Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 127-141).

A presente dissertação discute o conceito de autonomia da escola na obra do educador José Mário Pires Azanha (1931-2004). A interpretação exposta no trabalho sugere que a expressão era geralmente usada pelo autor num sentido programático, associada a uma proposta específica de atribuição de autonomia educativa às escolas. O programa prático veiculado pelo conceito é considerado uma resposta aos impasses institucionais inéditos deflagrados pela democratização do acesso à escola básica de oito anos a partir da reforma Ulhoa Cintra (1967-70). A argumentação recorre à articulação da ideia de autonomia da escola com outras noções presentes em escritos variados do autor a respeito das avaliações da qualidade do ensino público, em suas considerações acerca da pesquisa educacional e das propostas de formação de professores, entre outros tópicos. Tais conexões conceituais indicam o propósito de Azanha de destacar aspectos das novas condições de ensino interessantes ao encaminhamento das alegadas dificuldades da escola pública democratizada. / This dissertation aims to discuss the concept of school autonomy in the works of educationist José Mário Pires Azanha (1931-2004). The interpretation exposed herein suggests that the term was typically employed by the author program-wise, i.e., associated with a particular proposal of educational autonomy assignment to schools. The practical program conveyed by the concept is considered to be an answer to the unprecedented institutional bottlenecks brought about by the democratization of the access to the eight-year Elementary School after the Ulhoa Cintra (1967-1970) reformation. The argumentation is supported by the connection of the idea of school autonomy with other assumptions from several of Azanhas writings about quality assessments in the public school, concerns regarding educational research, and teacher-training proposals, among others. Such conceptual connections demonstrate Azanha\'s intent to highlight the aspects of valuable new learning conditions when following-up on alleged shortcomings presented by the democratized public school.

Orientador: Maria Sylvia Simões Bueno / Banca: Miguel Henrique Russo / Banca: Giovanni Antonio Pinto Alves / Resumo: O presente trabalho, A Escola como Locus de Produção e Reprodução de Normas, pretende explicitar a estratégia de gestão do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS) e verificar se a mesma conduz efetivamente à gestão democrática e participativa, mediante análise micropolítica em uma unidade escolar situada na cidade de Garça - SP, região de Marília, a ETEC Monsenhor Antonio Magliano, que oferece entre outros, cursos técnicos de mecânica e de eletrônica. Essa Instituição é uma Autarquia do Estado de São Paulo vinculada à Secretaria do Desenvolvimento e oferece gratuitamente à comunidade o ensino médio e cursos técnicos de nível médio. Em seus documentos legais, o CEETEPS privilegia a gestão democrática e a autonomia da escola. A hipótese que orienta a pesquisa ora relatada é a de que podem haver divergências entre o discurso oficial de gestão democrática e a efetiva condução das estratégias de gestão na implementação das políticas oficiais nas unidades escolares. A pesquisa de enfoque qualitativo desenvolve análise documental. A região na qual está localizada a unidade escolar selecionada possui vasto campo de trabalho nas áreas acima referidas, preponderantemente junto às pequenas e microempresas e a oferta desses cursos procura formar profissionais para atuarem nesse mercado regional segmentado pelos arranjos produtivos locais, porém norteado pelas diretrizes macroestruturais do CEETESP, o que pode sugerir a necessidade de ajustamentos das políticas oficiais na unidade escolar para atender aos anseios da comunidade local e regional. Nesse contexto a escola pode ser um locus de produção e reprodução de normas. / Abstract: The present paper, "The School as a Locus for the Production and Reproduction of Rules", is aimed at explaining the administration strategy of Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS) and at verifying if this strategy leads to the democratic participative administration, by means of a micro- political analysis performed in a school unity located in Garça town - SP, Marília's region: the ETEC Monsenhor Antonio Magliano, which offers technical courses on mechanics and electronics, among others. This is an autonomous Institution in São Paulo State; it is linked to "Secretaria do Desenvolvimento" and it offers, for free, secondary education and technical courses to the community. In its legal documents, CEETEPS privileges the democratic administration and the autonomy of the school. The hypothesis underlying the research is that there can be divergences between the official discourse on democratic administration and the effective conduction of administration's strategies in the implementation of official policies in school unities. The research, with a qualitative focus, develops a documental analysis. The region in which the school unit is located offers a wide work field for the aforementioned areas, mainly in small and microenterprises; and the offering of these courses is aimed at preparing professionals to act in this regional market which is segmented by local productive arrangements, but that is oriented by CEETESP's macro-structural directions, which can suggest the need of adjustments in official policies in the school unity in order to meet the wishes of the local and regional communities. In this context, the school can be a locus for the production and reproduction of rules. / Mestre

