Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-08-02T14:29:27Z No. of bitstreams: 1 givandeteevangelistadossantos.pdf: 1139725 bytes, checksum: 338936cbd56b7811e073898816ef5542 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-08-04T10:55:41Z (GMT) No. of bitstreams: 1 givandeteevangelistadossantos.pdf: 1139725 bytes, checksum: 338936cbd56b7811e073898816ef5542 (MD5) / Made available in DSpace on 2016-08-04T10:55:41Z (GMT). No. of bitstreams: 1 givandeteevangelistadossantos.pdf: 1139725 bytes, checksum: 338936cbd56b7811e073898816ef5542 (MD5) Previous issue date: 2015-12-21 / A presente pesquisa, desenvolvida no Programa de Pós-graduação Profissional em Gestão e Avaliação da Educação Pública da Universidade Federal de Juiz de Fora, trata da política de Educação do Campo na Bahia, com enfoque na dinâmica de gestão da Secretaria da Educação do Estado (SEC). No cenário educacional tem se intensificado, na última década, o movimento de reconhecimento da Educação do Campo enquanto política no Estado da Bahia com a legalização da especificidade para a oferta, criação e organização da Coordenação de Educação do Campo (CEC), espaço institucional para execução da politica nacional, bem como a construção da Educação do Campo no âmbito do Estado. Dessa forma, nossa pergunta norteadora foi como tem se desenvolvido a gestão da política de Educação no Campo na Bahia, a partir das ações da Secretaria de Educação do Estado (SEC). Para tanto se traçou como objetivo analisar a gestão da Educação do Campo na Bahia, através da Secretaria da Educação do Estado (SEC) buscando avaliar a ação desenvolvida pela Coordenação de Educação do Campo (CEC) como instância de execução da política com seus limites institucionais e operacionais. Para compreender a gestão desenvolvida realizamos estudo por meio da pesquisa sistemática a documentos oficiais da SEC e entrevistas com gestores envolvidos com a Educação do Campo tendo como referências os autores Arroyo (2006, 2008, 2010) Tenório (1998, 2010) e Paula (2004). O estudo está organizado em três capítulos. No primeiro, é apresentado o cenário político que permeia a construção e a implementação da política de Educação do Campo no âmbito nacional e estadual, com ênfase na sua materialização. No segundo, trazemos a abordagem teórica sobre Educação do Campo e gestão pública, o trajeto metodológico de pesquisa de campo e a análise dos dados coletados, que identificaram, dentre outros aspectos, o isolamento e a desarticulação na gestão como limites impeditivos do avanço na gestão da política na Bahia. O último capítulo apresenta uma proposta de intervenção na SEC/CEC com ações que possibilitam o fortalecimento da gestão por meio de formação em serviço e proposições voltadas para a integração, alinhamento e articulação das ações da política de Educação no Campo. / This research was developed on the Public Education Management and Evaluation Professional Postgraduate Program, from the Federal University of Juiz de Fora. It discusses about the Rural Education Policy in Bahia, focusing on the management dynamics of the State Secretariat for Education (SEC). In the educational setting, the run for recognition of the Rural Education as a policy in the State of Bahia has been intensified with the legalization of the supply specificity, the creation and organization of the Rural Education Coordination (CEC), an institutional space for the implementation of the national policy, as well as the construction of Rural Education in the State range. Thus, our guiding question was: how has the management of Rural Education policy been developed in Bahia, from the actions of the State Secretariat for Education (SEC). For this purpose, the goal has been to analyze the management of Rural Education in Bahia, through the State Secretariat for Education (SEC), seeking to evaluate the action developed by the Rural Education Coordination (CEC) as an instance for the policy enforcement with its institutional and operational limits. In order to understand the developed management, we have conducted this study through a systematic research of official documents from SEC and interviews with managers involved with the Rural Education, having as reference the authors Arroyo (2006, 2008, 2011), Tenório (1998, 2010) and Paes de Paula (2005). The study is organized into three chapters. In the first one, we present the political setting that permeates the construction and implementation of the Rural Education policy at national and state levels, emphasizing on its materialization. On the second one, we bring the theoretical approach on Rural Education and public administration, the methodological path of field research and data analysis, which identified, among other things, the isolation and disarticulation in the management as advancement in management of politics in Bahia precluding limits. The final chapter presents a proposal for intervention in SEC / CEC with actions that enable the strengthening of management through in-service training and proposals aimed at the integration, alignment and coordination of the actions for the Rural Education policy.

