Made available in DSpace on 2014-12-17T14:36:14Z (GMT). No. of bitstreams: 1 JaneKCAR.pdf: 1036505 bytes, checksum: adb4ba4c608ee9b1c73ce5447c9385ae (MD5) Previous issue date: 2009-02-27 / This study attempts to investigate the school administration in the Department of Education of Rio Grande de Norte, in the period 1924 to 1928, in the context of conservative modernization in its management, implemented by Nestor Lima dos Santos. Addresses the trends of administrative Nestor Santos Lima and sequence of these variables so that we can correlate and monitor the development of various economic, social, cultural and political, to show how influenced and even determined the direction of education, not only the state of RN, but throughout the country. For this purpose, it is the recapitulation of the history of life, experiences of work and travel reports of this important figure, including administrative concepts, aiming to identify the school administration, introduced by him in the 1920s, as those who received influence of characters that included the social and historical context of the time, reconstituting the ways following the education. It was developed by Nestor shares in Lima on the administration of public schools, their way of management, and can see how was the process of modernization of education in Rio Grande do Norte state and how it followed the rapid changes, experienced by Brazil, during this period. Show up on the design aspects of modernizing Nestor Lima in the Department of Education, the Director General of Administrative Acts, the internal record of school groups, Isolated Schools, Schools rudimentary and the newly created Board of Education, highlighting the Internal Rules of Council but the General Regulations of the Department of Education. This work also highlights the proposed administrative Nestor of Lima, while educational model of an operating system of the organization, training and education, which is present in the area of production of discourse, through body practice, characteristic of the record established levels of policy development and implementation of educational instruction in all state. Key-words: school administration. Conservative modernization. Public Education / O presente trabalho busca investigar a administra??o escolar no Departamento de Educa??o do Rio Grande de Norte, no per?odo de 1924 a 1928, na perspectiva da moderniza??o conservadora na sua administra??o, posta em pr?tica por Nestor dos Santos Lima. Aborda as tend?ncias administrativas de Nestor dos Santos Lima e sequencia essas vari?veis de forma que se possa correlacionar e acompanhar o desenvolvimento de diversos aspectos econ?micos, sociais, culturais e pol?ticos, de modo a mostrar como influenciaram e at? mesmo determinaram os rumos da educa??o, n?o apenas do Estado do RN, mas em todo o pa?s. Para esta finalidade, procedeu-se ? recapitula??o da hist?ria de vida, experi?ncias de trabalho e relat?rios de viagens deste importante personagem, contemplando concep??es administrativas, com o objetivo de identificar a dministra??o escolar, implantada por ele na d?cada de 1920, como aquelas que receberam influ?ncia de personalidades marcantes que integraram o contexto social e hist?rico da ?poca, reconstituindo os caminhos trilhados pela educa??o. Constatou-se, nas a??es desenvolvidas por Nestor Lima sobre a administra??o das escolas p?blicas, a sua forma de gest?o, sendo poss?vel perceber como ocorreu o processo de moderniza??o da educa??o do Rio Grande do Norte e como este Estado acompanhou as r?pidas modifica??es, enfrentadas pelo Brasil, durante esse per?odo. Demonstram-se aspectos referentes ? concep??o modernizadora de Nestor Lima no Departamento de Educa??o, aos Atos Administrativos da Dire??o Geral, aos Registros Internos dos Grupos Escolares, Escolas Isoladas, Escolas Rudimentares e ao rec?m-criado Conselho de Educa??o, ressaltando o Regimento Interno deste Conselho, como tamb?m o Regulamento Geral do Departamento de Educa??o. Este trabalho destaca tamb?m a proposta administrativa de Nestor Lima, enquanto modelo educacional de um sistema operativo da organiza??o, da forma??o e do ensino, o qual se faz presente no espa?o da produ??o do discurso, atrav?s da inst?ncia pr?tica, caracter?stica do pr?prio registro, estabelecido nos n?veis do desenvolvimento da pol?tica educacional e da implementa??o do ensino em todo estado

Made available in DSpace on 2016-04-28T20:19:14Z (GMT). No. of bitstreams: 1 2007-Madalena Thiry Penna Firme.pdf: 754158 bytes, checksum: 6617da21e64d3a91e17d7ba9de2e4b71 (MD5) Previous issue date: 2007-08-28 / The present work focuses the complexity in the management of public education. New technologies, new job relations, new ideas in the organizations lead to transformations in the way education is viewed. Education can not be na?ve as political, economic and social dimensions interact and interfere in the school, thus generating a diversity. At the same time, the education organization has a proper, distinct singularity, different from other organizations, which distinguishes its goals from those of others. The unit and the diversity coexist in education and the conscience of this perspective can bring a new look and, a new paradigm for its management. The main objective of this work is to contribute to the study of management of public education, from the combination of concepts, ideas and the experience in a school of professional education in Rio de Janeiro. Based on this thought, the work assumes that its singularity emerges from the complexity of an organization of public education. The evolution of western scientific thought; the complexity; the evolution of main theories of organization and models of management; the critical thought about public education management in Brazil and the evolution of the professional education in Brazil formed the pillars of the theoretical study. This work is methodologically based in complex thought, especially on proposals by Edgar Morin. Under the light of complex thought, then, this work used a combination of methods and techniques. A case study of