A presente dissertação discute o conceito de autonomia da escola na obra do educador José Mário Pires Azanha (1931-2004). A interpretação exposta no trabalho sugere que a expressão era geralmente usada pelo autor num sentido programático, associada a uma proposta específica de atribuição de autonomia educativa às escolas. O programa prático veiculado pelo conceito é considerado uma resposta aos impasses institucionais inéditos deflagrados pela democratização do acesso à escola básica de oito anos a partir da reforma Ulhoa Cintra (1967-70). A argumentação recorre à articulação da ideia de autonomia da escola com outras noções presentes em escritos variados do autor a respeito das avaliações da qualidade do ensino público, em suas considerações acerca da pesquisa educacional e das propostas de formação de professores, entre outros tópicos. Tais conexões conceituais indicam o propósito de Azanha de destacar aspectos das novas condições de ensino interessantes ao encaminhamento das alegadas dificuldades da escola pública democratizada. / This dissertation aims to discuss the concept of school autonomy in the works of educationist José Mário Pires Azanha (1931-2004). The interpretation exposed herein suggests that the term was typically employed by the author program-wise, i.e., associated with a particular proposal of educational autonomy assignment to schools. The practical program conveyed by the concept is considered to be an answer to the unprecedented institutional bottlenecks brought about by the democratization of the access to the eight-year Elementary School after the Ulhoa Cintra (1967-1970) reformation. The argumentation is supported by the connection of the idea of school autonomy with other assumptions from several of Azanhas writings about quality assessments in the public school, concerns regarding educational research, and teacher-training proposals, among others. Such conceptual connections demonstrate Azanha\'s intent to highlight the aspects of valuable new learning conditions when following-up on alleged shortcomings presented by the democratized public school.

[pt] A descentralização é vista como uma das possíveis formas de melhorar a provisão do serviço público. Todavia, os resultados de uma descentralização dependem do contexto local e da forma de implementação. Esta pesquisa investiga um programa que promove a autonomia escolar no Brasil. O Programa Dinheiro Direto na Escola recursos a serem administrados pela escola tendo em vista a melhoria da infraestrutura escolar e o aumento da participação da comunidade na escola. Os recursos são administrados pelo conselho escolar constituído por membros da comunidade. Considerando regras não-lineares deste programa, explora-se dois diferentes aspectos deste programa em duas amostras diferentes de escolas. A principal contribuição deste estudo é separar o efeito de introduzir o conselho escolar na administração dos recursos do efeito de mais recursos. Esta análise é realizada para escolas pequenas em ambiente rural. Os resultados apontam que a administração dos recursos pelo conselho escolar melhora a infraestrutura da escola e também eleva o desempenho escolar. Também explora-se como o contexto local afeta este resultado. Apesar da melhoria em infraestrutura ser generalizada entre as escolas, o aumento do desempenho dos alunos só ocorreu em escolas localizadas em comunidades mais escolarizadas. A outra contribuição relevante desta pesquisa é a investigação do efeito de mais recursos em escolas urbanas. Os resultados sugerem que o aumento de recursos administrados pelo conselho escolar não elevam a participação dos pais na escola. Todavia, estes recursos extras contribuem para uma melhoria dos equipamentos existentes na escola. Tais recursos são investidos mais em equipamentos do que em infraestrutura física. Também o contexto local afeta este resultado. Quanto maior a educação da mãe e o engajamento prévio da comunidade, maiores são as melhorias que beneficiam diretamente o aluno. / [en] Decentralization to lower levels of government is considered to improve public service provision. Nonetheless, decentralization outcomes are context and design dependent. This research investigates a school decentralization program that devolves authority to the school level in Brazil. The Direct Cash to School Program transfers cash direct to school management in order to improve school infrastructure and to increase community participation at school. The autonomous budget is managed by a school council constituted with community members. Considering non-linear rules in the Direct Cash to School Program, we explore two different aspects of this program within different school samples. Our main contribution is to disentangle the effects of having a school council to manage autonomous resources from the effects of additional funding. This analysis is essentially limited to small rural schools and our findings indicate that school council resource management improve school infrastructure and slightly enhance student performance. We also explore how local community educational level affects this result. Although infrastructure upgrading was generalized, investments directly benefiting students and improvement on student performance were restricted to schools with more educated community. The other relevant contribution is the investigation of whether additional locally managed resources improve school quality in an urban setting. Our findings suggest that increasing the resources under school council control do not increase overall parent participation at school. We also obtained that additional resources improve school equipment quality instead of physical infrastructure. In addition, we also consider how different local characteristics affect these outcomes. The higher the mothers education and the higher the community engagement at school, the greater the investment that directly benefit the students.