A emergência de políticas públicas participativas tem evidenciado a necessidade de promover a educação da população de forma a fornecer os conhecimentos básicos para o exercício da cidadania. Nesse contexto levanta-se a discussão a respeito da educação para minorias, dentre as quais se destaca a população do campo. Essa população rural tem ganhado espaço na pauta de discussão de políticas públicas principalmente devido ao movimento Por uma Educação do Campo que existe desde a década de 1990 e tem se fortalecido. Nesse trabalho objetivouse levantar políticas públicas voltadas para Educação do Campo e comparar a relação entre as variáveis: a) perfil socioeconômico, b) taxa de abandono e c) desempenho escolar das escolas de ensino fundamental regular (4ª e 8ª série) municipais e estaduais do Estado de São Paulo a partir de dados da Prova Brasil (2007 e 2009), Censo Escolar (2009) e IDEB (2007 e 2009) disponibilizados pelo (INEP). A proposta se pauta ainda nas discussões de alguns autores que tem estudado a definição de ambiente rural e urbano e sustentam que as fronteiras entre os dois ambientes não é fixa, e muitos municípios classificados como urbanos pelo IBGE apresentam características predominantemente rurais. Destaca-se nesse debate um novo conceito proposto por Veiga (2003), o de municípios rurais. Esse critério, bem como o critério do IBGE, foram utilizados no presente estudo para a comparação de indicadores das escolas do estado de São Paulo. O estudo foi conduzido em três etapas, a primeira foi qualitativa e baseou-se em dados secundários visando identificar políticas educacionais voltadas para realidade rural, bem como selecionar os municípios que se adequam ao perfil definido como municípios rurais; a segunda corresponde compilação e organização dos bancos de dados; e a terceira etapa, predominante quantitativa, refere-se à análise dos bancos por meio da estatística descritiva e de diferença de médias (ANOVA, Teste T, Teste de Bonferroni). Os resultados encontrados apontam para mudanças que vem ocorrendo nas políticas públicas de educação, que recentemente passaram a considerar as Escolas do Campo como realidade a ser contemplada. Quanto aos indicadores de desempenho (pontuação média das escolas na Prova Brasil e no IDEB), identifica-se que as escolas rurais apresentam menor desempenho quando são classificadas pela tipologia do IBGE. Vale ressaltar, entretanto, que nessa classificação, a quantidade de escolas consideradas como rurais é muito pequena, prejudicando a comparação. Ao considerar a tipologia proposta por Veiga, o resultado se inverte, verifica-se que as escolas de municípios rurais apresentam bom desempenho. Seguindo essa tipologia, a quantidade de escolas consideradas como de municípios rurais é mais equilibrada, possibilitando uma comparação mais justa. No que diz respeito à análise de desempenho de acordo com o perfil dos alunos definido pelo percentual de alunos que moram no campo (a partir do que os próprios alunos declararam nos questionários do censo escolar), verifica-se que desempenho das escolas é reduzido conforme aumenta o percentual de alunos de área rural, demonstrando que, conforme discutido por Arroyo (2011), a mistura de alunos de realidades desiguais reflete nos desempenhos desiguais dentro das escolas. Por último, ao comparar o desempenho com o nível socioeconômico das escolas, verifica-se que a melhora do indicador socioeconômico da escola possui um impacto direto no desempenho dos alunos, sendo que conforme aumenta o indicador socioeconômico da escola, da mesma forma melhora o desempenho escolar. / The emergence of participatory public policies showed the need to promote public education in order to provide the basic knowledge for the exercise of citizenship. In this context is emphasized the discussion of education for minorities, among which stands out the rural population. This rural population has gained better proportions in the agenda of public policies mainly due to the movement \"For a Rural Education\" which has existed since the 1990s and has been strengthened. This study aimed to set up public policies for Rural Education and compare the relationship between the variables: a) socio-economic profile, b) dropout rate and c) academic performance of elementary schools (4th and 8th grade) municipal and state from the State of São Paulo in the Prova Brasil (2007 and 2009), School Census (2009) and IDEB (2007 and 2009) provided by INEP. The proposal is still based in discussions of some authors who have studied the definition of rural and urban environment, and argue that the boundaries between the two environments is not fixed, and many districts classified as urban by the IBGE have predominantly rural characteristics. Outstanding feature of this debate a new concept proposed by Veiga (2003), the rural municipalities. This criterion and IBGE criterion were used in this study to compare indicators of schools in the state of São Paulo. The study was conducted in three stages, the first was qualitative and based in secondary data in order to identify educational policies aimed at rural reality and also how to select municipalities that fit the profile defined