<p>Theoretically, the role of higher education in national development has become clearer than before, while empirically the evidence is overwhelming. Elsewhere in the world, countries that have made tremendous strides in both social and economic development invested heavily and strategically in higher education. In Malawi, the role of higher education in national development has always been recognised by development policies since independence in 1964 <span style="mso-bidi-font-style:italic">However, with the exception of the first 15 years of independence, Malawi&rsquo / s development path has registered abysmal results both on the social and the economic fronts despite undergoing significant socio-economic and political reforms. Malawi remains one of the most underdeveloped countries whether judged by Gross National Product (GNP) per capita, the UNDP&rsquo / s Human Development Index (HDI) or the Human Poverty Index (HPI). One of the factors that is considered as having contributed to low levels of development is the performance of education systems (primary, secondary and higher education) (World Bank, 2009).</span>It is against this background that this study sought to examine how Malawi&rsquo / s higher education institutions (HEIs) have responded to their roles as prescribed by the national development policies with a focus on the period between 2000 and 2010. Four questions guided the study: i) what specific roles do national development policies define for HEIs to ensure that higher education contributes to national development? ii) To what extent are these roles performed by HEIs in Malawi? iii) What factors determine the performance of HEIs in their expected roles? iv) What pattern of response to their (HEIs&rsquo / ) expected roles can be identified? Theoretically and analytically, the study was informed by the two perspectives of the open systems theory, namely the resource-dependency approach and neo-institutional approach. These two approaches contend that actions by organisations are limited and influenced by various pressures and demands emanating from their internal and external environments and that organisations often respond accordingly in order to survive. Methodologically, the study employed a mixed-method design (of qualitative and quantitative) with a dominant usage of qualitative methods. A multiple case study approach was used in which data were collected through unstructured interviews, semi-structured interviews and documentary review. For qualitative data, the analysis was done using a text method while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) and Microsoft Excel to provide simple descriptive analysis through charts, tables and graphs.<span style="mso-fareast-font-family:TimesNewRoman"> Overall, the study found that Malawi development policies expect HEIs to enhance access, equity, relevance, efficiency and quality of higher education as a way of ensuring that higher education contributes to the national development project. However, the study identified several patterns of response by HEIs (towards these expected roles) that tentatively explain the sub-optimal contribution of higher education in national development. These patterns of response include: inclination towards responding to the politically sensitive crises in the higher education system (for public HEIs) and profit-compatible roles (for private HEI) / use of sub-standard resources and methods antithetical to genuine teaching and learning / duplication by private HEIs of the &ldquo / soft&rdquo / roles being undertaken by public HEI / the abandonment of some of the HEIs&rsquo / original ideals and founding pledges, which are compatible with national development roles / and substitution of long-term coherent academic planning by short-term survival strategies. </span><span style="mso-bidi-font-size:18.0pt / mso-fareast-font-family:TimesNewRoman / mso-bidi-font-family:Arial / color:black / mso-fareast-language:EN-US / mso-bidi-font-weight: bold">The study presents a number of implications, lessons and recommendations in the area of higher education and development. These include: the need for the government to recognise the importance and impact of intra-sectoral linkages in the entire education system on the performance of HEIs / the need to enforce the effective participation of private and public HEIs in national developmental project by establishing a proper regulatory framework / the need to enhance regional and internal collaboration among universities if they are to effectively respond to national roles / the need to reduce marginalisation of HEIs by maximising efforts that create linkages with the productive sector / the need to devise a robust public financing mechanism that broadly deals with issues of equity, relevance, quality and access of higher education / and the need to match education investment priorities and sequencing with development policies</span></p> <p>&nbsp / </p> <p class="MsoNormal" style="text-align:justify">&nbsp / </p> <p>&nbsp / </p>

This thesis investigates how external sources inform and impact Somaliland’s national teacher education policy making processes. In this research, external factor is mainly constituted by INGOs that are helping Somaliland’s education and teacher education re-construction which are considered to be part of wider global-national interactions. The conceptual frameworks of policy making processes, policy transfer, lesson drawing and policy learning are used to develop the theoretical perspectives that inform the research question. Constructivist’s qualitative research approach which utilises critical discourse analysis as the principle methodology has been used to gain an understanding of the discursive construction of meaning about Somaliland’s education reforms and analyse the discourses of teacher education and teacher professionalism that are evident in three contemporary education reform policy documents and interview data. This thesis considered policy making processes as a contested, dynamic and multidimensional phenomena and has acknowledged the centrality of power and resources in policy making processes. The analysis of the research data constructed Somaliland’s education reforms as a discourse of human capital. This had implications for the strategies for managing change, quality and improvement perception, and reconceptualisations of teacher education and teacher professionalism. The thesis concludes with concerns about the contextual visibility to implement the new discourses of education and teacher education and calls for increased policy learning, capacity building, resource increase and modernisation of institutions as well as change of the culture of work.