Orientador: Amadeu Moura Bego / Banca: Marlon Caetano Ramos Pessanha / Banca: Guilherme da Silva Lima / Resumo: A presente pesquisa teve como objetivo investigar como se dá o desenvolvimento da autonomia profissional de professores de Química em formação inicial durante o Processo de Elaboração, Aplicação e Reelaboração (EAR) de validação de Sequências Didáticas (SDs). Para a consecução do objetivo de pesquisa, optou-se pela realização de uma pesquisa qualitativa do tipo estudo de caso. Com o intuito de operacionalizar o processo de investigação e viabilizar a resposta do problema de pesquisa, foram formuladas as seguintes questões de pesquisa: 1. qual a racionalidade prevalente dos professores em formação inicial acerca do planejamento didático-pedagógico e do trabalho docente?; 2. de que modo o Processo EAR incide sobre a qualidade do planejamento da SD dos professores?; 3. de que modo o Processo EAR incide sobre a racionalidade prevalente dos professores acerca do planejamento e sua importância para o processo de ensino e aprendizagem? Conforme a abordagem de pesquisa escolhida, as fontes de informação foram: sujeitos e documentos. Os sujeitos foram: 20 alunos de graduação do curso de licenciatura em química vinculados ao Programa Institucional de Bolsas a Iniciação à Docência (PIBID). Os documentos utilizados foram: a elaboração de SDs, o trabalho em grupo para propor justificativas às modificações que foram realizadas na reelaboração da SD, questionário para o levantamento de concepções prévias e entrevistas reflexivas individuais. Os resultados obtidos por meio dos instrumentos d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of the research was to investigate the development of the professional autonomy of chemistry teachers in initial formation during the Process of Elaboration, Application and Re-elaboration (EAR) of validation of Didactic Sequences (DS). In order to achieve the research objective, a qualitative research of the type of case study was chosen. In order to operationalize the research process and make the research problem feasible, the following research questions were formulated: 1. what is the hegemonic rationality of teachers in initial formation about didactic-pedagogical planning and teaching work ?; 2. How does the EAR Process affect the quality of teachers' DS planning ?; 3. How does the EAR Process affect the hegemonic rationality of teachers about planning and its importance to the teaching and learning process? According to the chosen research approach, the sources of information were: subjects and documents. The subjects were: 20 undergraduate students of the graduation course in chemistry linked to the "Programa Institucional de Bolsas a Iniciação à Docência (PIBID)". The documents used were: the elaboration of DS, the group work to propose justifications for the modifications that were carried out in the re-elaboration of DS, a questionnaire for the collection of previous conceptions and individual reflective interviews. The results obtained through the instruments of information collection pointed to the fact that the teachers in initial training, within the s / Mestre

The main purpose of the study was to ascertain the perceived attitude of system administrators, school board lay members and teachers in promotion positions to the degree of school autonomy to be developed as a means for controlling significant areas of governance in A.C.T. secondary schools. Sub-problems related to the main problem were: 1. What are the perceptions of the system administrators, school board lay members, and teachers in promotion positions regarding - (a) the preferred distribution of control to be exercised by each group? (b) the perceived attitude of each group of the two other groups perceptions of the preferred distribution of control? 2. What are the areas of governance in A.C.T. secondary schools, where opinions of the three groups indicate conditions of latent, perceived, and felt-manifest conflict existing between any two of the groups involved? 3. What areas of governance have the highest level of perceived concern as indicated for all respondents and each group separately? 4. Is there any relationship between the degree of perceived professional orientation of promotional teachers and, (a) the amount of school teaching staff control desired, (b) the level of concern, (d) the number of conflicts perceived? Data were collected with a two-part questionnaire. The first part was designed to study policy formulation and was administered to 237 potential respondents. The second part was modified from Corwin's (1970:370) professional orientation instrument and was administered to 175 potential respondents. Control graphs were used to present the distribution of control that was preferred by each group, for each of the twenty-four areas of governance. Balance of control graphs were used to present the relative location on the total control spectrum of firstly the three groups of desired distribution of control and secondly how each group perceived variations in the distribution of control between the three groups. Criteria was established to enable an analysis of conflict conditions in terms of latent, perceived and false-manifest conflict. The degree of concern, over disagreement in each area of governance, was ascertained by using a five point "Likert" scale. An analysis of the data indicated that all groups desired a shift in the balance of control from the previous administrative dominance-primacy position. However, there was a significant difference between the three groups perception of where the new balance should be established. In particular, teachers in promotion positions were loath to conceed very much control to the newly established school boards. The apparent extent and nature of the conflict varied among the groups. In terms of latent conflict, five cases were identified relating to teachers, four cases were identified relating to system administrators, and three cases were identified relating to school boards. In terms of perceived conflict, three cases were identified relating to teachers, two cases were identified relating to school boards, and no perceived conflicts were identified in the case of system administrators. In terms of felt conflict, thirteen cases were identified relating to school boards, nine cases were identified relating to system administrators, and seven cases were identified relating to teachers. In the terms of possible felt-manifest conflict, eight cases were identified relating to school boards, six cases were identified relating to system administrators and four cases were identified relating to teachers. The areas of governance concerned with staffing were prominent in many of the conflict situations identified. The areas of governance indicating the highest level of concern were directly related to the areas identified as having possible felt-manifest conflict. The principle area of concern was the appointment of promotion teachers to individual schools. The study did show a high correlation between a high level of professional orientation and a desire for increased school teaching staff dominance-primacy. This indicated some consultations were acceptable by professional orientated teachers although ultimate policy formulation should stay with the school teaching staff. The significance of this finding, while lending some support to the open professional model developed as an ideal in the study, seemed to be counteracted by the limited role perceived for school boards by teachers involved in the study. This result tended to imply that the shift in the balance of * control as far as teachers were concerned, should be towards a closed professional model rather than towards an open professional model argued for as the ideal model for teacher professional development.

