Este trabalho tem como objetivo analisar a relação estabelecida entre Igreja, Estado e a Educação durante o movimento da Reforma Protestante do século XVI, enfatizando as ações de Martinho Lutero. Tendo como cenário e objetivo principal o início de um movimento de reforma religiosa, Lutero também apresenta propostas de mudanças na educação escolar. Em um contexto em que a educação era organizada e mantida somente pela Igreja, ele propõe alterações tanto no que se refere à organização de um sistema educacional (envolvendo temas como currículo, métodos, professores, formas de financiamento, entre outros), quanto aos princípios e fundamentos que deveriam nortear essa educação, defendendo que esta seja para todos - incluindo as meninas, de freqüência obrigatória, que apresente uma utilidade social e seja mantida pelo Estado. Buscou-se apresentar a discussão sobre a origem de uma educação elementar popular contrapondo as ações dos Irmãos da Vida Comum, comunidade de clérigos católicos que promoviam experiências nesse sentido desde o século XIV, com as propostas do reformador. Entretanto, é o caráter estatal que Lutero atribui à educação escolar que o trabalho pretende enfatizar, analisando-se, para isso, a formação do conceito de Estado para Lutero, bem como para sua época, e sua posição estabelecida diante das e com as autoridades seculares. Ainda que muitas das propostas de Lutero só tenham se concretizado após a sua morte e, principalmente, nos séculos que se seguiram, cabe ressaltar a relevância e as contribuições que ele apresentou para que a educação fosse entendida e se constituísse como um dever do Estado e um direito de todos os cidadãos. / The objective of this work is to analyze the relationship among the Church, State and the Educational System during the Protestant Reformation in 16th century, focusing actions of Martin Luther. Having as a main objective a religious reform creation, Luther also presented plans for changing the current educational system. The scenario Luther was inserted was based on an educational system ruled and maintained by the Church, and he proposes both system organizational changes (ranging items such as curriculum, methods, teachers, financing plans, among others) and the principles and basement that should conduct this educational system, supporting that it should be every people (including girls), mandatory attending, useful for the society and sustained by the State. He opened a discussion about the origin of a public elementary school, in line with to the deeds of \"Brother-Hoods\", Roman Catholic clerical group that also promoted some practice complying with that since 14th century, using the reformer ideas. However, the State role that Luther attributes to the educational system is the kernel of this work, through analyzes of the Luther formation of the \"State\" concept, considering the period when the analysis was taken as well as the approach the authorities had with the underlying subject. Although many of Luther\'s ideas were applied after his death, and mainly in the centuries to follow, it\'s important to highlight the contributions he brought to make the educational system as a State duty and a right for all the citizens.

Made available in DSpace on 2017-07-10T16:17:16Z (GMT). No. of bitstreams: 1 Karina Griggio Hotz.pdf: 5889968 bytes, checksum: acb22baafdfbcd9d3d193926990d7d2c (MD5) Previous issue date: 2010-03-12 / This work is concerned to the study of the National Program of Professional Education Integration with the Basic Education in the Young Persons and Adults Education Modality (PROEJA) created by the Ministry of Education (MEC). Our objective is to evaluate the implementation process of the Program in the state public net of local municipalities of the West of the Paraná: Cascavel, Foz do Iguaçu and Medianeira, in the first two years it was offered the PROEJA courses in the State, respectively, the years 2008 and 2009, it has been done trying to check how the implementation process has been achieved the objectives proposed in the main documents and what difficulties it has been found in the implementation process. Focusing on the accomplishment of our objective, we try, in the first chapter, to understand the PROEJA determinants. Considering that the effectiveness of a social politic and, therefore educational, has it origin in the productive structure and in the class struggles, we intended, in this chapter, to understand the context of the productive restructures and the Basic Education reform. In the second chapter, we characterize the PROEJA education politic, considering the recent history of the Brazilian education politics for the high school education and for the Education of Young persons and Adults, intending to understand the context that preceded the PROEJA which made possible its foundation in the country and in the Paraná state. We will discuss also about the legality, pedagogic, administrative and financial aspects and the functions