Notre recherche a comme objectif d’identifier et d’analyser les impacts des réformes éducatives mises en œuvre dans le contexte du Brésil et de la France depuis les années 90 concernant les pratiques pédagogiques des enseignants. Plus spécialement nous nous centrons sur trois aspects : le premier caractériser et analyser le profil de formation destiné aux enseignants pour les politiques éducatives dans ces deux contextes, le deuxième identifier quels sont les défis que les enseignants à l’école primaire au Brésil et en France affrontent pour développer leurs travaux dans la salle de classe, le troisième identifier comment sont traitées dans la salle de classe les connaissances de la mathématique en relation à l’interdisciplinarité. / Our research aimed at analyzing the impacts of education reforms involving formation and pedagogical practice of elementary and middle school teachers which have taken place both in Brazil and in France from the nineties. More specifically, we have centered in three aspects: first, analyzing the general formation profile that has been demanded for teachers by education policies in both contexts; second, identifying the concrete challenges that teachers from elementary school face in order to develop their work in the classroom; and third, finding out the way mathematical knowledge is treated and interdisciplinarity.

Esta tese apresenta os dados, análises e interpretações de uma pesquisa sobre a concepção de pais e alunos do ensino fundamental sobre a organização do ensino em ciclos e a progressão continuada. O problema de pesquisa foi construído a partir do conhecimento da oposição às políticas de não-reprovação anual pela maioria dos pais e alunos e da percepção de que a realização do direito à educação requer o fim dos processos de classificação e exclusão escolares. A pesquisa de campo, de caráter qualitativo, foi realizada em duas escolas municipais de São Paulo durante um ano letivo. A coleta de dados consistiu em observações do cotidiano escolar e entrevistas com 28 alunos e 28 pais, num total de 56 sujeitos. Durante as entrevistas, a pesquisadora introduziu questionamentos que permitiram dialogar sobre questões contraditórias dos depoimentos. O conteúdo das entrevistas foi organizado em categorias temáticas de acordo com a conceituação de Bardin (2004). Os dados mostraram que pais e alunos das escolas municipais de São Paulo compreendem a organização do ensino municipal como um ensino seriado com promoção automática no decorrer dos anos que compõem cada ciclo, e a maioria posicionou-se contra a progressão continuada. Os pais e os alunos justificaram a defesa da reprovação anual pela crença de que ela é necessária para pressionar os alunos a estudarem e de que os alunos têm melhor aprendizagem com a existência da reprovação. Ambas as justificativas apresentadas pelos entrevistados não se confirmaram nas experiências por eles narradas. As contradições entre as opiniões e as vivências e a apresentação de informações complementares às falas dos entrevistados favoreceram, a uma parte dos entrevistados, reflexões acerca da defesa da reprovação escolar. Os elementos utilizados pelos pais e alunos para explicar suas opiniões foram classificados em três temas. O primeiro refere-se à influência das características da escola graduada no Brasil e das experiências escolares, especialmente dos pais, na formação de uma concepção de educação que vincula dedicação e aprendizagem a medidas punitivas; o segundo diz respeito à influência das condições de funcionamento e da forma de organização do ensino municipal na formação da oposição à progressão continuada; e o terceiro trata das influências de idéias sobre direito, mérito, esforço individual predominantes na sociedade na formação de um pensamento que defende ou aceita a reprovação escolar, por considerá-la conseqüência de ações individuais. Os dados e análises sugerem que o convencimento de pais e alunos acerca da necessidade do fim da reprovação escolar para a realização do direito à educação demanda a vivência de experiências escolares de progressão continuada que possibilitem o questionamento da crença na necessidade da reprovação e a introdução de conhecimentos que favoreçam a construção de outras concepções do processo educativo. / This thesis presents the data, analyses and interpretations of a research about on parents\' and students\' conception about the organization of teaching in cycles and continuous progression. The research problem was built starting from the knowledge of the opposition of most parents and students to non-annual repetition politics, and the perception that the accomplishment of right to education requires both the end of scholars classification and the end of scholar exclusion processes. The field research of qualitative character was took place at two schools of São Paulo City Public System during one regular school year. The collection of data was accomplished through observations of daily school and of interviews with 28 students and 28 parents, in a total of 56 subjects. During the interviews, questions were introduced that helped to dialog about contradictory points. The content of interviews was organized in thematic categories in agreement with the concept of Bardin (2004). The collected