This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government. / Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies. / Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions. / The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.

CAMPELO, J. I. Dinheiro direto na escola, gestão democrática e público não-estatal: uma avaliação do Programa de Manutenção e Desenvolvimento do Ensino de Fortaleza 2011 . 145 f. Dissertação (Mestrado em Avaliação de Políticas Públicas) – Universidade Federal do Ceará, Pro - Reitoria de Pesquisa e Pós-Graduação, Programa de Pós-Graduação em Avaliação de Políticas Públicas, Fortaleza, 2011. / Submitted by Ana Paula Paula (mappufce@gmail.com) on 2012-03-23T17:23:30Z No. of bitstreams: 1 2011_Dis_JInacioCAMPELO.pdf: 1571040 bytes, checksum: bb5a3f4d6d0a4d97de6141cbe173688e (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-03-28T15:11:56Z (GMT) No. of bitstreams: 1 2011_Dis_JInacioCAMPELO.pdf: 1571040 bytes, checksum: bb5a3f4d6d0a4d97de6141cbe173688e (MD5) / Made available in DSpace on 2012-03-28T15:11:56Z (GMT). No. of bitstreams: 1 2011_Dis_JInacioCAMPELO.pdf: 1571040 bytes, checksum: bb5a3f4d6d0a4d97de6141cbe173688e (MD5) Previous issue date: 2011 / This evaluative study presents the results of the work entitled "Money in the school direct, democratic management and non-state public: an evaluation of the Programme for the Development of Education - PMDE in Fortaleza," whose main objective was to evaluate the Program Development and Maintenance Education (PMDE) in the context of the Brazilian educational reform, as well as its implications for the management of public schools. The defense of public policy for the creation of the program lies in categories such as decentralization, transparency, participation, autonomy and democratic management. Our overall objective therefore was to analyze the deployment and implementation of PMDE while thread for possible developments in the process of democratic management of education, autonomy of schools and in the implications for the organization and operation of public school in Fortaleza, of the formation School Council (EC) in Executing Units (UEX) as private entities linked to the nonprofit school. The design methodology that guided the development of the research took into account the peculiarities of the importance of schools in the sample, the power relations manifest and the specific embodiment of the present government policy. Given this methodological demand, the study was conducted in two school units, with one belonging to the Regional Secretariat (SER) and another being I VI. In conclusion, it is important that the PMDE has many positive aspects, including the real possibility of collective participation of the various segments that make up the EC and the financial autonomy of the school, which is a historic battle flag of the educators. However, continuing reflection in the sense that the decentralization of education financing municipal public money split into direct programs in school as PMDE, can not be opened to door to privatization of education. The struggle of civil society must continue to ensure the public school the character state in funding, the community character as to its management, and public character as to its destination. / Esta pesquisa avaliativa apresenta os resultados do trabalho intitulado “Dinheiro direto na escola, gestão democrática e público não-estatal: uma avaliação do Programa de Manutenção e Desenvolvimento do Ensino – PMDE em Fortaleza”, cujo objetivo central foi avaliar o Programa de Manutenção e Desenvolvimento do Ensino (PMDE), no contexto da reforma educacional brasileira, assim como suas implicações para a gestão da escola pública. A defesa da política pública para a criação do Programa repousa em categorias como: descentralização, transparência, participação, autonomia e gestão democrática. Nosso objetivo geral, portanto, foi analisar a implantação e implementação do PMDE enquanto fio condutor para possíveis evoluções no processo de gestão democrática do ensino, autonomia da unidade escolar e as implicações para a organização e o funcionamento da escola pública municipal de Fortaleza, decorrentes da constituição do Conselho Escolar (CE) em Unidades Executoras (UEX) como entidades de direito privado sem fins lucrativos vinculada à escola. A concepção metodológica que norteou o desenvolvimento da pesquisa levou em consideração a importância das peculiaridades das escolas da amostra, as relações de força manifestas e as especificidades presentes na materialização de uma política governamental. Atendendo a essa exigência metodológica, a pesquisa realizou-se em duas unidades escolares, sendo uma pertencente à Secretaria Executiva Regional (SER) I e outra à SER VI. Concluindo, é importante ressaltar que o PMDE tem aspectos muito positivos, entre eles, a possibilidade real de participação coletiva dos diversos segmentos que compõem o CE, assim como a autonomia financeira da escola, que é uma bandeira de luta histórica dos educadores. No entanto, a reflexão prossegue no sentido de que a descentralização do financiamento da educação pública municipal, desdobrada em programas de dinheiro direto na escola como o PMDE, não pode se constituir em porta aberta à privatização do ensino. A luta da sociedade civil deve prosseguir no sentido de garantir à escola pública o caráter estatal quanto ao seu financiamento; o caráter comunitário quanto à sua gestão; e o caráter público quanto à sua destinação.

