documental e question??rios dirigidos aos professores, equipe gestora e alunos do 9?? ano. Utilizou-se, ainda, a entrevista semiestruturada, realizada com a diretora e tr??s professores, em cada escola, abrangendo ??reas distintas do conhecimento. Cada escola foi analisada, separadamente, integrando-se, em seu contexto, aspectos de identifica????o e caracteriza????o, enquanto objeto de estudo, de forma particularizada. Quanto ao m??todo de an??lise e categoriza????o dos dados, adotou-se o Discurso do Sujeito Coletivo ??? DSC e a An??lise de Conte??do. Depois de detalhados os procedimentos de an??lise dos instrumentos e a discuss??o dos dados gerados, procedeu-se ?? elabora????o dos resultados parciais da pesquisa, espa??o em que foram reveladas as evid??ncias obtidas de cada escola, sem compar??-las entresi. A estrat??gia adotada, desde a metodologia at?? a organiza????o dos resultados, permitiu a descoberta de uma vis??o humanizadora da efic??cia escolar, a qual transcendeu o dom??nio da aprendizagem acad??mica, comumente levado em conta nessas ocasi??es. A pesquisadora observou que n??o foi poss??vel identificar ???fatores excepcionais??? que, por si s??, levariam a caracterizar as escolas pesquisadas como ???escolas eficazes???. Os resultados indicaram a exist??ncia de uma conjuga????o de fatores, os quais atuaram de forma interconectada, formando uma rede de significa????es, cuja din??mica favorecedora da profici??ncia nas duas escolas,esteve vinculada ao estilo de lideran??a escolar. Essa vis??o diferenciada sobre as quest??es que envolvem a busca da efic??cia resultou, ainda, na cria????o do que foi denominado de ???Trama da Efic??cia Escolar???, fen??meno que trouxe como elemento central, encontrado em ambas as escolas, a identidade com a profiss??o de professor, a qual se mostrou respons??vel pelo clima escolar e pela consequente transforma????o da escola em um ambiente prop??cio de aprendizagem.

Made available in DSpace on 2015-12-03T18:35:26Z (GMT). No. of bitstreams: 1 Edmeia_Soares_Pinto_Scatola.pdf: 1211250 bytes, checksum: 4f5a7c9a552f27085f68d8d69c3e48e5 (MD5) Previous issue date: 2013-08-30 / The Pedagogical Political Project is presented as an instrument of academic management, pointing alternative paths and establishing commitments in search of an IES identity and the course it offers. Therefore, the PPP is instituted from intentional actions with an explicit sense and a commitment defended collectively. This study was intended for knowing and analyzing the way of acting of a coordinator of an Accounting Sciences course facing the construction process of the Pedagogical Political project as a response to the curricular changes instituted, and therefore, to point out challenges, difficulties and progress originating from it. For this, a descriptive research was performed with a qualitative approach. The data were obtained from interviews and document analysis. A participative leadership style and democratic management of the coordination of the investigated course was observed, as well as the decentralization of the pedagogical management effort using strategies and actions looking for the involving everyone in the curricular decision making process. Actions such as the creation of deliberative instances, pedagogical meetings, meetings and other participative actions were detected. Delegating functions and implementing changes in the course indicate that the exercise of autonomy and participation are the most valued pillars by the coordination. Despite the intentions and the participative actions in the construction of the PPP, there are challenges to be overcome by the course coordination such as implementing a competence curriculum with a vision focused in the labour market not in the market, a vision still present in DCNs. The desired profile for the accountant currently demands reviewing the curricula theory and adopted methodologies for increasing the learning process and student development. It is concluded that a participative leadership style allows knowledge mobility, professional and interpersonal experiences that promote the engagement of everybody in the academic activities and results, motivating them to accept the challenges of the path towards the scientifical and technological formation of students. However, this pedagogical manager profile shall be related to a complex and systemic scientific paradigm and with a question and doubt pedagogy that allows the interaction and dialogue between disciplines and actors involved, transforming static and conservative academic spaces into dynamic, democratic and transforming spaces / O Projeto Pol??tico Pedag??gico apresenta-se como um instrumento de gest??o acad??mica que aponta caminhos alternativos e estabelece compromissos para a busca da identidade da IES e do curso que oferece. Assim, o PPP se institui a partir de a????es intencionais, com um sentido expl??cito e com um compromisso defendido coletivamente. Este estudo teve como objetivo conhecer e analisar o modo de atua????o do coordenador de um curso de ci??ncias cont??beis diante do processo de constru????o do Projeto Pol??tico Pedag??gico como resposta ??s mudan??as curriculares institu??das, e, assim evidenciar desafios, dificuldades e avan??os da?? decorrentes. Para tanto, realizou-se uma pesquisa descritiva com abordagem qualitativa. Os dados foram coletados por meio de entrevista e de an??lise documental. Constatou-se um estilo de lideran??a participativa e de gest??o democr??tica da coordena????o do curso investigado, bem como, o esfor??o pela descentraliza????o da gest??o pedag??gica com a utiliza????o de estrat??gias e a????es que buscam o envolvimento de todos nas tomadas de decis??es curriculares. Foram detectadas a????es como a cria????o de inst??ncias deliberativas, reuni??es pedag??gicas, encontros, e outras a????es participativas. A delega????o de fun????es e a implementa????o de mudan??as no curso indicam que o exerc??cio da autonomia e a participa????o s??o os pilares mais valorizados pela coordena????o. Apesar das inten????es e das a????es participativas na constru????o do PPP, existem desafios a serem superados pela coordena????o do curso tais como a implementa????o de um curr??culo por compet??ncias com uma vis??o focada no mundo do trabalho e n??o mercadol??gica, presente ainda nas DCNs. O perfil desejado para o contador na contemporaneidade exige a revis??o da teoria dos curr??culos e das metodologias adotadas para fomentar a aprendizagem e o desenvolvimento dos acad??micos. Conclui-se que um estilo de lideran??a participativa permite a mobiliza????o de saberes, de experi??ncias profissionais e interpessoais que promovem o envolvimento de todos nas atividades acad??micas e nos resultados motivando-os a aceitar os desafios da caminhada rumo ?? forma????o cientifica e tecnol??gica dos alunos. Entretanto, este perfil de gestor pedag??gico deve relacionar-se com um paradigma cient??fico complexo e sist??mico e com uma pedagogia da d??vida e da pergunta que permita a intera????o e o di??logo entre as disciplinas e os atores envolvidos, transformando espa??os acad??micos est??ticos e conservadores em din??micos, democr??ticos e transformadores