data indicate that parents and students of São Paulo City Public School] understand the organization of teaching as a serial teaching with automatic promotion to the subsequent that compose each cycle, and most positioned against to the continuous progression. The parents and the students justified annual repetition\'s defense in the belief that it is necessary to press the students to study, and that the students have a better learning with the existence of the repetition. Both justifications presented by the interviewed people were not confirmed in the experiences narrated by them. The contradictions between the opinions and the live existence and the presentation of complementary information favored a part of the interviews to think about the defense of school repetition. The elements used by parents and students to explain their opinions were classified in three types. The first refers to the influence of the characteristics of the graduate school in Brazil and to the school experiences, especially for the parents, in the building of an education conception that links dedication and learning to punitive measures; the second is related to the operational conditions and to the organization of teaching and its influence over the formation of the opposition to the continuous progression; and the third type tell us about the influences of ideas on right, merit, and individual effort that prevail in society in the formation of a thought that defends or accepts the school repetition for considering that a consequence of individual actions. The data and analyses suggest that to convince parents and students of the need of school repetition\'s end for the accomplishment of the right to the education demands the existence of school experiences of continuous progression in order to make possible to question their belief in the need of repetition and the introduction of a knowledge that favor the construction of other conceptions of the educational process.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-07-24T14:42:13Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) MARILZA PAVEZI.pdf: 2722422 bytes, checksum: eb3ec71456f18a91b2a898eabca2dfeb (MD5) / Made available in DSpace on 2018-07-24T14:42:13Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) MARILZA PAVEZI.pdf: 2722422 bytes, checksum: eb3ec71456f18a91b2a898eabca2dfeb (MD5) Previous issue date: 2018-06-21 / Esta pesquisa tem como objetivo desvelar as políticas de Educação Especial produzidas e colocadas em ação no Estado de Alagoas, com ênfase no período posterior aos anos de 1990, bem como analisar em que medida a atuação dessas políticas têm garantido o direito à educação para os sujeitos do Público-Alvo da Educação Especial (PAEE). O referencial teórico adota uma perspectiva epistemológica pluralista fundamentada nas aproximações e complementaridades da abordagem do ciclo de políticas (BOWE; BALL; GOLD, 1992; BALL, 1994), da teoria da atuação (BALL; MAGUIRE; BRAUN, 2016) e de conceitos da teoria social de Pierre Bourdieu com destaque aos conceitos de campo, habitus e poder simbólico. A tese formulada é a seguinte: as políticas de Educação Especial do Estado de Alagoas tendem a reproduzir as políticas nacionais, resultando em políticas com baixa capacidade de articulação com a realidade do Estado, bem como com as necessidades dos sujeitos. Em decorrência disso e de um conjunto de outras dimensões contextuais, a educação ofertada aos alunos do PAEE, nas escolas das redes públicas de Alagoas, configura-se como um atendimento limitado (com relação ao acesso, à qualidade e às oportunidades de desenvolvimento). Nesse sentido, trata-se de uma oferta educacional que não tem garantido o direito à educação para a totalidade dos sujeitos, dificultando o seu desenvolvimento máximo possível. Os dados levantados foram submetidos à análise relacional proposta por Bourdieu, por meio da aplicação de técnicas selecionadas, a saber: análise documental; entrevistas semiestruturadas e observações de sala de aula. A pesquisa, no contexto da prática, foi realizada em duas escolas públicas localizadas no município de Delmiro Gouveia. As conclusões e as aproximações são apresentadas a partir da categorização dos contextos da abordagem do ciclo de políticas (contexto de influência, contexto da produção do texto e contexto da prática) e das dimensões contextuais da teoria da atuação, permeadas pela teoria bourdieusiana. As principais conclusões são as seguintes: a) a autonomia na produção dos textos legais que normalizam a Educação Especial no Brasil e no Estado de Alagoas é limitada por influências do campo global das Políticas Educacionais e do campo econômico privado nacional; b) a presença insuficiente do Estado na garantia das condições mínimas para a atuação das políticas de Educação Especial reflete-se na oferta educacional inadequada do ponto de vista da legislação, irregular do ponto de vista da formação dos agentes e limitada do ponto de vista da garantia do acesso dos alunos do PAEE ao ensino comum e ao Atendimento Educacional Especializado; c) desresponsabilização dos agentes escolares por meio da terceirização do trabalho docente; d) duplo processo de exclusão dos alunos do PAEE no contexto pesquisado por intermédio da autoeliminação e da