Made available in DSpace on 2014-06-11T19:28:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-01-23Bitstream added on 2014-06-13T18:57:18Z : No. of bitstreams: 1 detregiachifilho_e_me_mar.pdf: 391319 bytes, checksum: 64db1ba34f6ecd16f07b9e9b4371e41e (MD5) / O presente trabalho, A Escola como Locus de Produção e Reprodução de Normas, pretende explicitar a estratégia de gestão do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS) e verificar se a mesma conduz efetivamente à gestão democrática e participativa, mediante análise micropolítica em uma unidade escolar situada na cidade de Garça – SP, região de Marília, a ETEC Monsenhor Antonio Magliano, que oferece entre outros, cursos técnicos de mecânica e de eletrônica. Essa Instituição é uma Autarquia do Estado de São Paulo vinculada à Secretaria do Desenvolvimento e oferece gratuitamente à comunidade o ensino médio e cursos técnicos de nível médio. Em seus documentos legais, o CEETEPS privilegia a gestão democrática e a autonomia da escola. A hipótese que orienta a pesquisa ora relatada é a de que podem haver divergências entre o discurso oficial de gestão democrática e a efetiva condução das estratégias de gestão na implementação das políticas oficiais nas unidades escolares. A pesquisa de enfoque qualitativo desenvolve análise documental. A região na qual está localizada a unidade escolar selecionada possui vasto campo de trabalho nas áreas acima referidas, preponderantemente junto às pequenas e microempresas e a oferta desses cursos procura formar profissionais para atuarem nesse mercado regional segmentado pelos arranjos produtivos locais, porém norteado pelas diretrizes macroestruturais do CEETESP, o que pode sugerir a necessidade de ajustamentos das políticas oficiais na unidade escolar para atender aos anseios da comunidade local e regional. Nesse contexto a escola pode ser um locus de produção e reprodução de normas. / The present paper, “The School as a Locus for the Production and Reproduction of Rules”, is aimed at explaining the administration strategy of Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS) and at verifying if this strategy leads to the democratic participative administration, by means of a micro- political analysis performed in a school unity located in Garça town – SP, Marília’s region: the ETEC Monsenhor Antonio Magliano, which offers technical courses on mechanics and electronics, among others. This is an autonomous Institution in São Paulo State; it is linked to “Secretaria do Desenvolvimento” and it offers, for free, secondary education and technical courses to the community. In its legal documents, CEETEPS privileges the democratic administration and the autonomy of the school. The hypothesis underlying the research is that there can be divergences between the official discourse on democratic administration and the effective conduction of administration’s strategies in the implementation of official policies in school unities. The research, with a qualitative focus, develops a documental analysis. The region in which the school unit is located offers a wide work field for the aforementioned areas, mainly in small and microenterprises; and the offering of these courses is aimed at preparing professionals to act in this regional market which is segmented by local productive arrangements, but that is oriented by CEETESP’s macro-structural directions, which can suggest the need of adjustments in official policies in the school unity in order to meet the wishes of the local and regional communities. In this context, the school can be a locus for the production and reproduction of rules.