of the PROEJA, as well as its articulation to the demands of the productive restructuring, expressed in a particular way by State claims and by the international organisms. In the third chapter we aimed to characterize economically and socially of the municipalities researched with the intention of bringing elements that helped in the evaluation of the implementation of the PROEJA in the public schools of these towns. In the four chapter we present data and informations constituted, fundamentally, based in the research project Demands and potentialities of the PROEJA in the Paraná State . The researches of this work are from the Technological Federal University of the Paraná (UTFPR), Federal University of the Paraná (UFPR) and State University of the West of the Paraná (UNIOESTE), is based from the experience lived in the extension project Demands and Potentialities of the PROEJA in the Paraná State: a contribution to the continued formation of professionals connected to the PROEJA courses in the Western Region of the Paraná performed by UNIOESTE researchers and based on data collected at the State Secretary of Education of the Paraná (SEED). In the fifth and last chapter, based on the knowledge built in the previous chapters, we try to discuss in a objective way about the research, evaluating the PROEJA implementation at municipalities of the West of the State. In the final considerations we made a more general analysis on the evaluation performed in the last chapter intending to understand if the PROEJA objectives can be reached in the towns of the West of the Paraná by the way it has been implemented, what wide determinants that defined its offer in Brazil, in the Paraná State and in the towns studied and what are the political and ideological objectives that it is intended to reach with the Program. / Realizamos nesse trabalho o estudo do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA) criado pelo Ministério da Educação (MEC). Nosso objetivo é avaliar o processo de implementação do Programa na rede pública estadual de municípios do Oeste do Paraná: Cascavel, Foz do Iguaçu e Medianeira, nos dois primeiros anos de oferta dos cursos do PROEJA no Estado, respectivamente nos anos de 2008 e 2009, procurando averiguar em que medida o processo de implementação tem assegurado a efetivação dos objetivos propostos nos documentos norteadores e que dificuldades tem sido encontradas no processo de implementação. Tendo em vista a realização deste objetivo, procuramos no primeiro capítulo conhecer os determinantes do PROEJA. Considerando que a efetivação de uma política social e logo, educacional, tem suas origens na estrutura produtiva e nas lutas de classes, procuramos nesse capítulo compreender o contexto da reestruturação produtiva e da reforma da Educação Básica. No segundo capítulo realizamos a caracterização da política educacional do PROEJA, abordando a história recente da política educacional brasileira para o ensino médio e para a Educação de Jovens e Adultos, almejando a compreensão do contexto que antecedeu o PROEJA e que possibilitou a sua implantação no país e no Paraná. Tratamos ainda dos aspectos legais, pedagógicos, administrativos e financeiros e das funções do PROEJA, bem como da sua articulação às demandas da reestruturação produtiva, expressas de modo particular pelas pretensões do Estado e dos organismos internacionais. No terceiro capítulo buscamos caracterizar econômica e socialmente os municípios pesquisados com o intuito de trazer elementos que auxiliassem na avaliação da implementação do PROEJA nas escolas públicas destas localidades. No quarto capítulo apresentamos dados e informações constituídos, fundamentalmente, a partir do projeto de pesquisa Demandas e potencialidades do PROEJA no Estado do Paraná do qual participam pesquisadores da Universidade Tecnológica Federal do Paraná (UTFPR), Universidade Federal do Paraná (UFPR) e Universidade Estadual do Oeste do Paraná (UNIOESTE), da experiência vivenciada no projeto de extensão Demandas e Potencialidades do PROEJA no Estado do Paraná: uma contribuição à formação continuada de profissionais vinculados aos cursos do PROEJA na Região Oeste do Paraná executado por pesquisadores da UNIOESTE e de dados coletados junto à Secretaria de Estado da Educação do Paraná (SEED). No quinto e último capítulo, de posse dos conhecimentos abordados nos capítulos anteriores, procuramos realizar de modo mais direto o objetivo da pesquisa, avaliando a implementação do PROEJA em municípios do Oeste do Estado. Nas considerações finais procuramos realizar uma análise mais geral sobre a avaliação realizada no último capítulo tendo em vista compreender se os objetivos do PROEJA vem sendo atingidos nos municípios do Oeste do Paraná pela forma como vem sendo implementado, quais os determinantes mais amplos que definiram sua oferta no Brasil, no Paraná e nos municípios estudados e quais são os objetivos políticos e ideológicos que se pretende alcançar com o Programa.

