Made available in DSpace on 2017-07-21T14:42:47Z (GMT). No. of bitstreams: 1 JOSENILDA A R BUENO.pdf: 5753537 bytes, checksum: 6b364f25bed7432862468b693ea0e615 (MD5) Previous issue date: 2017-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to discuss the relationship between public education and development, analyzing the relationship between public education policy and social inequality. For this purpose, public primary education in the municipality of Ponta Grossa/PR, from 1991 to 2015, was delimited as a field of analysis. The justification for the choice of Ponta Grossa/PR is due to the fact that although the municipality represents the largest source of education in the Campos Gerais region, its IDEB has been lower, especially in the initial years of elementary education, than in other municipalities of similar size, such as Cascavel, Londrina and Maringá. The temporal delimitation is due to the promulgation of the Federal Constitution of 1988, which made possible new paths for the Brazilian educational policy. Thus, guided by the social-developmental conception that permeates this work and by the assumptions of the welfare state, we seek to describe and discuss the offer of public elementary education in Ponta Grossa/PR in its main aspects, as well as the importance of Educational investments for the development of the municipality. The methodological approach is based on qualitative research and the procedure adopted in data collection was the combination of bibliographical and documentary research. As for the structure, the work has five chapters; The first and second seek to analyze development from the perspective of the welfare state, as well as the relationship between public education and development; The third chapter is about addressing the main changes in educational policy after the 1988 Constitution; The fourth chapter presents some of the main aspects of the offer of elementary education in Ponta Grossa/PR and; Finally, the fifth chapter seeks to analyze the evolution of the educational profile of municipal workers, evaluating possible effects of education on the salaries of workers in the period. Among the main results, the research evidenced a substantial change in the educational profile of the workforce in the municipality, which in part seems to have contributed to the increases in workers' income in the analyzed period. The data also provided subsidies so that some aspects of Ponta Grossa public primary education could be identified / This research aims to discuss the relationship between public education and development, analyzing the relationship between public education policy and social inequality. For this purpose, public primary education in the municipality of Ponta Grossa/PR, from 1991 to 2015, was delimited as a field of analysis. The justification for the choice of Ponta Grossa/PR is due to the fact that although the municipality represents the largest source of education in the Campos Gerais region, its IDEB has been lower, especially in the initial years of elementary education, than in other municipalities of similar size, such as Cascavel, Londrina and Maringá. The temporal delimitation is due to the promulgation of the Federal Constitution of 1988, which made possible new paths for the Brazilian educational policy. Thus, guided by the social-developmental conception that permeates this work and by the assumptions of the welfare state, we seek to describe and discuss the offer of public elementary education in Ponta Grossa/PR in its main aspects, as well as the importance of Educational investments for the development of the municipality. The methodological approach is based on qualitative research and the procedure adopted in data collection was the combination of bibliographical and documentary research. As for the structure, the work has five chapters; The first and second seek to analyze development from the perspective of the welfare state, as well as the relationship between public education and development; The third chapter is about addressing the main changes in educational policy after the 1988 Constitution; The fourth chapter presents some of the main aspects of the offer of elementary education in Ponta Grossa/PR and; Finally, the fifth chapter seeks to analyze the evolution of the educational profile of municipal workers, evaluating possible effects of education on the salaries of workers in the period. Among the main results, the research evidenced a substantial change in the educational profile of the workforce in the municipality,which in part seems to have contributed to the increases in workers' income in the analyzed period.The data also provided subsidies so that some aspects of Ponta Grossa public primary education could be identified

Made available in DSpace on 2015-05-07T15:08:50Z (GMT). No. of bitstreams: 1 ArquivoTotalAdriano.pdf: 829456 bytes, checksum: 1fa8089b174958713cd0b6b9aa955e2e (MD5) Previous issue date: 2013-09-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this dissertation we analyze the schooling process in the Province of North Parahyba between 1834 to 1849, focusing mainly on teaching in primary education. This period was marked by the diversity of laws designed for the instruction of society as well as the debates on the need to educate the less affluent population. The object of our research is the primary education classes, therefore, we work with the Laws and Regulations of Education in the Province of North Parahyba, the official letters and correspondences exchanged between teachers and the provincial authorities, and finally, the reports of the President of the Province. We studied the importance of organization of public education, the need to create public primary education classes and / or schools; the existing mutual teaching and simultaneous