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Orientador: Neusa Maria Dal Ri / Banca: Cândido Giraldez Vieitez / Banca: Tânia Suely Antonelli Marcelino Brabo / Banca: Antonio Giovanni B. Gonçalves / Banca: Bolivar Burbano Paredes / Resumo: A presente pesquisa intitulada: A Universidade Federal do Maranhão e o Projeto Prata da Casa: as ações e as contradições analisou os dez anos de atuação do Projeto Prata da Casa, na Universidade Federal do Maranhão (UFMA), as ações do referido projeto, em que momento e de que forma essas atividades conseguiram causar um impacto acadêmico-científico e cultural no ensino, pesquisa e extensão. A referência teórica assenta suas bases na questão do Estado, na leitura de autores clássicos, procurando-se estabelecer um diálogo. Na discussão sobre Universidade busca-se compreender a história da Universidade brasileira, as Políticas Públicas para a Universidade Pública brasileira, especificamente, a Universidade Federal do Maranhão. Essa discussão objetiva responder a problemática anunciada na seguinte pergunta: Após dez anos de atuação, que impacto acadêmico-científico e cultural foi provocado na UFMA pelo Projeto Prata da Casa? Por meio de sua atuação, ocorreram modificações substantivas na qualificação do quadro docente e no desenvolvimento das áreas de ensino, pesquisa e extensão? Quais modificações e quais os resultados acadêmico-científicos? O impacto de um processo docente - educativo se traduz em seus efeitos sobre uma população ampla: comunidade, estudante, administração que identifica efeitos tecnológicos, econômico-social, cultural, institucional, centrado na melhoria profissional e humana do homem e sua superação social. O conceito de impacto está ligado aos efeitos positivos ou negativos num determinado contexto. O objetivo geral aponta: analisar os dez anos de atuação do Projeto Prata da Casa, sua atuação no ensino, pesquisa e extensão na Universidade Federal do Maranhão. Como forma de operacionalização... (REsumo completo, clicar acesso eletrônico abaixo) / Abstract: This research entitled: The Federal University of Maranhão and Silver Project House: the actions and the contradictions examined the 10 (ten) years experience of Project Silver House, Federal University of Maranhão (UFMA), shares of the project, investigating whether these activities could have an impact-academic science in teaching, research and extension. The reference is based on theoretical bases on authors who discuss the question of the state, taking into account the reading of classic authors, seeking to establish a dialogue with them. In discussing the University seeks to understand a bit of history, University Brazilian once agile, the Public Policy for the Public University of Brazil, specifically, Federal University of Maranhão. This discussion aims to answer the question announced in the following question: After ten years of operations, which impact academic-science was triggered by the Project On UFMA Silver House? Through their actions, substantive changes occurred in the qualification of teaching staff and development of areas of teaching, research and extension? What changes and what academic-scientific findings? The overall objective aims: to analyze the ten years action of the House Silver Project, its performance in teaching, research and extension in Federal University of Maranhão. As a way of conducting research set up specific goals: to verify and analyze the philosophy and option theoretical and methodological approach that guided the actions of the House Silver Project, analyzing the contradictions in the relations developed between the House and Silver Project management of the Federal University of Maranhão, from the confrontation between the demand for existing qualification in the state and the proposition of the project, analyze the political role of Silver House... (Complete abstract click electronic access below) / Doutor

Orientador: Alberto Albuquerque Gomes / Banca: Tereza Jesus Ferreira Scheide / Banca: Maria de Fátima Salum Moreira / Resumo: Relacionado à linha de pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores", o presente trabalho aborda as "Políticas para formação de professores: reflexões sobre o estágio supervisionado - do legal ao real". Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Related to the research line on "Public Policy, School Organization and Training of Teachers", this work addresses the "Policies for training of teachers: reflections on the supervised trainee - from the legal to the real". Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below) / Mestre