as rural municipalities, the second match compilation and organization of databases, and the third stage, predominantly quantitative refers to analysis of the banks by descriptive statistics and mean difference (ANOVA, T test , Bonferroni test). The results point to changes that have occurred in public education policies, which recently began to consider the Rural Schools as a reality to be considered. The performance indicators (average score of schools in Prova Brasil and IDEB) identifies that rural schools have lower performance when they are classified by the IBGE criterion. Its important to consider, however, that in this classification, the number of schools considered rural is very small, damaging comparison. When considering the typology proposed by Veiga, the result is reversed, it appears that the schools of rural municipalities have good performance. Following this typology, the number of schools assessed as rural municipalities is more balanced, allowing a fairer comparison. With regard to the analysis of performance according to the profile of students defined by the percentage of students who live in the countryside (from what the students said in the school census questionnaires), it is found that school performance is reduced as increases the percentage of students from rural areas, showing that, as discussed by Arroyo (2011), the mixture of students from unequal realities reflected in uneven performance within schools. Finally, when comparing performance with the socioeconomic status of schools, it is verified that the improvement of socio-economic indicator of the school has a direct impact on student performance, and as the socioeconomic indicator of school increases, academic performance improves.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation develpos a case study of two rural schools of the state school system, that use in their dynamic teaching and learning the methodological framework of Rural Education, aiming the training of citizens aware of their roles in society. In recent decades through the struggle of social movements to Rural Education has been inserted in public policies, seeking to re-create the relationship between field and the city. This study was developed at the State Elementary School Holy Spirit, located in Alegria - RS and at the State Elementary School Duque de Caxias, located in Independence - RS and had as the general objective to understand how the process of institutionalization of public policy Rural Education can contribute to the change in the formation of the subjects of the field. In this sense, we conducted a survey in which the qualitative methodology was used to understand the results of this research. We made use of the monitoring techniques, informal interviews, questionnaires and document analysis. Students were interviewed, educators, employees and the community (parents), thus seeking to achieve the objective of this research. We got as results, educators committed to a differentiated training aimed at the enhancement of local knowledge, intent on the part of students to remain in rural areas, and the development of environmental awareness, and by parents, the value of this educational process. Some difficulties were noted as adapting laws and bureaucratic rules which ends up making the work impossible sometimes by hiring "temporary teachers" not committed to this educational process. / A presente dissertação desenvolve um estudo de caso em duas escolas rurais da rede estadual de ensino, que utilizam na sua dinâmica de ensino e aprendizagem os referenciais metodológicos da Educação do Campo, visando assim à formação de cidadãos cientes dos seus papéis perante a sociedade. Nas últimas décadas através da luta dos movimentos sociais a Educação do Campo vem sendo inserida nas políticas públicas, buscando re-criar a relação do campo com a cidade. Este estudo teve por objetivo geral compreender como o processo de institucionalização das políticas públicas de Educação do Campo podem contribuir para a mudança na formação dos sujeitos do campo, desenvolveu-se na Escola Estadual de Ensino Fundamental Espírito Santo, localizada em Alegria RS e na Escola Estadual de Ensino Fundamental Duque de Caxias, localizada em Independência RS. Neste sentido, realizamos uma pesquisa na qual foi utilizada a metodologia qualitativa. Foi feito uso das técnicas de observação, a entrevista não estruturada, questionários e análise de documentos. Foram entrevistados educandos, educadores, funcionários e comunidade (pais), buscando assim atingir o objetivo desta pesquisa. Como resultados foram identificados educadores comprometidos com uma formação diferenciada que vise à valorização do saber local, a intenção de parte dos educandos em permanecer no meio rural, bem como o desenvolvimento de uma consciência ambiental, e por parte dos pais a valorização deste processo educativo diferenciado. Algumas dificuldades foram constatadas como a adequação as leis e normas burocráticas o que acaba inviabilizando por vezes o trabalho, e algumas vezes a contratação de professores temporários com pouco tempo na escola, e pouco engajados com essa dinâmica educacional diferenciada.

