Made available in DSpace on 2016-04-27T14:31:32Z (GMT). No. of bitstreams: 1 Gisele Alves da Costa Cordeiro.pdf: 751839 bytes, checksum: 03f8b650aec4934fa1fd49f9a3d155db (MD5) Previous issue date: 2015-02-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This paper analyzes, from the perspective of teachers from two schools in the city of São Paulo, the possibilities and limitations of the results of the Basic Education Development Index (IDEB) in the school curriculum. Brings brief political and educational context of the theme, stressing the role of the state in Evaluation of Primary Education, as well as the characteristics, trends, influences and the use of the results of Ideb in schools. The study follows a qualitative approach and the research was conducted in two public schools in São Paulo. The subjects were (as) teachers (as) who work in the final years of the cycles of basic education, the Portuguese-speaking areas of knowledge and mathematics, both evaluated in the National System of Basic Education Evaluation (SAEB) and Proof Brazil and comprising the Ideb. The collection of survey data were collected through literature review, documentary and semi-structured interviews. As a result, it was found that there is convergence in the speech of (as) teachers (as) surveyed (as) about the importance of external evaluations. It was also found that the emphasis on evaluation results is resulting impact on curriculum. It found no qualitative reports of these assessments, which could weaken possible pedagogical discussion for decision making both for the educational community as for Public Policy Evaluation / O presente trabalho analisa, sob a ótica de professores de duas escolas do Município de São Paulo, as possibilidades e limitações dos resultados do Índice de Desenvolvimento da Educação Básica (Ideb) no currículo escolar. Traz breve contextualização político-educacional da temática, abordando o papel do Estado na Avaliação da Educação Básica, assim como as características, tendências, influências e o uso dos resultados do Ideb nas escolas. O estudo segue a abordagem qualitativa e a pesquisa foi realizada em duas escolas da rede pública do Município de São Paulo. Os sujeitos foram os(as) professores(as) que atuam nos anos finais dos ciclos do ensino fundamental, das áreas de conhecimento de Língua Portuguesa e Matemática, ambas avaliadas no Sistema Nacional de Avaliação da Educação Básica (Saeb) e na Prova Brasil e que compõem o Ideb. A coleta de dados da pesquisa ocorreu por meio de análise bibliográfica, documental e entrevistas semiestruturadas. Como resultados, verificou-se que há convergência na fala dos(as) professores(as) pesquisados(as) sobre a importância das avaliações externas. Verificou-se também que a ênfase dada aos resultados da avaliação vem acarretando repercussões no currículo. Constatou-se ausência de relatórios qualitativos dessas avaliações, o que poderá enfraquecer possível discussão pedagógica para a tomada de decisões tanto para a comunidade educativa quanto para as Políticas Públicas de Avaliação

abstract: One of the theoretical cores and values of good governance is the accountability of public employees, where the citizens expect the public employees to maintain professional standards, avoid conflicts of interest, respect the principles of fair and impartial treatment, and use public money wisely. However, are these unique moral standards to which only public employees are held? The dissertation seeks to examine how the public evaluates the unethical behaviors of public and private leaders differently to better understand the sources of public and private sector differences in the public’s normative evaluations. Based on a randomized online vignette experiment with 1,569 respondents residing in the United States collected in Amazon’s Mechanical Turk platform, the dissertation confirms that public authorities face different levels of public tolerance relative to business managers. More specifically, the unethical behaviors of a public manager are less likely to be tolerated than the same misconduct of a business manager, while ethical offenses of elected officials are least likely to be tolerated by the public. However, the public is relatively much less tolerant of public managers’ and elected officials’ petty violations relative to business managers than they do for more egregious violations of public authorities. The dissertation further finds that public evaluations are contingent upon the respondents’ work experience in different sectors. Individuals working in government are more likely to be tolerant of petty unethical behaviors, regardless of whom they evaluate, but they become much less tolerant of public managers’ and elected officials’ grand ethical violations. The longer individuals work in for-profit organizations, the less likely they are to tolerate public authorities’ petty violations of organizational rules while consistently being more accepting of the unethical behaviors of business managers. Using an experimental design, the dissertation finds the importance of a fair and legitimate use of tax money in the public’s moral evaluations of public leadership and further discusses the potential sources of public skepticism of the public sector. Furthermore, the public and private sector comparison provides theoretical and practical implications for ethics reform in the era of collaborative governance. / Dissertation/Thesis / Doctoral Dissertation Public Administration and Policy 2020

