Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-07T18:18:34Z No. of bitstreams: 1 websterguerrirobelmino.pdf: 1266641 bytes, checksum: 74f5523004f75c23ec269c4b65a0ca5e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T00:32:51Z (GMT) No. of bitstreams: 1 websterguerrirobelmino.pdf: 1266641 bytes, checksum: 74f5523004f75c23ec269c4b65a0ca5e (MD5) / Made available in DSpace on 2016-05-02T00:32:51Z (GMT). No. of bitstreams: 1 websterguerrirobelmino.pdf: 1266641 bytes, checksum: 74f5523004f75c23ec269c4b65a0ca5e (MD5) Previous issue date: 2013-09-25 / A presente dissertação tem como objetivo a análise da política de Avaliação Institucional implantada, no ano de 2011, nas escolas públicas da rede estadual do Ceará, propondo um redesenho conceitual e metodológico, com vistas ao fortalecimento da cultura avaliativa nas escolas, à construção de planos de ação que contribuam para a melhoria educacional e à democratização dos espaços de reflexão e tomada de decisão. A Avaliação Institucional pode ser um elemento propulsor de mudanças conjunturais na relação entre escola e sociedade, uma vez que seus princípios mobilizadores e reflexivos impulsionam a elucidação de problemáticas por vezes ocultas. Para alcançarmos os objetivos estabelecidos, utilizamos documentos oficiais sobre todo o processo da política, que envolveu a contratação, por meio de licitação, de uma empresa de assessoria educacional, bem como entrevistamos funcionários do corpo burocrático da SEDUC/CE, além de gestores, professores e alunos que participaram do processo. No campo conceitual, investigamos a experiência a partir de duas perspectivas: a relacionada ao ciclo de políticas – agenda, formulação e implementação –, que teve como referencial teórico os autores Eduardo Condé (2012) e Jefferson Mainardes (2006), e a referente ao trato conceitual que o termo Avaliação Institucional apresenta, para a qual foram estudadas as experiências reflexivas ocorridas, principalmente, nas universidades avaliadas por autores como Antonio Sobrinho (2009), Pedro Demo (2008) e Marilene Zampiri (2009). Por fim, propomos mudanças na conceitualização, no desenho e na implementação da política, por meio da estruturação de uma Teoria do Programa e da metodologia do W5H2, na esperança de termos aprofundado a reflexão sobre processos avaliativos e as suas contribuições ao cotidiano educacional. / This dissertation aims to analyze the Institutional Evaluation enforced policy, in 2011, public schools in the state of Ceará network, proposing a conceptual and methodological redesign, aimed at strengthening the evaluation culture in schools, the construction plans action that contribute to educational improvement and democratization of spaces for reflection and decision making. Institutional evaluation may be an element propellant term changes in the relationship between school and society, since their mobilizers and reflective principles driving the elucidation of problems sometimes hidden. To achieve the goals set, we used official documents about the whole process of politics, involving hiring, by bidding, an educational consulting company and interviewed officials of the bureaucracy of SEDUC / CE, as well as managers, teachers and students who participated in the process. At the conceptual level, we investigated the experience from two perspectives: the related policy cycle - agenda formulation and implementation - which had as its theoretical framework the authors Eduardo Condé (2012) and Jefferson Mainardes (2006), and references tract concept that the term Institutional Assessment presents, for which were studied reflective experiences occurred mainly in universities evaluated by authors such as Antonio Sobrinho (2009), Pedro Demo (2008) and Marilene Zampiri (2009). Finally, we propose changes in the conceptualization, design and implementation of the policy, by structuring a program theory and methodology of W5H2, hoping to have the in-depth reflection on evaluation processes and their contributions to the educational routine.

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Culture involves the handing down of information, traditions, knowledge and skill, views and ideals from one individual to another and across generations by means of social transmission expressed in manufactured objects and behaviour. The evolution of cumulative culture, a human specific capacity, makes possible an inheritance system that is governed by the same Darwinian principles as biological evolution. Cumulative culture has made possible the build-up or ratcheting effect of knowledge and traditions that when put together allow for advanced technology, medicine, education and other highly advanced cognitive processes that characterise humans from non human animals. This dissertation dedicates the first chapter to review the literature pertaining to this topic; describing various types of social learning processes and methodological approaches that are used to query and broadly describe the process of culture in various animals. The following two chapters (2 and 3) present three experiments that provide methodical and systematic exploration of the social transmission process which occurs in chimpanzees; using 3 artificial foraging devices, the 3 studies systematically demonstrate that chimpanzees have the capacity to transmit culture from one individual to another and serially across neighbouring communities- providing laboratory evidence of behavioural variation analogous to that observed in the wild. Chapter 4 then goes on to describe an experiment that tests a number of hypothesised biases in cultural transmission. Looking specifically at social dynamics at play during the transmission of skill within ape groups - I systematically analyse the effects of directed social learning; focusing on kin and status based strategies that are characteristic of group living apes. Chapter 5 is an original, empirical and methodically comparative analysis of hierarchically organized behaviour in human children and chimpanzees using a hierarchically organized artificial fruit. The final chapter (6) discusses the findings of each of the five experiments and compares the results to findings at other captive and wild research sites. I then broaden the topic to explore how the findings relate to broad issues in literature and provide a framework for future research and for understanding the complex mechanisms of intelligent systems.