M.Ed. (Curriculum Studies) / The problem of rural student-teachers' conceptions of Language and of learning is the focus of this stud)'. Aspects of the problem were encountered during the researcher's experience at a rural college for ten years, The researcher observed that certain students were unable to express themselves adequately in English. their language for learning. They also reflected an inadequacy in learning on n formal level. The researcher presumed that language and their conceptions of language and of learning could possibly contribute to these phenomena. The problem was investigated by constructing a research design which included a literature review comprising of second language learning with emphasis on English for black rural students. The review also consisted of an overview of theory on language across the curriculum and learning as conceptual change, Subsequent to this review a field investigation was conducted in which eighty students' conceptions of language and learning were analysed from data collected through personal sketches and complemented by observation. The findings indicate that the students' conceptions of learning were naive and their conceptions of language were focused on communication. There also seemed to be some link between their conceptions of language and their conceptions of learning. The research was concluded with suggestions pertaining to practice and policy. It was suggested that lecturers should not only concentrate on the methodology of language across the curriculum in order to ensure a cognitive change in the students' conceptions of language and of learning. but that the naive sketches that were used as research method of the study could be implemented as diagnostic aid for educators in PRESET.

M.Ed. (Adult Education) / To address the need for early childhood education in a small rural settlement in Gauteng, South Africa, a crèche was established by external development agents with corporate donor funding. Three untrained mothers from the community volunteered as lay practitioners at the crèche. An organic process of training of these teachers and of developing a curriculum ensued. From the challenges presented by and the tensions arising from this initial process the following research questions emerged: What is the process of developing an (organic) ECD curriculum with practitioner training in a rural community? and; What are the emerging tensions in such a process and how are they managed in Participatory Action Research (PAR) mode? A review of literature included aspects of early childhood education in South Africa and elsewhere and explored issues of community development, ECD and teacher development as well. Several examples of early childhood curriculum approaches from abroad and from Africa were compared and investigated for their possible relevance to the context of rural South Africa. The study was designed as a case and, because the situation at the site involved several stakeholders such as parents, development practitioners and the community committee, involved in a rural community development project, it predisposed the investigation to PAR as research design. Participation and collaboration between the researcher and all stakeholders through recurring cycles of planning, action and reflection distinguish the process of data collection of this inquiry. The perceptions and voices of the members of the community and the teachers form an integral part of this process. In-depth interviews with teachers, parents and the community leader; participant observation by the co-researcher, and documents and artefact collection were used as data collecting strategies. An inductive process of content analysis was employed during which the different data sets were first coded separately where after provisional categories were induced from the codes. The categories for the different data sets were then integrated and refined to themes. From these themes a pattern was identified from which the main findings of the inquiry were drawn. During the actual data collection process the researcher collaborated with a co-researcher who was also the teacher trainer. This collaboration served to address possible obstacles such as a language barrier and the challenges presented by the researcher‟s position as development practitioner. The participatory nature of this inquiry is further reiterated by the data sources that were selected. These include perceptions of different role players in the intervention, such as the teachers, parents, teacher-trainer, the development practitioners and community leader were elicited by means of some existing and some purposefully designed data sources. Because it was one of the main units of analysis for this study, the experiences of the teachers were explored in-depth over time and by means of data from several different data sources. Data from different sources were also integrated and the articulation of these different sources contributed to the validity of the study.