methods and the process of hiring and training teachers. We analyze teachers instruction in the process of institutionalization of the primary education school, their conduct, expertise and obligations to fulfill the requirements of the Provincial Government. We inventoried the obligations of students, the holidays and class schedule, and the physical punishment as constructive elements of, the organization of classes of elementary public education. / Com este trabalho dissertativo analisamos o processo de escolarização na província da Parahyba do Norte entre os anos de 1834 a 1849, tendo como foco principal o ensino das aulas de primeiras letras. Esse período fora marcado pela diversidade de leis criadas para a instrução da sociedade como, também, pelos debates sobre a necessidade de escolarizar a população menos abastada. O objeto da nossa pesquisa são as aulas de primeiras letras, para tanto, trabalhamos com as Leis e Regulamentos da instrução da província da Parahyba do Norte, com os Ofícios e Correspondências trocados entre professores e autoridades provinciais e, por fim, com os Relatórios dos Presidentes da Província Paraibana. Estudamos a importância de organização da instrução pública; a necessidade da criação de aulas e/ou escolas de primeiras letras da instrução pública; os métodos de ensino presentes: mútuo, simultâneo e o processo de contratação e formação dos professores. A formação do professor no processo de institucionalização da escola de primeiras letras, suas condutas, seus conhecimentos, além de suas obrigações para com o cumprimento das exigências do Estado Provincial. Inventariamos as obrigações dos alunos, o período de férias e horário das aulas e os castigos físicos como elementos constitutivos da organização das aulas da instrução pública primária.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This is a research in the History of Education in Sub History of educational institutions and aims of the Group School Ibiá. The time line includes the year 1932, year of creation and installation of the first primary school in the city of Ibiá region of Triângulo Mineiro/Alto Paranaiba in Minas Gerais, the year 1946 when the group changed its name to Group School Dom José Gaspar. The general objective of this study refers to the recovery of the history of education of educational institution, linked to the political, economic and socio-cultural national, regional and local levels. The hermeneutic of research involves the questioning of facts relating to the expansion of state primary education in Brazil in the period under review, and their impact on the installation process and organization of the School Ibiá. The investigation was developed from the process of institutionalization of the school groups and educational policy of the State through the following categories of analysis: the role of government in education, the place/space for education and the school routine. The heuristic contains quantitative and qualitative data obtained in the consultation of documentary sources, oral and graphic, of the tests explanatory anchored in the dialectical method. Research was carried out searching the dialogical relations between the general and particular, proving that the links in the national and regional influence and/or have caused much of the movement to the School of Ibiá this period. So that the local aspects were related to the historical context in which they have practices and appropriation of school space and time by different individuals that make up the dynamics of the school. From the data it is concluded that much of what has been tried, experienced and/or practiced in this group reflects the direct influence of the state, represented by national or regional government, but yet it is coated with single actions. / Trata-se de uma pesquisa na área da história da educação, subárea da história das instituições escolares, e tem como objeto o Grupo Escolar de Ibiá. O recorte temporal compreende o ano de 1932, ano de criação e instalação do primeiro Grupo Escolar no município de Ibiá, região do Triângulo Mineiro/Alto Paranaíba no estado de Minas Gerais, ao ano de 1946, quando o Grupo passou a denominar-se Grupo Escolar Dom José Gaspar. O objetivo geral deste estudo refere-se à recuperação da história da educação dessa instituição de ensino, articulada com os processos políticos, econômicos e socioculturais em nível nacional, regional e local. A hermenêutica da pesquisa comporta a problematização de fatos referentes à expansão do ensino público primário no Brasil no período em apreço e seus impactos no processo de instalação e organização do Grupo Escolar de Ibiá. A investigação foi desenvolvida com base no processo de institucionalização dos grupos escolares e na política educacional do Estado, através das seguintes categorias de análise: o papel do Estado na educação, o lugar/espaço da educação e o cotidiano escolar. A heurística contou com dados quantitativos e qualitativos obtidos na consulta das fontes documentais, orais e iconográficas, submetidas a análises explicativas ancoradas no método dialético. A pesquisa caminhou buscando as relações dialógicas entre o geral e o particular, comprovando que as relações existentes no contexto nacional e regional influenciaram e/ou determinaram grande parte do movimento do Grupo Escolar de Ibiá nesse período. De maneira que os aspectos locais foram relacionados com o contexto histórico em que se deram as práticas e as apropriações dos espaços e tempos escolares pelos diferentes sujeitos que compõem a dinâmica da escola. Pelos dados obtidos conclui-se que muito do que foi experimentado, vivenciado e/ou praticado nesse grupo escolar reflete a influência direta do Estado, representado pelo governo nacional ou regional. Contudo, está revestido de ações singulares. / Mestre em Educação