Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-10-26T18:23:11Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Ediogenes Paes de Camargo.pdf: 1287674 bytes, checksum: 4ae2c6e7695c5db41ed341b85427aa28 (MD5) / Made available in DSpace on 2018-10-26T18:23:11Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Ediogenes Paes de Camargo.pdf: 1287674 bytes, checksum: 4ae2c6e7695c5db41ed341b85427aa28 (MD5) Previous issue date: 2018-08-10 / A presente Dissertação apresenta os resultados de uma metapesquisa (pesquisa sobre pesquisa) que envolveu a análise de 11 artigos de Política Educacional, publicados no período de 2013 a 2015 e que utilizam o Materialismo Histórico-Dialético como fundamentação teórica. O referencial teórico da pesquisa baseou-se no Enfoque das Epistemologias da Política Educacional (TELLO, 2012; TELLO; MAINARDES, 2015), bem como em autores que discutem a utilização do Materialismo Histórico-Dialético na pesquisa em Política Educacional (FRIGOTTO, MASSON, KUENZER, FERREIRA JÚNIOR, BITTAR, BENITE, entre outros). A metodologia da pesquisa envolveu o levantamento de artigos publicados em cinco periódicos do campo da Política Educacional e da Educação; a classificação dos artigos quanto às perspectivas epistemológicas e a análise mais detalhada dos artigos cujas pesquisas fundamentaram-se no Materialismo Histórico-Dialético. A metapesquisa realizada buscou analisar a coerência epistemológica e o nível de consistência dos artigos da amostra no que se refere à utilização do Materialismo Histórico-Dialético. Concluiu-se que: a) conforme a literatura, o método materialista histórico-dialético oferece elementos para a análise de políticas, em uma perspectiva crítica; b) trata-se de um referencial teórico-epistemológico bastante complexo, cujo domínio é essencial para um emprego satisfatório nas pesquisas; c) na academia, há diferentes perspectivas com relação ao método materialista histórico-dialético e seu emprego na pesquisa em Educação e em Política Educacional; d) com relação aos artigos da amostra, observou-se que alguns artigos carecem de aprofundamento teórico, particularmente no que se refere à articulação entre o método e os encaminhamentos da pesquisa; e) alguns trabalhos apresentam características mecanicistas, metafísicas e ausência de um posicionamento epistemológico crítico; e f) apenas quatro trabalhos alcançaram um nível de abstração compreensivo. / This dissertation presents meta-research (research into research) results based on the analysis of 11 papers about Education Policy, published between 2013 and 2015 using the HistoricalDialectical Materialism as theoretical background. This investigation was carried out employing the Focus of Epistemologies of Education Policy (TELLO, 2012; TELLO; MAINARDES, 2015), along with authors that discuss the use of the Historical-Dialectical Materialism in the Education Policy (FRIGOTTO, MASSON, KUENZER, FERREIRA JUNIOR, BITTAR, BENITE, among others). The methodology involved surveying papers published in five journals in the field of Education Policy and Education; the papers were classified regarding the epistemological perspectives and a more detailed analysis of papers whose research was based on the Historical-Dialectical Materialism. The meta-research developed sought to analyze the epistemological coherence and the level of consistency of the papers in the sample in relation to the use of the Historical-Dialectical Materialism Method. The conclusions were: a) according to the literature, the historical-dialectical materialist method offers elements for the analysis of policies in a critical perspective; b) for being a very complex theoretical-epistemological reference, the researcher must master it to use it satisfactorily in the research; c) in the academy, different perspectives are found in relation to the historical-dialectical method and its use in the research into Education and Education Policy; d) regarding the papers in the sample, some were seen to lack theoretical depth, mainly in relation to the articulation between the method and the research development; e) some papers presented mechanistic and metaphysical characteristics and absence of a critical epistemological positioning; and f) only four papers reached a level of abstraction that was understandable.

Increasingly, school-based partnerships have been tied to education reform and the entrance of new private capital into the PK-12 sector. As a result, what may have been an at-will school-business partnership in the 1980s may today resemble an embedded multi-partner arrangement around professional development, teacher evaluation, or turnaround support. From curriculum to practice, and from human resources to operations, the notion of a simple YMCA after school partnership is being replaced by a new wave of collaborations focused on school improvement, integration, and scalability. The purpose of this investigation is to consider the historical context of public-private PK-12 partnerships and elucidate how recent policies emphasizing—sometimes mandating—collaboration between schools and outside agencies can lead to benefits and challenges for PK-12 leaders at the site level. A major challenge to school leaders is that they are relatively unfamiliar with managing partnerships in general, which leaves them even more unprepared to deal with new arrangements that are complex and reform-driven (Bennett & Thompson, 2011). This investigation introduces a new conceptual framework for understanding the environment in which school partnerships exist today. By coupling sources from a multitude of cross-disciplinary fields, such as urban studies, business, nonprofit management, and organizational theory, an effort is made to explain the emergence of this new system from both a historical and theoretical perspective. Further we introduce a proposed PK-12 Blended Capital Typology and methodology for analyzing how decision-making and accountability is shared between partners in these arrangements. Through a single sample case, our goal is to emerge with themes that will support additional research using this framework.