This thesis addresses the relationship between sectarianism and state-making and nation-building in Iraq. It argues that sectarianism has been an enduring feature of the state-making trajectory in Iraq due to the failure of the modern nation-state to resolve inherent tensions between primordial sectarian identities and concepts of unified statehood and uniform citizenry. After a theoretical excursus that recasts the notion of primordial identity as a socially constructed reality, I set out to explain the persistence of primordial sectarian affiliations in Iraq since the establishment of the modern nation-state in 1921. Looking at the primordial past showed that Sunni-Shicite interactions before the modern nation-state cultivated repositories of divergent collective memories and shaped dynamics of inclusion and exclusion favorable to the Sunni Arabs following the creation of Iraq. Drawing on primary and secondary sources and field interviews, this study proceeds to trace the accentuation of primordial sectarian solidarities despite the adoption of homogenizing policies in a deeply divided society along ethno-sectarian lines. It found that the uneven sectarian composition of the ruling elites nurtured feelings of political exclusion among marginalized sectarian groups, the Shicites before 2003 and the Sunnis in the post-2003 period, which hardened sectarian identities. The injection of hegemonic communal discourses into the educational curriculum was found to have provoked masked forms of resistance that contributed to the sharpening of sectarian consciousness. Hegemonic communal narratives embedded in the curriculum not only undermined the homogenizing utility of education but also implicated education in the accentuation of primordial sectarian identities. The study also found that, by camouflaging anti-Shicite sectarianism, the anti-Persian streak in the nation-state’s Pan-Arab ideology undermined Iraq’s national integration project. It explains that the slide from a totalizing Pan-Arab ideology in the pre-2003 period toward the atomistic impulse of the federalist debate in the post-2003 period is symptomatic of the ghettoization of identity in Iraq. This investigation of the interaction between primordial sectarian attachments and the trajectory of the making of the Iraqi nation-state is ensconced in the project of expanding the range and scope of social scientific applications of the nation-building and primordialism lines of analysis.

Thesis (M. Ed. (Education))--Rhodes University, 2006. / Half-thesis submitted in partial fulfilment of the requirements for the degree of Masters of Education (Environmental Education).

This thesis examines three different aspects of education policy to ascertain their effects on individual outcomes, both in the classroom and in the labour market. The goal is to provide new empirical evidence using robust identification strategies that can inform better policy. The first chapter looks at the role of pre-primary education in Germany using the German Socio-Economic Panel data set (GSOEP) to determine if attending an early education programme for longer increases the probability of attending a higher-level secondary school at age fourteen. I employ family fixed effects estimation and quasi-experimental analysis to control for selection. The results of the family fixed effects estimation show a small and negative impact of attending early education for more years. In the quasi-experimental analysis, based upon a federal law change in 1996, I find no impact of more years of early education on later schooling outcomes. In the second chapter of this thesis, I again use the GSOEP to examine the recent German reform to extend the length of the primary school day. I exploit the quasi-experimental roll-out of reform to assign treatment to women and look at whether increasing school hours increases the likelihood that mothers enter into employment or extend their hours if already working. I find that the policy has an effect at the extensive margin, drawing more women into the labour market, but that there is no significant impact of the policy at the intensive margin. In the final chapter I turn my attention to how peers' non-cognitive traits impact an individual's learning outcomes. Using an educational panel from Flanders, Belgium, I use the linear-in- means model of peer effects as well as several non-linear models to see how peers' personalities in a classroom affect Dutch and math scores. The results show that having more conscientious peers on average positively impacts Dutch and math scores, but that a greater dispersion of conscientiousness hurts Dutch outcomes. I also find that having more extroverted peers on average hurts math performance.