marginalização por dentro; e) dificuldade em transformar o sistema de ensino em espaço inclusivo, decorrente da forte influência dos paradigmas da normalização e da integração. Argumenta-se em favor da possibilidade de superação da condição observada por meio da disseminação do conhecimento como fator desencadeador da crise necessária para a revolução simbólica bem-sucedida (BOURDIEU, 2014). / This research aims to unveil the Special Education policies produced and enacted in the State of Alagoas, Brazil, with emphasis on the period after the 1990s, and also to analyze to what extent the enactment of these policies have guaranteed the right to education for the subjects of the Target-Population of Special Education (TPSE). The theoretical framework adopts a pluralistic epistemological perspective based on the approximations and complementarities of the policy cycle approach (BOWE; BALL; GOLD, 1992; BALL, 1994), of the enactment theory (BALL; MAGUIRE; BRAUN, 2016) and the concepts of Pierre Bourdieu’s social theory with emphasis on the concepts of field, habitus and symbolic power. The thesis formulated is as follows: the Special Education policies of the State of Alagoas tend to reproduce national policies, resulting in policies with a low capacity for articulation within the reality of the State, and for the needs of the subjects involved. As a result of this and a set of other contextual dimensions, the education offered to the students of the TPSE, in the schools of the public networks of Alagoas, configures itself as a limited service (with respect to access, quality and opportunities of development). In this sense, it is an educational offer that has not guaranteed the right to education for all subjects, making its maximum possible development difficult. The data collected were submitted to the relational analysis proposed by Bourdieu, through the application of selected techniques, namely: documentary analysis; semistructured interviews and classroom observations. The research, in the context of the practice, was carried out in two public schools located in the municipality of Delmiro Gouveia. Conclusions and approximations are presented from the categorization of the contexts of the policy cycle approach (context of influence, context of text production and context of practice) and the contextual dimensions of the enactment theory permeated by the Bourdieusian theory. The main conclusions are: a) the autonomy in the production of legal texts that regulate Special Education in Brazil and in the State of Alagoas is limited by influences from the global field of Education Policies and the national private economic field; b) the insufficient presence of the State in guaranteeing the minimum conditions for the enactment of Special Education policies is reflected in the inadequate provision of education from the point of view of legislation, irregular from the point of view of the education of the agents and limited from the point of view of the guarantee of the TPSE students’ access to common education and to the Specialized Educational Services; c) unaccountability of the school agents through outsourcing the teaching work; d) double process of exclusion of TPSE students in the context researched through self-elimination and marginalization from within; e) difficulty in transforming the education system into an inclusive space, due to the strong influence of the paradigms of normalization and integration. It is argued in favor of the possibility of overcoming the observed condition through the dissemination of knowledge as a triggering factor of the crisis necessary for the successful symbolic revolution (BOURDIEU, 2014).

Based on ethnographic research with Class V students (generally aged 9-11 years old), their teachers and parents, this thesis explores how gendered and classed identities are constructed in two MCD government elementary schools and one Kindergarten-Class XII (K-XII) private school in West Delhi, India. I consider how local, national and global understandings of gender, class and education shape and are shaped by these identities. Through this thesis, I highlight a conformity of aspirations, among both boys and girls, in the two government and one private school, in which education is viewed as a route achieve middle class lifestyles and careers. Across the schools, students’ identities are shaped within a middle-class culture of schooling in which students are expected to be on track to become individual, self-responsiblised, entrepreneurial subjects who are committed to the development of the nation. However, more importantly, schools encourage students to develop relational identities in which they pursue individual aspirations within the broader context of an emphasis on the prioritisation of family, the nation and religion. As a result, both a (neoliberal) middle class culture of schooling and- more importantly- (Hindu) religious nationalist notions of national identity play a central role in shaping the classed and gendered identities of students in these primary schools. Within the framework of Hindu cosmopolitanism, it is the Hindu, middle-class boy that emerges as the normative school child, against which both girls and the ‘poor’/working class are placed in deficit.

