The diploma thesis concerns with public sector theme and it is divided into two parts, the theoretical part and the practical part. The theoretical part deals with public sector characteristic, management organizational units of the State - in particular the Ministry of Education, Youth and Sports which is the founder of the House of Foreign Services. Furthermore, it deals with the public administration reform and integration of state-founded institution. The second practical part focuses on particular state-founded institution the House of Foreign Services. The content of the diploma thesis points at following issues: accounting, the impact of the accounting reform and the analysis of management of the House of Foreign Services

Made available in DSpace on 2016-04-27T19:31:26Z (GMT). No. of bitstreams: 1 HIS - Ana Maria S G O L de Souza.pdf: 7884523 bytes, checksum: ea6a4e07ae4d8bb7d0ed3ab11bcfd268 (MD5) Previous issue date: 2006-09-27 / Starting from the practice carried out by a Conselho de escola , between 1985 and 2000, this work analyzed the authoritarianism of the formal democracy that is expressed in the relations between the State and the social demands, as the shape of criminalization. The pedagogical political project developed by this Conselho de Escola is situated in the context of the implementation of the proposals of democratic management in the public net of education of the State of São Paulo. This project was fortified in the period between 1995 and 1998 with the implementation of the first measures that take part of the reform of the State s Public Education Net, still in course. Such measures, of neoliberal stamp, were applied according to the educational changes for the Brazilian public sector under the orientation of the Decenal Plan of Education For Everybody, made official in 1993, delimited by the Conferência Mundial de Educação para todos carried out in 1990. The neoliberal projects expressed the objective of the reformulation of the role of the State in the economy, with the financial and commercial opening, to the process of desregulamentation of the legislation of the labor law and the contention of the expense in the publics. The neoliberal model started in Brazil, although the trial had started before, in the government of Fernando Collor de Mello in 1989, getting deeper in Fernando Henrique Cardoso s govern in 1994, being consolidated in the government of Luis Inácio Lula da Silva, after 2003. In the State of São Paulo, the neoliberal measures in the educational field were implemented during the govern of Mário Covas, from 1995 to 1998, and triggered off in the deepening of questions that contribute for the shrinkage of conquests that end up straightly in the access and in the quality of the public education and bring a huge impact in the action of the APEOESP. The intervention inside the school studied is characterized by the increase of the repression process realized by the State, during the 2000s / Partindo da prática realizada por um Conselho de Escola, no período de 1985 a 2000, este trabalho analisou o poder autocrático que se expressa nas relações entre o Estado e as demandas sociais, sob a forma de criminalização. O projeto político pedagógico desenvolvido por este Conselho de Escola situa-se no contexto da implementação das propostas de gestão democrática na rede pública de ensino do Estado de São Paulo. Este projeto foi fortalecido no período entre 1995 a 1998 com a implementação das primeiras medidas que compuseram a Reforma da Educação da Rede Pública Estadual, ainda em andamento. Tais medidas, de cunho neoliberal, foram aplicadas em sintonia às mudanças educacionais para o setor público brasileiro sob a orientação do Plano Decenal de Educação Para Todos, oficializado em 1993, balizado pela Conferência Mundial de Educação Para Todos realizada em 1990. Os projetos neoliberais expressaram o objetivo da reformulação do papel do Estado na economia, com a abertura comercial e financeira, a desregulamentação da legislação trabalhista e a contenção dos gastos nos setores públicos. O modelo neoliberal teve início no Brasil, embora o processo tenha se iniciado antes, no governo de Fernando Collor de Mello em 1989, aprofundandose no governo de Fernando Henrique Cardoso em 1994, consolidando-se no governo de Luis Inácio Lula da Silva depois de 2003. No Estado de São Paulo as medidas neoliberais no setor educacional foram implementadas no governo de Mário Covas de 1995 a 1998 e implicaram no aprofundamento de questões que contribuem para a retração de conquistas que implicam diretamente no acesso e na qualidade do ensino público e trazendo grande impacto na ação da APEOESP. Durante o ano 2000 caracteriza-se, na agudização do processo de repressão, por parte do Estado, a intervenção no interior da escola estudada