<p> As the demand for online higher education increases, community colleges find themselves under pressure to secure qualified faculty members to deliver courses in that modality. The challenge, however, is that there is a dearth of qualified faculty members who are familiar with online instruction tools and who can deliver quality online instruction. To meet that need South County Community College (SCCC pseudonym) created the Online Teaching Certification (OTC) course designed to prepare faculty to teach in the online classroom. </p><p> This qualitative case study sought to examine the experiences and perceptions of 16 faculty members who completed the Online Teaching Certification (OTC) course to determine the extent to which the OTC course effectively contributed to the improvement of their ability to teach online courses and which components of the course warranted improvement. Data included interviews with the participants, site observations, and an analysis of existing documents in order to triangulate perspectives from multiple sources. Malcolm Knowles Adult Learning Theory provided the framework to analyze the data. </p><p> Participants felt the OTC had overall success in preparing them to teach online. The most effective components of the OTC course identified were the structure of the course which was aligned with best practices including the Online Education Initiative&rsquo;s Course Design Rubric, the activities in the course which mirrored those that faculty would use in their own online classes, and the sense of learning community enhanced by classroom activities including discussion forums, peer-to-peer feedback, and instructor interaction with the students. The least effective component was the self-paced format (no firm due dates for assignments) which some of the participants believed impacted the building of community in the course due to irregular participation. Recommendations for policy include requiring administrators who evaluate faculty who teach online to take the course, and requiring faculty who teach online to engage in professional development related to online instruction. </p><p>

O campo da Psicanálise e Educação se sustenta em um entendimento do educar como sendo da ordem de uma profissão impossível. Não há garantias dos resultados na medida em que a relação entre meios e fins não é previsível. É a partir desse pressuposto ético que a questão acerca dos efeitos de uma política do analista no campo educativo se fez ouvir. Para depreendermos um entendimento sobre o tema específico de uma política própria à psicanálise, estabelecemos um debate com autores contemporâneos que recortaram essa questão no escopo freudo-lacaniano. Ao trabalharmos com os discursos propostos por Lacan, acessamos as políticas próprias a cada um deles e empreendemos uma análise das políticas públicas em Educação Infantil tomando-os como operadores de leitura. Desse debate foram extraídos três eixos de análise políticas assistencialistas, diagnósticas e preditivas que evidenciaram que a Educação Infantil vem sendo agenciada predominantemente sob a égide do discurso universitário ou do capitalista na contemporaneidade. Demonstramos que a própria teoria psicanalítica também é apropriada em diversos momentos como mais um saber explicativo acerca dos impasses escolares e educativos, mas isso não se configura como um exemplo do agenciamento da política do analista. Apresentamos a articulação entre a ética e a política na psicanálise e fundamentamos que a política do discurso analítico visa a permitir que o sujeito se separe de uma posição alienada a um saber que lhe é extrínseco. Assim, o psicanalista que trabalha na fronteira com a educação busca possibilitar que o educador se pergunte acerca desses saberes pedagógicos hegemônicos de modo a encontrar uma resposta singular que o autorize a se lançar na prática educativa, mesmo não havendo garantias de antemão dos resultados a serem alcançados. / The field of Psychoanalysis and Education is based on an understanding of educating as being an impossible profession. There is no guarantee of results insofar as the relationship between means and ends is not predictable. The whole issue of the effects of the analyst\'s politics in the educational field was based on this ethical assumption. In order to formulate an understanding of the issue of a psychoanalysis own politic contemporary authors who managed this issue in the Freudo-Lacanian scope were examined. The specific politics of each of the discourses proposed by Lacan were used as reading operators to analyze public policies in Early Childhood Education. Three axis for analysis were adopted: assistentialist, diagnostic and predictive politics. It became evident that in contemporaneity Early Childhood Education has been predominantly organized in line with the university or the capitalist discourse. We have shown that psychoanalytic theory itself is also undertaken as yet another explanatory knowledge about school and educational difficulties, although that should not be regarded as an example of agency of the analyst politics. The articulation between ethics and politics in psychoanalysis is discussed and we argue that the politics of the analytic discourse aims to allow the subject to break away from an alienated position to a knowledge that is extrinsic to him. Thus, the psychoanalyst who works on the frontier with education seeks to enable the educator to ask about the hegemonic pedagogical knowledge in order to find a singular answer that allows him to embrace the educational practice, even though there is no guarantee of the results to be achieved.