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T10:40:55Z No. of bitstreams: 1 patriciarejanedasilvauchoa.pdf: 15907745 bytes, checksum: 79666db5d05a9fcd3f1412258f6c5c56 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-11T15:01:18Z (GMT) No. of bitstreams: 1 patriciarejanedasilvauchoa.pdf: 15907745 bytes, checksum: 79666db5d05a9fcd3f1412258f6c5c56 (MD5) / Made available in DSpace on 2015-12-11T15:01:18Z (GMT). No. of bitstreams: 1 patriciarejanedasilvauchoa.pdf: 15907745 bytes, checksum: 79666db5d05a9fcd3f1412258f6c5c56 (MD5) Previous issue date: 2015-04-24 / Esta pesquisa versa sobre duas linhas de políticas públicas da área educacional, a Educação do Campo e a Educação infantil que vem firmando espaço de atuação na luta dos movimentos sociais pela garantia de direitos e justiça social entre os diferentes contigentes territoriais do País. O caráter inovador da pesquisa se justifica pelo território ainda pouco desbravado sobre as questões que se referem ao desenvolvimento das ações educativas afetas a Educação Infantil do Campo por isso o objetivo lançado foi compreender como o Município de Miradouro vem implementando a política da Educação Infantil, a fim de verificar se as ações realizadas atendem as especificidades da criança que vive no Campo. A análise está organizada em três capítulos. O primeiro apresenta um recorte histórico do processo de contrução das Constituições brasileiras até a garantia da educação enquanto direito e a contrução das medidas que regulamentam a Educação Infantil. O segundo contextualiza as lutas e conquistas sobre a Educação do Campo e os debates traçados para a garantia da infância nestas localidades. O terceiro apresenta os relatos e observações da pesquisa de campo delineadas desde as ações da SEMEC e sua estrutura organizacional até os relatos dos profissionais que atuam na Educação Infantil no Município. A metodologia constou de pesquisa bibliográfica, aliada a pesquisa dos documentos da SEMEC e a pesquisa de campo, usando-se entrevistas semiestruturadas com os gestores municipais, representantes de movimentos sociais, membros da Secretaria, gestores, supervisores e docentes das escolas. As considerações sobre os aspectos apresentados sintetizam o esforço em construir uma educação coadunada com os valores, a cultura e o modo de vida da criança do Campo que necessitam ser potencializados, mas também considerado como um processo complexo e em construção, que requer o envolvimento de todos, reconhecimento da diversidade local e o respeito pela infância e suas diferentes concepções. / This versa research on two lines of public policies in the education sector, the Education field and the Children's Education that has been signing performance space in the struggle of social movements by ensuring rights and social justice among the different territorial quotas of the country. The innovative nature the research is justified by the territory still little pioneered the questions that refer to the development of educational activities afetas the Children's Rural Education so the goal was to understand how the released Gazebo County has implemented the policy of early childhood education in order to verify if the actions taken meet the specifics of the child living in the Countryside. The analysis is organized into three chapters. The first presents a historical view of the construction process of the Brazilian Constitutions to guarantee education as a right and the construction of measures regulating the Early Childhood Education. The second contextualizes the struggles and achievements on Education Field and debates set for childhood guarantee these locations. The third presents the reports and observations of the delineated field research from the actions of SEMEC and its organizational structure to the reports of professionals working in early childhood education in the city. The methodology consisted of bibliographic research, combined with research of SEMED documents and field research, using semi-structured interviews with municipal managers, representatives of social movements, members of the Secretariat, managers, supervisors and teachers of schools. The considerations about the presented aspects synthesize the effort to build a coalescing education with the values, culture and the mode field of the child's life that need to be boosted, but also considered as a complex and construction process that requires the involvement of all, recognition of local diversity and respect for children and their different conceptions.