Este estudo examina o modo como a política pública educacional vigente efetiva a educação como um direito fundamental previsto na Constituição da República de Angola e em tratados internacionais como a Declaração Universal dos Direitos Humanos. O fundamento deste exame se assenta no princípio de que no Estado Constitucional, a ação deste resume-se na proteção e na garantia dos direitos individuais e coletivos conducentes a conferir valor a dignidade humana. Por isso, à educação, como política pública social e tarefa do Estado, é-lhe conferida créditos, quando garante o acesso de todos à ela, e a garantia da qualidade da educação oferecida aos que acedem a escola. Contudo, o sistema de educação em Angola, em diferentes momentos históricos, não assentou a sua ação necessariamente no princípio do Estado Constitucional, apesar de, depois de 1975, a educação ter sido formalmente declarada um direito. Esse processo histórico construiu obstáculos à efetivação do direito. Com a LBSE (Lei 13/01) teve início a implementação da política educacional que visou ajustar a educação à opção de Estado Democrático de Direito no contexto da segunda República. Mas, essa lei não fundamenta a educação como um direito a efetivar. Todavia, a materialização da política no sistema de educação revela a presença de ações que respondem às premissas do direito à educação. Tendo esses elementos em consideração, definimos como objetivo do estudo a compreensão de como é articulada a política em educação, especificamente no seu conteúdo, na efetivação do acesso e do atendimento como garantia do direito à educação em Angola. O referido estudo sustentou-se na análise documental e em referentes bibliográficos. Na categoria de documentos, analisamos alguma legislação de cada período abordado no estudo, isso serviu para situar alguns ideais políticos formalmente vigentes nessas realidades. Acreditamos que a análise da educação e das políticas públicas que a sustentam precisam considerar o ambiente econômico, político e o quadro legislativo em que ela se insere. Pudemos compreender que os obstáculos à efetivação do direito à educação resultam de opções de políticas anteriores que o prejudicaram a favor do cumprimento de agendas de governo instituídos. A política de educação corrente acentua a sua ação em dar resposta às ideias que sustentam a mundialização da educação, estas baseiam-se essencialmente nos fundamentos gerais da agenda mundial da educação. Isso concorre para a homogeneização na concepção de políticas locais. Esta perspectiva reduz o foco da abordagem que se espera que lide com as questões concretas da realidade local visando a superação destes obstáculos históricos à efetivação do direito, por isso, demandando o alargamento da arena da definição da agenda educacional para a participação efetiva da sociedade civil e prescindindo do centralismo vigente dominado pela ação do governo e das agencias internacionais. / This study examines the way the current education policy accomplishes education as a fundamental right provided by the Republic of Angola Constitution and in international treaties such as the Universal Declaration of Human Rights. The foundations of this exam lies on the principle that in a constitutional state, its action is summed up on the protection and guarantee of individual and collective rights leading to lend value to human dignity. Therefore, education as a social and public policy gains credits when it grants the access of all to education as a state task, as well as grants a quality education to the ones within the education system. However, the system of education in Angola in different historical periods did not essentially ground its action on the constitutional principles, although education has been declared formally declared as a right since 1975. This historical process built some obstacles to achieve education rights goals. By the coming into power of LBSE (Lei 13/01), it initiates the implementation of education policy that sought to make education comply with the demands of a democratic rule of law state within the second republic context. But this law did not ground education as a right to be attained. Nevertheless, the implementation of the policy in the system of education reveals the presence of some actions that respond to the premises of the education right. Taking this into account, we defined as the objective of this study the understanding of the way that the education policy is thought, particularly in its content, to grant the access to quality education as a guarantee of the right to education in Angola. This study relies on archival and bibliographic references. In the archival ones, we studied some legislation of each covered period to understand some political ideals present in those realities. The belief is that the analysis of education and its supporting public policies need to consider the economic, political environment and the legislative framework in which it is operated. We could understand that the obstacles to make effective education rights resulted from the former political options that harmed this right in favor of the accomplishment of government agendas. The current education policy stresses its action in responding to the ideas that support the globalization of education, which foundations are the ideas on global education agenda. This favors the homogenization of local policy concepts. This perspective reduces the focus of the approach that is expected to deal with the concrete issues of the local context and the overcoming of the obstacles to education right accomplishment historically built. Thus, it demands the widening of education agenda setting arena to allow true participation of the civil society, and overcome the current centralization approach ruled by the government and international agencies.