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

Made available in DSpace on 2018-08-01T23:37:26Z (GMT). No. of bitstreams: 1 tese_9958_EDUCAÇÃO INFANTIL DO CAMPO E FORMAÇÃO CONTINUADA DOS EDUCADORES QUE ATUAM EM ASSENTAMENTOS.pdf: 2009071 bytes, checksum: ee281c20c945cc011992f38e436ffc07 (MD5) Previous issue date: 2016-06-07 / Esta pesquisa insere-se no contexto da Educação Infantil do Campo (EIC) em que buscamos compreender como se efetiva a formação continuada dos educadores da EI que atuam em assentamentos de Reforma Agrária. Alicerça-se num referencial teórico-metodológico bakhtiniano (BAKHTIN, 2011, 2012, 2014), em articulação com as discussões acerca da Educação Infantil (EI) (KRAMER, 2006), (NUNES; CORSINO, 2011), (CAMPOS; FULLGAF; WIGGERS, 2006) da EIC (GONÇALVES, 2013), (CÔCO, 2011), (BARBOSA et al., 2012), (SILVA; PASUCH, 2010) e da formação dos educadores (FREIRE,1987, 2003, 2004, 2013). Com uma abordagem qualitativa exploratória, compreendendo a observação e a interpretação como fatores importantes, tendo em vista as ações e relações humanas advindas das interações sociais, elencamos como procedimento a entrevista semiestruturada com o gestor do município e com a educadora que atua com a EI de um assentamento, a realização de roda de conversa com o Setor de Educação do MST e a observação participante nos encontros de formação de educadores. Demonstramos a partir dos dados analisados acerca do atendimento as crianças do campo residentes em assentamentos de Reforma Agrária no contexto do ES, que este atendimento, além de reduzido em relação à demanda, é oferecido em salas anexas à rede estadual, problematizando a institucionalidade da EIC. Também demonstramos que a formação dos educadores se dá na materialidade da vida, da luta, nos diversos espaços e tempos em que atuam, e que os espaços de formação organizados pelo Setor de Educação do MST são concebidos como alicerces de uma formação com vinculação e pertencimento ao campo. Os dados também demonstram a necessidade de o setor de educação pautar e lutar pela EI em áreas de assentamento, reconhecendo-a como direito das crianças pequenas.

Approaches such as arts-based education optimize the goals of inclusive education, an emergent educational philosophy in Canada. However there is tension between this research, current classroom practice, and education policies. This study explores the perceptions of three primary/junior pre-service teachers as they engaged in the implementation of inclusion of students with exceptionalities using an arts-based approach. Data were collected through in-depth interviews with the participants (following Seidman's [2006] method) at three points during their teacher education experiences. Central findings and cross-case analysis focused on their contextual histories, teacher education experiences, and culminating reflections. Childhood events and environments influenced pre-service attitudes, while past engagement in the arts facilitated their implementation of an arts-based approach particularly in the absence of guidance from teacher education courses and their associate teacher. Participants cited academic, social, and personal benefits of implementing inclusion through the arts for students with exceptionalities. Implications for practice are discussed.

Recent research on the relationship between standards and teachers’ practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. My dissertation extends this line of research, using a comparative case study of three-high poverty urban schools to examine the nature of teachers’ learning about the Common Core State Standards and the processes and conditions that support this work. I take a situated perspective, exploring how teachers engage in professional learning in their school context. Chapter one explores the potential for collaboration in teacher teams to support this learning. It argues that collaborative practices that encourage joint examination of instruction and student learning against standards support teachers in noticing and attending to differences between their current practice and standards. In addition, it examines the role of teachers’ instructional knowledge and principals’ leadership in supporting teachers’ collaboration around standards. Chapter two examines how principals encourage and constrain professional learning as they frame school improvement efforts. It argues that teachers are more likely to revise their instruction to align with the new standards when principals frame the challenge presented by standards as one that requires learning to work with students and content in new ways rather than simply one that requires teachers to execute specific pedagogical approaches. Finally, chapter three explores the efforts of a professional development network to build both teacher and school capacity for teaching the Common Core State Standards and proposes a set of principles to guide future efforts to design professional development that builds capacity for teaching to ambitious standards in high-poverty schools.