a school of professional education was carried through search for its basic complexity .It is believed that chance, disorder and uncertainty are not perceived in a simple and quantitative way. For this reason, the ethnographic method of research was chosen were it is possible to perceive and choose from reality that which is not perceived by conventional research methods. A research with open questions was made to identify the singularities of the target school. Besides, through interviews and participant observation it was possible to establish relations between antagonisms considered by Perrenoud and the complexity presented by Morin. From these relations, it was possible to live the complexity and to identify the singularity as one of its aspects. / O presente trabalho tem como tema a complexidade na gest?o da educa??o p?blica. Novas tecnologias, novas rela??es de trabalho, novas id?ias nas organiza??es, conduziram transforma??es na forma de pensar a educa??o.A educa??o n?o pode ser ing?nua e as dimens?es pol?tica, econ?mica e social interagem e interferem na escola, gerando assim, uma diversidade. Ao mesmo tempo, a organiza??o de educa??o tem uma singularidade pr?pria, distinta das demais organiza??es, pois seus fins a distinguem das outras. A unidade e a diversidade convivem na educa??o e a consci?ncia dessa perspectiva pode trazer um novo olhar, um novo paradigma para a sua gest?o. O objetivo geral neste trabalho ? contribuir para o estudo sobre a gest?o da educa??o p?blica, a partir da combina??o de conceitos, de id?ias e da viv?ncia em uma escola de educa??o profissional do Rio de Janeiro. Baseado nesse pensamento, este trabalho tem como suposi??o que da complexidade de uma organiza??o de educa??o p?blica emerge a sua singularidade. A evolu??o do pensamento cient?fico ocidental; a complexidade; a evolu??o das principais teorias de organiza??es e modelos de gest?o; o pensamento cr?tico sobre a gest?o da educa??o p?blica no Brasil e a evolu??o da educa??o profissional no Brasil formaram os pilares da fundamenta??o te?rica. Este trabalho tem como base metodol?gica o pensamento complexo, baseado em proposi??es de Edgar Morin. Sob a luz do pensamento complexo, ent?o, este trabalho utilizou uma combina??o de m?todos e t?cnicas. Foi realizado um estudo de caso de uma escola de educa??o profissional para se tentar buscar a complexidade na base. Existe a consci?ncia aqui de que n?o se percebe de maneira simples e quantitativa o acaso, a desordem, a incerteza. Nesse sentido, o m?todo de pesquisa escolhido foi o etnogr?fico, a partir do qual poder-se-ia perceber e retirar da realidade o que n?o se percebe apenas por meio de m?todos convencionais de pesquisa.Uma pesquisa com perguntas abertas foi feita para identificar as singularidades da escola pesquisada. E, a partir de entrevistas em profundidade e de uma observa??o participante, foi poss?vel fazer rela??es com os antagonismos propostos por Perrenoud e com as avenidas da complexidade apresentadas por Morin. Dessas rela??es, foi poss?vel viver a complexidade e identificar a singularidade como um de seus dos aspectos.

Made available in DSpace on 2016-04-04T18:28:18Z (GMT). No. of bitstreams: 1 Eduardo Alessandro Kawamura.pdf: 1969272 bytes, checksum: 9762b225d255615a0801c5b2cdf4ae1d (MD5) Previous issue date: 2015-02-09 / This dissertation, situated in the line of "Research and Prevention Psychological Intervention" from the "Graduate Program stricto sensu of the Pontifical Catholic University - Campinas", intends to explicit the effects of the reorganization of work and the power to act on the mental health of teachers in public education. From the daily life of a municipal school in infant education in the city of Campinas in contrast to what occurs in most of the city schools, achieves very positive results not only in relation to quality of education but the health of their professional - this paper discusses a group of workers who for approximately a decade (re)invented a way to sustain a vitalizing work in collectively developed actions.. By focusing on Mental Health Work-Related and using the ethnographic method and reflexive interviews, We intended to discuss, given the context of our current public school model, as has consolidated this process in order to achieve a better understanding about the mental wear and the dynamics of the health-disease process in relation to the formative experiences, the interpretations of these professionals on the teaching practice, the development of their practices, the subversion of utilitarian models of education, solidarity and the need for communion between work and educational action by emancipatory bias. / A presente disserta??o, situada na linha de Pesquisa Preven??o e Interven??o Psicol?gica do Programa de P?s-gradua??o Stricto Sensu da Pontif?cia Universidade Cat?lica de Campinas, visa explicitar os efeitos da reorganiza??o do trabalho e do poder de agir na sa?de mental de docentes no ensino p?blico. A partir do cotidiano de uma escola municipal de educa??o infantil na cidade de Campinas - que diferentemente do que ocorre em boa parte das escolas desta mesma rede, alcan?a resultados muito positivos n?o apenas no que se refere ? qualidade do ensino, mas na sa?de de seus profissionais -, este trabalho discorre sobre um grupo de trabalhadoras que durante aproximadamente uma d?cada (re)inventou uma forma de trabalho vitalizante sustentada nas a??es desenvolvidas coletivamente. Por meio do enfoque da Sa?de Mental Relacionada ao Trabalho (SMRT) e utilizando o m?todo etnogr?fico e entrevistas reflexivas, buscamos discutir, diante do contexto de nosso atual modelo de escola p?blica, como se consolidou tal processo com vistas a um melhor entendimento sobre o desgaste mental e a din?mica do processo sa?de-doen?a no ambiente laboral em rela??o ?s experi?ncias de forma??o, ?s interpreta??es dessas profissionais diante do exerc?cio do magist?rio, ao desenvolvimento de suas pr?ticas, ? subvers?o dos modelos de educa??o utilitaristas, ? solidariedade e ? necessidade de comunh?o entre trabalho e a??o educativa pelo vi?s emancipat?rio.