O presente trabalho discute o direito à educação básica em Moçambique. Compreendendo o direito à educação como um conjunto de condições que asseguram o acesso, permanência e conclusão de um determinado nível de educação escolar, visa examinar as implicações da reorganização política e econômica do Estado moçambicano na efetivação do direito à educação básica, entre 1987 e 2007. Através de pesquisa bibliográfica e documental e análise da literatura especializada reflete sobre os fundamentos do direito à educação e analisa as políticas de educação básica em Moçambique. Para o efeito, além das políticas de educação, analisa dados estatísticos do Sistema Nacional de Educação de Moçambique. O trabalho está dividido em três capítulos, sendo um primeiro de revisão teórica e dois que discutem Estado e políticas de educação em Moçambique no contexto das orientações político-econômicas. No fim, são apresentadas algumas considerações sobre as implicações da reforma do Estado em Moçambique na efetivação do direito à educação básica, com alguns apontamentos sobre as contradições entre o ideário que preconiza a educação enquanto um direito social de cidadania e os pressupostos neoliberais que fundamentam as reformas em causa. / This work intends to contribute to the debate on the right to basic education in Mozambique. Including the right to education as a set of conditions that ensure access, retention and completion of a certain level of education aims to examine the implications of political and economic reorganization of the Mozambican state in the realization of the right to basic education between 1987 and 2007. Through literature and documents and qualitative analysis of the literature, reflects on the foundations of the right to education and examines the policies of basic education in Mozambique. To this end, in addition to education policies, data from the National System of Education in Mozambique are analyzed. The work is divided into three chapters, with the first of theoretical review and two another chapters discussing state and education policies in Mozambique in the context of political-economic review guidelines. In the end, we present some considerations about the implications of state reform in Mozambique in the realization of the right to basic education, with some notes on the contradictions between the ideology which advocates education as a social right of citizenship and neoliberal assumptions that underlie reforms in question.

Made available in DSpace on 2017-07-10T16:27:59Z (GMT). No. of bitstreams: 1 Jeovania Tomazi.pdf: 2207415 bytes, checksum: 3d48f3cda6b33a5176065644a0943453 (MD5) Previous issue date: 2014-08-01 / Inserted into the search Society, Knowledge and Education of Masters in Education of UNIOESTE campus of Francisco Beltrão, Paraná, this research fits into the debate on education, labor and educational policies for secondary education. It has as object of study high school program organized in blocks of semester subjects in the state of Paraná and as objective to analyze the process of implementation, development and contradictions of this organization at school. Part of the hypothesis is that this proposal represented an emergency action ahead of government to lower results of high school without changing up the foundations of the educational system. The theoretical basis of this study follows the Marxist methodological option for believing that this provides elements that allow understanding the contradictions of those intended for high school education policies, as well as contributes to the display of new ways to understand the formation of young people in this stage of schooling. The starting point of this thesis is the understanding of the relationship education and work in a Marxist perspective of human omnilateral training. However, when analyzing the economic, political and cultural relations in capitalist society, resulting from changes in the production process, it is concluded that the reforms of the state and education go toward a unilateral human, based on neoliberal principles of flexibility and employability. The research follows analyzing the educational process of young people and the strategies developed by the state in encouraging the organization of focal proposals, in order to meet the needs of high school Brazilian. It discusses the approach of the organization of secondary education in blocks of semester subjects in the state of Paraná, with definitions of the policy outcome and the discourse of school autonomy. This dissertation concludes with an analysis of data concerning the qualitative research conducted in 2013 with students, teachers and educational staff from two schools of the state system who experienced reforms in secondary education in the state in recent years specifically related to High School program block semester subjects. Thus, it was possible to point out the contradictions with