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No. of bitstreams: 1 Tese Lanara Souza.pdf: 1910748 bytes, checksum: 1a84fcc4bafeedda74173098fc11890a (MD5) / A presente tese investiga as concepções e práticas de avaliação de políticas educacionais realizadas no Brasil pelos organismos internacionais, especificamente a Organização das Nações Unidas para a Educação, a Ciência e a Cultura - UNESCO, o Programa das Nações Unidas para o Desenvolvimento - PNUD e o Banco Mundial. O estudo envolve a análise das políticas e estratégias apresentadas em manuais, diretrizes e guias, documentos oficiais que orientam a prática avaliativa dos projetos educacionais de cooperação entre o Brasil e estes organismos. O objetivo foi investigar como as avaliações de políticas educacionais realizadas pelos organismos internacionais no Brasil se relacionam com a construção de uma avaliação pública, entendida como avaliação politizadora e participativa. Tendo consequentemente como foco: i) analisar o conceito de avaliação e em particular de avaliação de políticas públicas em educação, no contexto brasileiro; ii) compreender os pressupostos metodológicos e epistemológicos das avaliações realizadas pela UNESCO, PNUD e Banco Mundial sobre políticas educacionais no Brasil; iii) relacionar as avaliações realizadas pelos três organismos com a construção de uma avaliação pública para as políticas educacionais brasileiras. Sustentada por uma perspectiva Marxista-Bobbiana, o estudo aborda o papel do Estado na sociedade capitalista contemporânea, trazendo uma reflexão sobre fatores políticos e históricos que têm condicionado as políticas educacionais no Brasil, com a intenção de esclarecer o contexto onde a avaliação está inserida. Após uma análise dos conceitos e características da avaliação de políticas, este trabalho apresenta os aspectos estruturais da política de cooperação entre o Brasil e os organismos internacionais e o tratamento superficial dado à avaliação dos programas e projetos educacionais nesse contexto. Faz-se uma análise das determinações sobre avaliação de políticas e projetos pelo PNUD, Banco Mundial e UNESCO voltadas, em seu discurso, para o desenvolvimento sustentável, utilizando a educação básica como um dos instrumentos na superação das desigualdades sociais; ao passo que atende às solicitações do mercado mundial, e, portanto está distante da promoção de uma educação de qualidade fundada, numa perspectiva crítica, participativa e contextualizada da realidade. Ao final, a tese defendida é denominada de avaliação pública; aquela em que os beneficiários também são avaliadores e participam do processo de avaliação, em todas as suas fases, na condição de tomadores de decisão, constituindo-se assim uma avaliação onde o público é participante e politicamente ativo. / ABSTRACTThis thesis investigates the concepts and practices of evaluation of educational policies in Brazil conducted by international organizations, specifically the United Nations Educational, Scientific and Cultural Organization - UNESCO, the United Nations Program for Development - UNDP and the World Bank . The study involves the analysis of policies and strategies presented in manuals, guidelines and guides, official documents that guide the evaluation practice of educational projects for cooperation between Brazil and these organisms. The aim was to investigate how educational policy assessments conducted by international organizations in Brazil are related to the construction of a public evaluation, seen as politicizing and participatory evaluation. Having thus focus on: i) to analyze the concept of evaluation and in particular the evaluation of public policies in education, in the Brazilian context, ii) understand the methodological and epistemological assumptions of the assessments carried out by UNESCO, UNDP and the World Bank on educational policies in Brazil iii) relate assessments by three organizations with the construction of a public evaluation for Brazilian educational policies. Supported by a Marxist-Bobbian perspective, the study addresses the role of the state in contemporary capitalist society, bringing a reflection on political and historical factors that have conditioned the educational policies in Brazil, with the intent to clarify the context in which the assessment is inserted. After an analysis of the concepts and characteristics of policy evaluation, this paper presents the structural aspects of policy cooperation between Brazil and the international bodies and surface treatment given to the evaluation of educational programs and projects in this context. It is an analysis of the determinations on evaluation of policies and projects by UNDP, the World Bank and UNESCO focused in his speech, for sustainable development, using the basic education as an instrument in overcoming social inequalities while that meets the demands of the world market, and thus far is the promotion of quality education founded on a critical perspective, participatory and contextual reality. At the end, the argument is called public evaluation, one in which the beneficiaries are also participating in the review and evaluation process in all its phases, provided decision makers, thus constituting an evaluation where the audience is participating and politically active.