Made available in DSpace on 2015-05-07T15:09:14Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2394804 bytes, checksum: f738411f2ddacee949a3c267979f5cca (MD5) Previous issue date: 2013-09-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study analyzes the management reform in the education of the state of Pernambuco, between the years 2007-2010 in order to understand the linkages with the policies of continuing education of teachers of high school sponsored by the Education Department of the State. Therefore, it was discussed, initially, the state reform in the country implemented by the federal government - the government of Fernando Henrique Cardoso - PMDB ( 1995- 1998/1999-2002 ) and the Government Luiz Inacio da Silva - PT ( 2003-2006/2007-2010 ) , with emphasis on educational policies and teacher training , considering its links with the changes implemented in the state of Pernambuco in the period studied . This reform comes in the context of the consolidation of the Third Way neoliberalism in the country and the role of international organizations in building a " new" project of capitalist sociability . Then, investigate, at the state level - Government Eduardo Campos government - PSB (2007-2010) - the implementation and consolidation of state reform in Pernambuco and in the education and training initiatives in teaching in this period. More specifically, it were studied the initiatives teacher training for secondary education and its links to education reform. The study was developed through bibliographical and documental research. Among the main authors of which were fundamental to the understanding of the neoliberal model and teacher training in the context of implanting and deepening of this policy include Gramsci (2000), Neves (2005), Boito Jr. (1999) Harvey (2001) Candau (2003), Imbernon (2010), Maués (2003) Nascimento (2003) and Silva (2004). As for the documentary research we examined the reports of activities performed by Department of Education, as well as the work plans of continuing education programs developed in the period 2007-2010. From the study it was identified that the policy of continuous training of high school teachers aimed at the consolidation of the management of education in the state, from its use as a strategy for dissemination and convincing teachers of the principles of the reforms proposed by the government state, especially through the targeting of educational practices and curriculum proposals for achieving the targets set by the Education Department. However, this policy not only consisted of the deployment mechanism of educational reform. In this process, the institution has gained importance in political accountability , teachers and schools, through the Term of Commitment and policy subsidy of education professionals, with the creation of the Performance Bonus Education (BDE). These elements were constitutive of the process of deepening reform of management education in the state of Pernambuco. / O estudo analisa a reforma gerencial da educação estadual de Pernambuco, entre os anos 2007 a 2010, buscando compreender suas vinculações com as políticas de formação continuada de professores do ensino médio, implantadas pela Secretaria de Educação do Estado. Para tanto, discute, inicialmente, a reforma do Estado no país implantada pelo governo federal - Governo Fernando Henrique Cardoso PMDB (1995-1998/1999-2002) e o Governo Luiz Inácio da Silva PT (2003-2006/2007-2010), com destaque para as políticas educacionais e de formação docente, considerando suas vinculações com as mudanças implementadas no estado de Pernambuco no período estudado. Essa reforma insere-se no contexto de consolidação do neoliberalismo de Terceira Via no país e da atuação de organismos internacionais na construção de um novo projeto de sociabilidade capitalista. Em seguida, investiga, no âmbito estadual Governo Eduardo Campos PSB (2007-2010), a implantação e consolidação da reforma do Estado em Pernambuco e da área educacional, bem como as iniciativas de formação docente nesse período. Mais especificamente, foram estudadas as iniciativas de formação continuada de professores para o ensino médio e suas relações com a reforma da educação. O estudo foi desenvolvido por meio de pesquisa bibliográfica e documental. Entre os principais autores utilizados que foram fundamentais para a compreensão do modelo neoliberal e a formação docente no contexto de implatação e aprofundamento dessa política destacamos Gramsci (2000), Neves (2005), Boito Jr. (1999), Harvey (2001), Candau (2003), Imbernón (2010), Mauês (2003), Nascimento (2003) e Silva (2004). Quanto à pesquisa documental foram examinados os relatórios das atividades realizadas pela Secretaria de Educação, bem como, os planos de trabalho dos programas de formação continuada desenvolvidos no período de 2007 a 2010. A partir do estudo foi possível identificar que a política de formação continuada de professores do ensino médio visou à consolidação do modelo gerencial da educação no estado, a partir de sua utilização como estratégia de disseminação e de convencimento dos docentes dos princípios das reformas propostas pelo governo estadual, especialmente por meio do direcionamento de práticas pedagógicas e de propostas curriculares para o alcance das metas estipuladas pela Secretaria de Educação. Entretanto, essa política não consistiu no único mecanismo de implantação da reforma educacional. Nesse processo, ganhou importância a instituição da política de responsabilização, dos docentes e escolas, por meio do Termo de Compromisso e da política de bonificação dos profissionais da educação, com a criação do Bônus de Desempenho Educacional (BDE). Esses elementos foram constitutivos do processo de aprofundamento da reforma gerencial da educação no estado de Pernambuco.

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 ShirmeniaKSNE_DISSERT.pdf: 1503801 bytes, checksum: 85c65eface4a3d85729738729d6db512 (MD5) Previous issue date: 2010-06-30 / This thesis entitled SINAES: the different faces of the evaluation at UFRN, aims to analyze the configuration that the national policy for assessment in higher education has taken on UFRN. We assume that in recent years there are an oscillation between the concepts of evaluation, according with the logic of public administration it has preferred an approach that presents itself as a promoter of quality, sometimes with regulatory aspects, sometimes with educational ones. The text discusses the use of the new assessment tools for higher education placing them under the new demands on state reform context in which this is to promote and measure quality based on the values of excellence and competitiveness. This movement arises from the redefinition of the role of the State that has been taking features of Evaluator State. From a historical review of government initiatives in the field of evaluation, we analyze the characteristics of assessment policies outlined over the past decades. We are based on the theoretical method that aims to examine the multiple determinants that shape a particular reality from the larger movement of totality. To identify, in this case, connections and ruptures that have emerged over the history of assessment policies aimed at higher education by checking their determinants in order to better explain the reality. To investigate the object of this study we used as instruments: the research literature and research documents, the semi-structured interviews and non-participant observation. The study revealed that there are different practices of evaluation and that before to establishment the SINAES program, the UFRN already had a culture of an institutional assessment, more participatory and democratic, opposing to the rigidity of the self-assessment in SINAES program that it was instituted by the Commission for assessment (CPA). We also noticed that the implementation of the SINAES at URFN has been performed very slowly and the breadth and complexity of the evaluation process has contributed to hinder its implementation in all dimensions provided by MEC. Although it was observed that in its operationalization the SINAES has assumed a more normative assessment and directed to establish rankings between courses and higher education schools than to establish a more qualitative assessment in this system. As regards the evaluation of the undergraduate course studied on this research and subjected to the three dimensions of evaluation proposed by SINAES (self-assessment, Evaluation of Courses and ENADE) it was not possible to verify an effective integration between the methods of assessing conducted. The results are considered separately, in only a partial view of the course evaluated the proposal what pits the SINAES as a system that involves the totality / O presente trabalho intitulado SINAES: as diferentes faces da avalia??o na UFRN tem como objetivo analisar a configura??o que a pol?tica nacional de avalia??o para o ensino superior vem assumindo na UFRN. Partimos do pressuposto de que, nos ?ltimos anos, tem havido uma oscila??o entre as concep??es de avalia??o que, na l?gica da gest?o