regard to the construction, deployment, and in the process of teaching and learning in this organization. / Inserida na linha de pesquisa Sociedade, Conhecimento e Educação do mestrado em Educação da UNIOESTE, campus de Francisco Beltrão PR, esta pesquisa inscreve-se no debate sobre educação, trabalho e políticas educacionais para o Ensino Médio. Teve como objeto de estudo o programa Ensino Médio organizado em blocos de disciplinas semestrais no estado do Paraná e como objetivo, analisar o processo de implantação, desenvolvimento e as contradições desta organização no espaço escolar.Parte-se da hipótese de que esta proposta representou uma ação emergencial de governo frente aos baixos resultados do Ensino Médio, sem alterarem-se as bases do sistema educacional. O embasamento teórico deste estudo segue a opção metodológica marxista por acreditar que esta fornece elementos que possibilitam compreender as contradições das políticas educacionais voltadas ao Ensino Médio, bem como, contribui na visualização de novas formas de entender a formação dos jovens nesta etapa de escolarização. O ponto de partida desta dissertação é o entendimento da relação educação e trabalho numa perspectiva marxista de formação humana omnilateral. No entanto, ao analisar as relações econômicas, políticas e culturais na sociedade capitalista, advindas de mudanças do processo produtivo,conclui-se que as reformas do estado e da educação caminham na direção de uma formação humana unilateral, baseada nos princípios neoliberais deflexibilização e empregabilidade. A pesquisa segue analisando o processo formativo dos jovense as principais estratégias desenvolvidas pelo Estado no incentivo à organização de propostas focais, a fim de, suprir as carências do Ensino Médio brasileiro. Discute a aproximação da organização do Ensino Médio em blocos de disciplinas semestrais, no estado do Paraná,com as definições das políticas de resultado e com o discurso da autonomia escolar. Esta dissertação finaliza com a análise dos dados referentes à pesquisa qualitativa, realizada no ano 2013, com alunos, professores e equipe pedagógica de duas escolas da rede estadual que vivenciaram as reformas no Ensino Médio do estado nos últimos anos especificamente relacionada ao programa Ensino Médio em bloco de disciplinas semestrais. Assim,foi possível apontar as contradições no que se refere à construção, implantação e no processo de ensino e aprendizagem nesta organização.

O presente trabalho discute o direito à educação básica em Moçambique. Compreendendo o direito à educação como um conjunto de condições que asseguram o acesso, permanência e conclusão de um determinado nível de educação escolar, visa examinar as implicações da reorganização política e econômica do Estado moçambicano na efetivação do direito à educação básica, entre 1987 e 2007. Através de pesquisa bibliográfica e documental e análise da literatura especializada reflete sobre os fundamentos do direito à educação e analisa as políticas de educação básica em Moçambique. Para o efeito, além das políticas de educação, analisa dados estatísticos do Sistema Nacional de Educação de Moçambique. O trabalho está dividido em três capítulos, sendo um primeiro de revisão teórica e dois que discutem Estado e políticas de educação em Moçambique no contexto das orientações político-econômicas. No fim, são apresentadas algumas considerações sobre as implicações da reforma do Estado em Moçambique na efetivação do direito à educação básica, com alguns apontamentos sobre as contradições entre o ideário que preconiza a educação enquanto um direito social de cidadania e os pressupostos neoliberais que fundamentam as reformas em causa. / This work intends to contribute to the debate on the right to basic education in Mozambique. Including the right to education as a set of conditions that ensure access, retention and completion of a certain level of education aims to examine the implications of political and economic reorganization of the Mozambican state in the realization of the right to basic education between 1987 and 2007. Through literature and documents and qualitative analysis of the literature, reflects on the foundations of the right to education and examines the policies of basic education in Mozambique. To this end, in addition to education policies, data from the National System of Education in Mozambique are analyzed. The work is divided into three chapters, with the first of theoretical review and two another chapters discussing state and education policies in Mozambique in the context of political-economic review guidelines. In the end, we present some considerations about the implications of state reform in Mozambique in the realization of the right to basic education, with some notes on the contradictions between the ideology which advocates education as a social right of citizenship and neoliberal assumptions that underlie reforms in question.