A presente pesquisa visa descrever a construção da identidade profissional docente de licenciandos durante a formação inicial do curso de Licenciatura em Educação do Campo da Universidade de Taubaté, situada na região do Vale do Paraíba Paulista, SP. Essa formação se materializa por meio do Programa de Apoio à Formação Superior em Licenciatura em Educação do Campo PROCAMPO. Trata-se de uma pesquisa exploratória e descritiva com abordagem múltipla, associando instrumentos e técnicas quantitativas e qualitativas. Um grupo de 46 sujeitos participou do estudo. Utilizou-se como instrumentos de coleta de dados um questionário e um conjunto de desenhos preparados pelos licenciandos para investigação da formação PROCAMPO. Os dados do questionário foram tratados por meio de um programa estatístico, e os resultados foram apresentados na forma de tabelas e gráficos de proporção e frequência. Os desenhos foram interpretados de forma simbólica, associando os signos concretos a aspectos identitários. Os resultados sociodemográficos permitiram observar a predominância feminina entre os licenciandos pesquisados (76%), o que corrobora outras pesquisas desenvolvidas no país. Quanto à faixa etária, a maioria encontrava-se entre 18 e 25 anos de idade. No que tange ao estado civil do grupo, destacou-se maior percentual de solteiros (54%) e, no que se refere às características étnico-raciais dos licenciandos, houve predominância de indivíduos da raça branca (67,4%). Também se observou que a principal motivação profissional está ancorada em fatores vinculados a aspectos afetivos e sociais, como poder ensinar alguém e melhorar o ensino. Os resultados das análises mostraram que os licenciandos orientam fortemente sua construção identitária para um Ideal: tornarem-se profissionais com perfil de comprometimento social, com a profissão e com a melhoria das condições de ensino. Trata-se de uma identidade profissional associada ao estereótipo do profissional devoto e altruísta. Os licenciandos também associam o comprometimento às especificidades da Educação do Campo, equilibrando a valorização dos saberes do campo com o conhecimento científico já desenvolvido pela humanidade. / This research aims to describe the construction of the teaching professional identity of undergraduates during the initial formation of the Bachelors Degree in Rural Education at the University of Taubaté, located in the region of Vale do Paraíba Paulista, SP. This training is materialized through the Program to Support Higher Education Degree in Rural Education - PROCAMPO. This is an exploratory and descriptive research, combining quantitative and qualitative tools and techniques. A group of 46 individuals participated in the study. Data were gathered by means of a questionnaire and a set of drawings prepared by undergraduates about the PROCAMPO formation. The questionnaire data were treated by means of a statistical program and the results presented in tables and graphs of proportion and frequency. The drawings were interpreted symbolically associating concrete signs to identity aspects. Sociodemographic results showed a female predominance among undergraduates surveyed (76%), which corroborates other studies developed in the country. The majority of the group was between 18-25 years old. Results showed also a high percentage of singles (54%), and the undergraduates were predominantly white (67.4%). It was also observed that the main professional motivation is anchored on factors linked to emotional and social aspects as to teach someone and to improve education. The results showed that undergraduates strongly orient their identity construction to a Professional Ideal based on the idea of social utility, of commitment to the profession, and of improvement of teaching conditions. It is a professional identity associated with the stereotype of devoted and selfless professional. The undergraduates also associate commitment to the specificities of Rural Education, balancing the value of the traditional/rural knowledge with scientific knowledge already developed by humanity.