p?blica, tem privilegiado uma perspectiva que se apresenta como promotora da qualidade, ora com aspectos Estado avaliador. Ensino superior. Pol?ticas de avalia??o reguladores, ora formativos. O texto discute o uso da edifica??o de novos instrumentos de avalia??o para o ensino superior situando-a no ?mbito das novas demandas contextuais na reforma do Estado em que este passa a promover e mensurar a qualidade com base nos valores da excel?ncia e da competitividade. Esse movimento decorre da redefini??o do papel do Estado, que vem assumindo fei??es de Estado avaliador. A partir de uma retrospectiva hist?rica das iniciativas do governo no campo da avalia??o, explicitamos as caracter?sticas das pol?ticas de avalia??o delineadas ao longo das ?ltimas d?cadas. Servimo-nos de um referencial te?ricometodol?gico que visa analisar as m?ltiplas determina??es que configuram uma determinada realidade a partir de um movimento maior de totalidade. Nesse sentido, s?o identificadas conex?es e rupturas que surgiram, ao longo da hist?ria das pol?ticas de avalia??o voltadas para o ensino superior verificando os seus determinantes, visando explicar melhor a realidade. Para investigarmos o objeto de estudo, utilizamos, como procedimentos metodol?gicos, a pesquisa bibliogr?fica e documental, as entrevistas semiestruturadas e a oberva??o n?o-participante. O estudo revelou haver, na institui??o, diferentes pr?ticas de avalia??o e que, antes da implanta??o do SINAES, j? havia uma cultura de avalia??o institucional, mais participativa e democr?tica que se contrap?e ? rigidez presente na autoavalia??o institu?da pelo SINAES e, seguida, pela Comiss?o Pr?pria de Avalia??o. Verificamos, tamb?m, que a implanta??o do SINAES, na URFN, vem sendo realizada de forma muito lenta e a amplitude e complexidade do processo avaliativo t?m contribuido para dificultar a sua implementa??o em todas as dimens?es previstas pelo MEC. Ainda foi poss?vel evidenciar que, em sua operacionaliza??o, o SINAES tem assumido uma postura de avalia??o muito mais normativa e voltada para o estabelecimento de rankings entre cursos e intitui??es do que em estabelecer uma avalia??o mais qualitativa do ensino. No que se refere ? avalia??o do Curso de gradua??o submetido ?s tr?s dimens?es de avalia??o propostas pelo SINAES (autoavalia??o, Avalia??o de Cursos e ENADE) n?o foi poss?vel verificar uma efetiva integra??o entre as modalidades de avalia??o realizadas. Os resultados s?o considerados isoladamente, em uma vis?o, apenas, parcial do curso avaliado o que descaracteriza a proposta do SINAES como um sistema de avalia??o global

O presente trabalho objetiva verificar a relação entre os mecanismos previstos em políticas de incentivo ao desenvolvimento tecnológico e à inovação e a prática nas universidades. Do ponto de vista de sua natureza trata-se de uma pesquisa aplicada. No que diz respeito ao seu objetivo adotou-se como metodologia uma pesquisa exploratória. No que se refere aos procedimentos técnicos ela utiliza pesquisa bibliográfica, a pesquisa documental e a pesquisa de campo. Em relação à abordagem do problema trata-se de uma pesquisa qualitativa. Duas instituições universitárias foram selecionadas: UTFPR e PUC-PR, em seu respectivo campus em Curitiba. De forma geral, os resultados demonstram que no processo de cooperação universidade e empresa as instituições podem ser apresentadas de forma conjunta, revelando semelhanças entre elas. Os resultados apontaram que as políticas públicas de incentivo à inovação privilegiam a transformação da universidade no principal condutor do desenvolvimento tecnológico. / This study aims to investigate the relationship between the mechanisms provided by the Brazilian government policies to simulate technological development and innovation and the practice of the universities. From the point of view of its nature, it is an applied research. Regarding it's goal, it's exploratory research. With regard to technical procedures, it uses research literature, documentary research and field research. Two universities were selected: UTFPR (Federal Technological University of Paraná) and PUC-PR (Pontifical Catholic University-Paraná), in their campus in Curitiba-Pr where the data collection and analysis were realized. In general, the results showed that in the university-companies cooperation process, the universities can be presented in joint, revealing similarities between them. The results pointed that the public policies to encourage innovation focus on the transformation of the university as the main conductor of technological development.