SANTOS, José Deribaldo Gomes dos. Graduação tecnológica no Brasil: crítica à expansão de vagas no ensino superior não universitário. 2009. 263f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T11:18:48Z No. of bitstreams: 1 2009_Tese_JDGSantos.pdf: 1327583 bytes, checksum: e18febdceb9dfb448707b5003d807070 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-13T11:37:50Z (GMT) No. of bitstreams: 1 2009_Tese_JDGSantos.pdf: 1327583 bytes, checksum: e18febdceb9dfb448707b5003d807070 (MD5) / Made available in DSpace on 2012-07-13T11:37:50Z (GMT). No. of bitstreams: 1 2009_Tese_JDGSantos.pdf: 1327583 bytes, checksum: e18febdceb9dfb448707b5003d807070 (MD5) Previous issue date: 2009 / This theoretical, bibliographic and documental research, based on Marxian onto methodology, is proposed to study, in a general way, the implementation of the Non University Graduate Schools (ESNU), which is named technological degree in Brazil. This kind of course means that the Brazilian Government fragments higher learning into University and Non-University to update neoliberal’s engrainedness. In order to reach that goal, this research specifically analyzes this Non University kind of courses expansion in Brazil; it inspects the evolution in offers, admissions, courses and institutions of this kind in Brazil; it studies which are the proposed pedagogical approaches that support this system; it also pursues an understanding about the strategic role of having a subsystem of higher learning (ES) in our country, facing the present scenery of contemporary capitalism crisis; it additionally verifies the bestowed importance of technological degree in face of the Brazilian necessity to extend people’s access to higher learning. This investigation tried to cover, in a summarized way, the history of some classical theories about education and, respecting its limits, point to some particularities related to professional formation, which, to guarantee privileges to the ones already privileged, distinguishes two alternative education paths: one named professional, to working classes, and other named academic, to the elite. Afterwards, this exposition brings to attention some theoretical questions about the context that surrounds the structural crisis of capitalism (MÉSZÁROS, 2000, 2003, 2005) and the soundness of Gramsci’s Unique School (1968, 2004). It follows showing the history of Brazilian government policies related to professional formation, since military government until nowadays, focusing on two established decrees: numbers 2208/97 and 5154/04; it debates the technology concept, supported by Vieira Pinto’s theory (2008a, 2008b); examines the relation of Government counter reforms and Brazilian universities; discusses in a critical way, supported by Florestan Fernandes (1973, 1975a, 1975b), the Brazilian industrial development theses. In order to rigorously surround the object, the communication visits part of the bibliography that is related to the Pedagogy of the competences; in this way, it understands that this educational paradigm is the base of this higher learning subsystem; after that, it studies the numbers involving ESNU expansion, comparing with international agencies interference, more specifically International Monetary Fund and The World Bank. In its final remarks, this research concludes that the Brazilian Government operates modern artifacts to deeper neoliberal state. The Brazilian technological degree would address the historical necessity of broader access to ES, but, widening the doors to the “house of knowledge“ by the non university way, in a government way and through the Education for All Program (ProUni), privileging entrepreneurs, government, in fact, hinders basic research development, which, in the end, makes more difficult the very development of the country. This investigation closes its arguments strongly registering that the outstanding growth of ESNU numbers should not be used as an indication of its effectiveness, because in a society with 10% of youngsters from 18 to 24 years attending to ES, the technological degree will surely seduce those historically hindered from using universities: the sons of the working class. / Esta pesquisa de caráter teórico, bibliográfico e documental, fundamentada na onto metodologia marxiana, propõe-se estudar, de forma geral, a implantação do Ensino Superior Não Universitário (ESNU), que no Brasil é chamado de graduação tecnológica, ou seja, como o Estado brasileiro utiliza a fragmentação do ensino superior em universitário e não universitário para atualizar o aprofundamento do neoliberalismo. Para atender esse objetivo, analisa especificamente o processo de expansão desses cursos no Brasil; averigua a evolução das ofertas de vagas, matrículas, cursos e instituições dessa modalidade de ensino; estuda quais são as propostas pedagógicas que embasam tal subsistema; procura, também, compreender qual o papel estratégico, para nosso país, de um subsistema de Ensino Superior (ES), no atual quadro de crise do capitalismo contemporâneo; e, ainda, verificar a importância concedida à graduação tecnológica dentro da histórica necessidade brasileira de alargar o acesso ao ensino superior. A investigação