A emergência de políticas públicas participativas tem evidenciado a necessidade de promover a educação da população de forma a fornecer os conhecimentos básicos para o exercício da cidadania. Nesse contexto levanta-se a discussão a respeito da educação para minorias, dentre as quais se destaca a população do campo. Essa população rural tem ganhado espaço na pauta de discussão de políticas públicas principalmente devido ao movimento Por uma Educação do Campo que existe desde a década de 1990 e tem se fortalecido. Nesse trabalho objetivouse levantar políticas públicas voltadas para Educação do Campo e comparar a relação entre as variáveis: a) perfil socioeconômico, b) taxa de abandono e c) desempenho escolar das escolas de ensino fundamental regular (4ª e 8ª série) municipais e estaduais do Estado de São Paulo a partir de dados da Prova Brasil (2007 e 2009), Censo Escolar (2009) e IDEB (2007 e 2009) disponibilizados pelo (INEP). A proposta se pauta ainda nas discussões de alguns autores que tem estudado a definição de ambiente rural e urbano e sustentam que as fronteiras entre os dois ambientes não é fixa, e muitos municípios classificados como urbanos pelo IBGE apresentam características predominantemente rurais. Destaca-se nesse debate um novo conceito proposto por Veiga (2003), o de municípios rurais. Esse critério, bem como o critério do IBGE, foram utilizados no presente estudo para a comparação de indicadores das escolas do estado de São Paulo. O estudo foi conduzido em três etapas, a primeira foi qualitativa e baseou-se em dados secundários visando identificar políticas educacionais voltadas para realidade rural, bem como selecionar os municípios que se adequam ao perfil definido como municípios rurais; a segunda corresponde compilação e organização dos bancos de dados; e a terceira etapa, predominante quantitativa, refere-se à análise dos bancos por meio da estatística descritiva e de diferença de médias (ANOVA, Teste T, Teste de Bonferroni). Os resultados encontrados apontam para mudanças que vem ocorrendo nas políticas públicas de educação, que recentemente passaram a considerar as Escolas do Campo como realidade a ser contemplada. Quanto aos indicadores de desempenho (pontuação média das escolas na Prova Brasil e no IDEB), identifica-se que as escolas rurais apresentam menor desempenho quando são classificadas pela tipologia do IBGE. Vale ressaltar, entretanto, que nessa classificação, a quantidade de escolas consideradas como rurais é muito pequena, prejudicando a comparação. Ao considerar a tipologia proposta por Veiga, o resultado se inverte, verifica-se que as escolas de municípios rurais apresentam bom desempenho. Seguindo essa tipologia, a quantidade de escolas consideradas como de municípios rurais é mais equilibrada, possibilitando uma comparação mais justa. No que diz respeito à análise de desempenho de acordo com o perfil dos alunos definido pelo percentual de alunos que moram no campo (a partir do que os próprios alunos declararam nos questionários do censo escolar), verifica-se que desempenho das escolas é reduzido conforme aumenta o percentual de alunos de área rural, demonstrando que, conforme discutido por Arroyo (2011), a mistura de alunos de realidades desiguais reflete nos desempenhos desiguais dentro das escolas. Por último, ao comparar o desempenho com o nível socioeconômico das escolas, verifica-se que a melhora do indicador socioeconômico da escola possui um impacto direto no desempenho dos alunos, sendo que conforme aumenta o indicador socioeconômico da escola, da mesma forma melhora o desempenho escolar. / The emergence of participatory public policies showed the need to promote public education in order to provide the basic knowledge for the exercise of citizenship. In this context is emphasized the discussion of education for minorities, among which stands out the rural population. This rural population has gained better proportions in the agenda of public policies mainly due to the movement \"For a Rural Education\" which has existed since the 1990s and has been strengthened. This study aimed to set up public policies for Rural Education and compare the relationship between the variables: a) socio-economic profile, b) dropout rate and c) academic performance of elementary schools (4th and 8th grade) municipal and state from the State of São Paulo in the Prova Brasil (2007 and 2009), School Census (2009) and IDEB (2007 and 2009) provided by INEP. The proposal is still based in discussions of some authors who have studied the definition of rural and urban environment, and argue that the boundaries between the two environments is not fixed, and many districts classified as urban by the IBGE have predominantly rural characteristics. Outstanding feature of this debate a new concept proposed by Veiga (2003), the rural municipalities. This criterion and IBGE criterion were used in this study to compare indicators of schools in the state of São Paulo. The study was conducted in three stages, the first was qualitative and based in secondary data in order to identify educational policies aimed at rural reality and also how to select municipalities that fit the profile defined as rural municipalities, the second match compilation and organization of databases, and the third stage, predominantly quantitative refers to analysis of the banks by descriptive statistics and mean difference (ANOVA, T test , Bonferroni test). The results point to changes that have occurred in public education policies, which recently began to consider the Rural Schools as a reality to be considered. The performance indicators (average score of schools in Prova Brasil and IDEB) identifies that rural schools have lower performance when they are classified by the IBGE criterion. Its important to consider, however, that in this classification, the number of schools considered rural is very small, damaging comparison. When considering the typology proposed by Veiga, the result is reversed, it appears that the schools of rural municipalities have good performance. Following this typology, the number of schools assessed as rural municipalities is more balanced, allowing a fairer comparison. With regard to the analysis of performance according to the profile of students defined by the percentage of students who live in the countryside (from what the students said in the school census questionnaires), it is found that school performance is reduced as increases the percentage of students from rural areas, showing that, as discussed by Arroyo (2011), the mixture of students from unequal realities reflected in uneven performance within schools. Finally, when comparing performance with the socioeconomic status of schools, it is verified that the improvement of socio-economic indicator of the school has a direct impact on student performance, and as the socioeconomic indicator of school increases, academic performance improves.