Made available in DSpace on 2014-07-29T16:10:40Z (GMT). No. of bitstreams: 1 dissertacao patricia adorno.pdf: 2928796 bytes, checksum: 8316af45ad72be7943bccb3d4638c748 (MD5) Previous issue date: 2008-12-09 / This dissertation takes part of the research line State and Educational Policies and has as aim to understand the expansion of Higher Education, specially of majoring in teaching courses, in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of Guidelines and Basis of Brazilian Education). The research begins with the contextualization of political and educational reforms implemented by MEC (Ministry of Education in Brazil) which carried out several changes in the organization, structuring and working of Higher Education institutions and redefined their role in Brazil. The subject matter is approached by means of a documental research, reflections about public policies for Higher Education in Brazil supported by the analysis of theoretical works in the area and documents which allowed establishing a dialogue with the researched facts. The conclusion of this investigation leads to the difference between Goiás and other Brazilian States: the expansion of majoring in teaching for Basic Education courses occurred both by means of a state controlled university movement into inner lands, which brought higher education courses to a lot of cities in the State, and by means of the offer of courses by Goiás State University (Universidade Estadual de Goiás - UEG), a public institution founded in 1999. This University made it possible to establish many Higher Education courses all over the state and is also responsible for the highest number of majoring in teaching courses in Goiás / Esta dissertação integra a linha de pesquisa Estado e Políticas Educacionais e tem como objetivo compreender, no contexto das políticas educacionais no Brasil pós-aprovação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96), a expansão da Educação Superior, especialmente das licenciaturas, em Goiás. A pesquisa parte de uma contextualização das políticas e reformas educacionais implementadas pelo MEC, que trouxeram mudanças na organização, na estrutura e no funcionamento das Instituições de Ensino Superior (IES) e redefiniram o papel do ensino universitário no Brasil. Aborda-se o objeto de estudo por meio de pesquisa documental associada a reflexões acerca das políticas públicas para a Educação Superior no Brasil, apoiada na análise da produção teórica da área e em fontes documentais, que permitiram estabelecer um diálogo com os dados pesquisados. A conclusão dessa investigação é de que, em Goiás, diferentemente de outras regiões do Brasil, a expansão da formação de professores para a Educação Básica ocorreu por meio dos movimentos de interiorização e estadualização da oferta e da intermediação de uma instituição pública, a Universidade Estadual de Goiás (UEG). Essa instituição foi criada em 1999 e possibilitou a criação de cursos em todo o interior do Estado, sendo a responsável pela oferta do maior número de cursos de licenciatura em Goiás

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-09T12:43:32Z No. of bitstreams: 1 2015 - Angela Maria do Amaral Abreu Carvalho.pdf: 6567053 bytes, checksum: b17acd5281d9b02898484b4a34b12160 (MD5) / Made available in DSpace on 2017-06-09T12:43:32Z (GMT). No. of bitstreams: 1 2015 - Angela Maria do Amaral Abreu Carvalho.pdf: 6567053 bytes, checksum: b17acd5281d9b02898484b4a34b12160 (MD5) Previous issue date: 2015-12-04 / The main objective of this research was to evaluate the role of Ifes ? Alegre Campus on the socioeconomic dynamics of the Capara? micro-region as a planning unit, according to the guidelines and strategies outlined by the Esp?rito Santo Development Plan 2025 established by the state government. The reflection proposal was based on the discussion of the (re) production of the geographical space as a social relation's product, seeking to understand the