procurou percorrer, de forma breve, a história de algumas teorias clássicas da educação e na medida de suas possibilidades, apontar especificidades relativas à formação profissional que, para garantir o privilégio dos já privilegiados, distingue dois caminhos educativos: o profissional para a classe trabalhadora e o acadêmico para a elite. Posteriormente, a exposição levanta algumas questões teóricas sobre o contexto que envolve a crise estrutural do capital (MÉSZÁROS, 2000, 2003, 2005) e a atualidade da Escola Única de Gramsci (1968, 2004). Prosseguindo, historia as políticas públicas brasileiras para a formação profissional, recortando a partir do governo dos militares até a atualidade, destacando a implantação de dois decretos: n° 2208/97 e n° 5154/04; debate, com amparo teórico em Vieira Pinto (2008a, 2008b) o conceito de tecnologia; examina a relação das contra reformas do Estado e a da universidade brasileira; discute criticamente, com apoio em Florestan Fernandes (1973, 1975a, 1975b), as tese do desenvolvimento industrial brasileiro. Para cercar rigorosamente o objeto, a comunicação visita parte da bibliografia que discute a pedagogia das competências; assim, entende que este paradigma educativo está na base pedagógica desse subestima de ES; em seguida, estuda os números da expansão do ESNU cotejando esse exame com a interferência dos organismos internacionais, nomeadamente, o Fundo Monetário Internacional e o Banco Mundial. Apresenta, a pesquisa, em suas considerações finais, que o Estado brasileiro opera modernos artifícios de aprofundamento do neoliberalismo. A graduação tecnológica brasileira, assim, representaria a histórica necessidade de expansão de vagas ao ES, contudo, ao ofertar o alargamento das portas da “casa do saber” pela via não universitária, de forma estatal e pelo Programa Educação para Todos (ProUni), agraciando os empresários, o governo obstaculariza o desenvolvimento da pesquisa de base que acaba por dificultar na realidade o desenvolvimento do país. A investigação fecha suas argumentações, registrando energicamente que o espantoso aumento dos índices do ESNU não deve servir como balizador de sua eficácia, pois em uma sociedade com taxa de jovens entre 18 e 24 anos que ocupam o ES girando em torno de 10%, a graduação tecnológica certamente seduzirá para esse subsistema os historicamente anteparados de cursar a universidade: os filhos da classe trabalhadora.

Given the general poor state of health care and the devastating effect of user fee, the National Health Insurance Scheme (NHIS) was instituted as a health financing policy with the main purpose to ensure universal access for all Nigerians. However, since NHIS became operational in 2005, only members of scheme are able to access health care both in the public and in private sectors, representing about 3% of Nigerian population. The thesis therefore examines the design and implementation policy of NHIS in Oyo state, Nigeria. Key design issues conceptual framework guides the analysis of data. The framework identifies three health interrelated financing functions namely revenue collection, risk pooling and purchasing. Data was collected from the NHIS officials, employees of the Health Maintenance Organisations (HMOs) and the Health Care Providers (HCPs) using key informant interview. In addition, in-depth interview and semi structure questionnaire were used to gather data from the enrolees and the nonenrolees. Empirical findings show that NHIS is fragmented given the existence of several programmes. In addition, there is no risk pooling neither redistribution of funds in the scheme. Revenue generated through contributions from the enrolees was not sufficient to fund health care services received by the beneficiaries because of the small percentage of the Nigerian population that the scheme covers. Further findings indicate that enrolled federal civil servants have not commenced monthly contribution to the NHIS. They pay 10% as co-pay in every consultation while federal government as an employer subsidised by 90%. Majority (76.8%) of the respondents agreed that they were financially protected from catastrophic spending. However, the overall benefit package was rated moderate because of exclusion of some priority and essential health care needs. Although above half (57%) of the respondents concurred that HMOs are accessible, in the overall, (47.6%) of the respondents were not satisfied with their services. In the case of the HCPs, majority (61.9%) of the respondents claimed that there is no excessive waiting time for consultation. Furthermore, (64.3%) rated their interpersonal relationship with the HCPs to be good. However, more than half of the respondents (54%) disagreed on availability of prescribed drugs in NHIS accredited health facilities. For the nonenrolees, findings show that most of the respondents (72.9%) were willing to enrol, but significant proportion (47.5%) indicated financial constraint as impediment to enrolment. / Sociology / D. Phil. (Sociology)