Good teaching matters, especially for students growing up in poverty. But, effective teaching does not alone depend on the contributions of talented and skilled individuals. Rather, promising pedagogues are far more likely to rise to their potential when they are well-matched with both their teaching assignment and with the school organization where they work. Although recent staffing reforms have decentralized hiring and enabled many schools to exercise more discretion in recruiting and selecting teachers, little is known about how individual schools conceptualize and carry out these processes, or how administrators and teachers experience these efforts. This dissertation investigates these issues, drawing on data from a larger exploratory study conducted by the Project on the Next Generation of Teachers. The sample includes interviews with 142 administrators, teachers, and staff in six schools—three district and three charter—that were demonstrating success with low-income, minority students, in the same city. The dissertation includes three papers: A Quest for “the Very Best”: Teacher Recruitment in Six Successful, High-Poverty, Urban Schools; The Matchmaking Process: Teacher Hiring in Six Successful, High-Poverty, Urban Schools; and The Challenge of Recruiting and Hiring Teachers of Color: Lessons From Six High-Performing, High-Poverty, Urban Schools. / Culture, Communities, and Education

The past five years have witnessed unprecedented changes in teacher evaluation systems, as states and districts have responded to federal incentives under the 2009 Race to the Top grant competition. Across the country, teacher evaluation has become more frequent, higher stakes, and more explicitly tied to student achievement outcomes. This capstone examines the initial implementation of one such system at DSST Public Schools, a network of nine consistently high-performing charter schools in Denver, Colorado. I describe my role in leading a cross-functional team charged with implementing, learning from, and improving the system in its first full year. I explore the everyday challenges of positioning evaluation as a resource to drive teacher development, arguing that evaluation will achieve lofty developmental goals only if teams of system designers and system users decouple the measurement and development purposes of teacher evaluation and commit to the creation of complementary systems. Leaders can accelerate this process by modeling a developmental mindset and creating conditions for purposeful team learning that leads to system adaptation. This capstone offers important lessons for practitioners and policymakers seeking to position teacher evaluation as a resource for teacher growth and development; for DSST Public Schools in its effort to develop teachers and leaders across its expanding network of schools; and for myself as an educational leader.

“The only thing that matters is getting to product/market fit.” - Marc Andreessen Many educational products have flooded the American K-12 market in recent years, launched by startups and established educational institutions alike. Many of these startups will fail, and seasoned entrepreneurs and business strategists suggest that failure results primarily from the inability to access a sizeable market and address the needs of that market with the correct product, what Andreessen calls “product/market fit.” The "Lean Startup” methodology, popularized by entrepreneurs like Steve Blank and Eric Ries, has gained significant popularity as a process for achieving product/market fit. Users of the Lean Startup method articulate all of their assumptions about the market and product and create small and inexpensive tests to validate or invalidate these assumptions. At each round of results of assumption testing, the enterprise has the choice to “pivot, persist, or perish” in the belief that the right pivots will ultimately achieve product/market fit. This capstone details my work as a founder of The Teaching Genome as I pivoted, persisted and avoided perishing. The Teaching Genome is an assessment that can discern the teaching style of a user and a series of tools that use these results to improve teaching and learning. The idea for the Teaching Genome developed at the Harvard Graduate School of Education, and NewSchools Venture Fund hosted me as its founder and incubated the idea over the course of the residency year. In this capstone, I chronicle the process of developing a product with clear assumptions related to its impact and financial sustainability. I also describe the pilots that tested those assumptions, the results of those tests and the responding pivots. Drawing upon research on the characteristics of innovations that spread and scale and research on the dominant norms in education, I offer explanations of what constitutes product/market fit in the education sector and describe the implications of my learning on the future of the Teaching Genome. These findings contain implications for those seeking to develop educational interventions from inside or outside school systems, especially for actors looking to achieve wide-spread adoption.