historicity of the organizational processes and structure, in particular on the subspace called Capara? micro-region. It sought to highlight, in a timely manner, the performance intentions of the main agents of (re) production and consumption of space in its social totality, especially the State. In discussing the State actions, the approaches are related to the public policy strategies of education and strategic planning, emphasizing the proposal for rural education in the bias of the Human Capital Theory related to the conservative modernization of the Brazilian agriculture. While an exploratory, descriptive, qualitative and quantitative-based research, it was carried out using three complementary methods: bibliographic and virtual research: scientific articles, books and other publications related to the theme and correspondent topics; documentary research: Esp?rito Santo Development Plan 2025 focusing on the Capara? micro-region, Institutional Development Plan - PDI/Ifes and related legislation; application of questionnaires to graduating students of technical courses and higher education (2014), head of education, course coordinators, head of research and postgraduation and coordinator of community outreach of the Ifes ?Alegre Campus, rural labor union representatives and Incaper of the 11 municipalities that make up the Capara? microregion. After the treatment and effort of data and information analyzes, another question has come out: what is the social function of Ifes - Alegre Campus as an education, training, research and community outreach institution in the context of socio-economic, political and cultural demands of the third poorest micro-region of Esp?rito Santo? / O objetivo principal desta pesquisa foi o de analisar o papel do Ifes ? Campus de Alegre no contexto da din?mica socioecon?mica da microrregi?o do Capara?, na condi??o de unidade de planejamento, conforme diretrizes e estrat?gias apontadas pelo Plano de Desenvolvimento Esp?rito Santo 2025, institu?da pelo governo estadual. A reflex?o proposta fundamentou-se na discuss?o sobre a (re)produ??o do espa?o geogr?fico, enquanto produto das rela??es sociais, buscando compreender a historicidade dos processos de organiza??o e estrutura??o, em especial do subespa?o denominado microrregi?o do Capara?. Buscou-se destacar, de forma pontual, as intencionalidades na atua??o dos principais agente de (re)produ??o e consumo do espa?o, em sua totalidade social, em especial o Estado. Na discuss?o sobre a atua??o do Estado, as abordagens est?o relacionadas ?s estrat?gias de pol?ticas p?blicas de educa??o e planejamento estrat?gico, com ?nfase na proposta de educa??o rural no vi?s da Teoria do Capital Humano relacionado ? moderniza??o conservadora da agricultura brasileira. Enquanto pesquisa de base quali-quantitativa, explorat?ria e descritiva, a mesma foi desenvolvida em tr?s etapas que se complementam: pesquisa bibliogr?fica e virtual: artigos cient?ficos, livros e demais publica??es relacionados ao tema e tem?ticas correspondentes; pesquisa documental: Plano de Desenvolvimento Esp?rito Santo 2025, no que diz respeito a microrregi?o do Capara?, Plano de Desenvolvimento Institucional ? PDI/Ifes, al?m de legisla??es pertinentes; elabora??o e aplica??o de question?rios junto aos alunos formandos dos cursos t?cnicos e dos cursos superiores (2014), diretor de ensino, coordenadores de cursos, diretor de pesquisa, p?sgradua??o e extens?o, coordenador de extens?o do Ifes - Campus de Alegre, representantes dos Sindicatos dos Trabalhadores Rurais e Incaper dos 11 munic?pios que comp?em a microrregi?o do Capara?. A partir do tratamento e esfor?o de an?lise dos dados e informa??es coletados, uma outra quest?o se apresenta: qual a fun??o social do Ifes - Campus de Alegre enquanto institui??o de ensino, forma??o, pesquisa e extens?o no contexto das demandas socioecon?micas, pol?ticas e culturais da terceira microrregi?o mais pobre do Esp?rito Santo?