As government agencies face a complexity of economic and political issues the availability and utilization of resources through private voluntary organizations (PVOs) have become increasingly important. A review of the literature covering the role of PVOs in developing countries indicates the significant contribution these agencies can have in the development process. There are only a handful of situations where small organizations are working directly with a government agency in the provision of a public service. Theoretically, PVOs are adaptable to a variety of settings, are effective conduits for delivering aid to the grassroots level, and are able to initiate long term development activity. This study considers these characteristics in the midst of the relationship that exists between a foreign PVO and a host government in the delivery of public education to a rural indigenous population. A U.S. based organization named "Adopt-A-School" has been working in 3 districts of northern Guatemala's Cuchumatanes Highlands since 1984. The focus of its work has been to provide students in selected public schools with basic supplies (e.g., paper, notebooks, pencils, and dictionaries). The organizational structure of the PVO consists of a constituency group from whom donations are received, a board of directors that manages the available resources, and field workers who implement the program. The analysis of this PVO-government relationship is based on qualitative and quantitative data collected by interviewing participants on local and national levels, distributing questionnaires to teachers (N = 156) and PVO donors (N = 32), and performing participant observations in selected communities and schools. The decisions regarding site selection have been important factors in the effectiveness of the AAS program and has contributed to the strength of its durability. Data indicate that the longevity and replication of this program rests on the fragile relationship network that exists between the PVO, its donors, and the host-government. This study shows that foreign PVOs can play a significant role in local communities by encouraging the growth and development of new structures that link grassroots organizations with those who maintain economic and political power.

The purpose of this study was to determine what relationship exists between the personality types of elementary school principals from a particular county in northern California and their perceived quality of shared decision-making programs in their schools. A relationship of certain types to greater success of programs could be a factor in determining fitness for promotion or placement to the position of elementary school principal. Twenty elementary school principals from this particular county were administered the Myers-Briggs Type Indicator. A structured interview with each principal was also conducted to determine their perceptions of existing shared decision-making programs in their schools. Three research questions were considered concerning personality type and temperaments of the principals in three categories: those who perceived themselves as possessing a true shared decision-making model in their schools; those who perceived themselves as possessing some characteristics of shared decision-making in their schools; and those who perceived themselves as possessing no shared decision-making in their schools. Percentages of types were drawn and compared to percentages taken from a national data bank of elementary school principals personality types. Personality types and temperaments of the 20 principals differed considerably between the three different categories of shared decision-making status. Principals from the "no shared decision-making" group were found to be comprised of higher percentages of ESTJ types and SJ temperaments. Principals from the "true shared decision-making" group were found to be comprised of higher percentages of ENFJ types and NF temperaments. Principals from the "some shared decision-making" group were found to be comprised of a split between the ESFJ and ENFJ types. The NF temperament dominated the SJ temperament in this group. The elementary school principals under study compared similarly to the national samples of elementary school principals but were higher in the traits of Extroversion and Judging. Based on the findings of this study a number of recommendations were made for future studies and professional development.