Globalization has had a well-documented impact on higher education (e.g. Giddens, 1990; Ginkle, 2003; Altbach and Knight, 2007). The attendant massive expansion of higher education both globally and at national level has brought with it increasing concerns regarding quality. One context within which such concerns are evident is that of Transnational Higher Education (TNHE). TNHE, also known as cross-border education, mainly refers to education that is provided to students residing in a country other than the one where the awarding institution is located (UNESCO/Council of Europe, 2001). TNHE takes various forms and serves multiple objectives but the multidimensional phenomenon can be described as an example of Policy Borrowing (Phillips and Ochs, 2003). Oman is a country whose modern educational system was established very recently (1970) and is still expanding rapidly. As elsewhere in the ‘developing world’, the Omani government has met the increasing demand for higher education in large part by encouraging private higher education provision. However, this has been associated with an increasing desire to build capacity and assure quality of provision. In response, the Omani Ministry of Higher Education turned to TNHE for solutions: private sector providers in Oman have been required to enter academic partnerships with internationally recognized universities. In this research, I investigate the rationales, approaches and perceptions of this process from a receiver country perspective and address the implications. Most published research on TNHE focuses on providers’ perspectives and activities, and the impact of TNHE has only been studied in a small number of generally sizeable countries. However, the Gulf States, especially Oman, have not received the same attention, mainly due to the fact that TNHE is a recent phenomenon in this part of the world. Research to date in Oman thus remains very limited (Ameen, Chapman and Al Barawani, 2010; Al Barawani, Ameen and Chapman, 2011). The main objective of the research at the centre of this Thesis was therefore to explore the expectations, experiences and conclusions of a sample of staff of three private sector universities in Oman regarding TNHE, within which their university was/is active. The topic is investigated in the context of national policy and institutional TNHE strategy. Data were generated through documentary analysis and qualitative interviews. In-depth face-to-face interviews were conducted in three stages: Stage one: desk research and pilot study to set the direction for the research (8 participants) Stage two: interviews carried out over multiple visits to the three private universities selected as the cases (29 participants) Stage three: interviews with policy- and decision-makers (6 participants), to help in the process of reviewing and contextualizing the data from Stage 2. Data analysis revealed variation from the existing literature on this topic when it comes to defining the concept of affiliation, which is central to the approach taken in Oman to TNHE, as well as inconsistency across the three case universities, highlighting the complex dynamic that exists, with hugely varied expectations, numerous rationales and motivations and varying experiences being reported. Findings also reveal that, as reported by the majority of interviewees, the key rationales for engagement with TNHE are building capacity and assuring quality, alongside other rationales such as generating revenue and increasing student recruitment, which form the main driving force on the part of receiver institutions. This is consistent with the overall national imperative of increasing the number of HE places available for Oman’s young people, although the focus on volume is seen by the informants in the institutions as falling short in terms of capacity building and the enhancement of quality. Many interviewees voiced concerns that foreign partners’ approaches do not necessarily contribute to capacity building and may remain limited in scope, impacting on the quality of teaching and learning in ways that are not necessarily positive. Indeed, concerns were reported that the original overarching educational rationales of improving quality and capacity building may have been displaced by a more instrumental emphasis, for example on income generation. Some informants were firmly in favour of developing indigenized systems and reducing reliance on foreign partners. This point is taken up in a concluding discussion of the implications of the findings for Omani universities currently dependent on Transnational Higher Education, and the implications of this dependency for the Omani higher education system as a whole.

The aim of this research was to undertake cross-county comparisons within the UK in relation to cross-border HE study mobility in order to inform understanding of, and raise issues in relation to, social inequalities between students, and the role and effect in this of policy and sectoral conditions associated with where they live. The research examined whether cross-border mobility for study within the UK reinforces inequalities in higher education (HE) participation, in relation to students’ social origin, educational background and ethnicity. It contributes new knowledge on this form of HE participation, to wider research on social inequalities in HE, and on issues of social citizenship in post-devolution UK. Sectoral and policy differences within the UK provided context for the study, which also drew on research evidence on student choice and participation, and theoretically on the concept of situated rationality in both rational action theory, specifically relative risk aversion, and cultural reproduction theory as applied to HE participation. Student and country/region differences in mobility to geographical and institution destinations were analysed using Higher Education Statistics Agency (HESA) data, principally of young full-time undergraduate entrants in 2012 (N=290510; N movers=22155). Key variables were social characteristics, attainment, field of study and tariff level of the institution entered; and additionally field of study supply, average earnings and professional employment rates. Descriptive, logistic regression, marginal effects and average marginal effects analyses provided findings on student differences and inequalities in outward mobility. The findings suggest that cross-border mobility serves different purposes by country of domicile. Established paths in relation to social and geographical origin appeared important in the high outward mobility from Northern Ireland and Wales, as did HE supply within Northern Ireland, and to a lesser extent within Wales. From Scotland, there was less concentration of destinations in relation to place, with patterns of mobility explained better by institution type entered; and from England mobility was defined more strongly by place of domicile for movement to Wales and by institution type entered for movement to Scotland. Mobility was associated with entering an institution with a higher average entry tariff compared to staying in the home country. An overall relationship was found between socio-economic advantage and mobility, but there were important findings that could not be interpreted as simply reproducing wider inequalities in HE participation which sectoral and policy contextual factors helped to explain. Although social class effect on mobility from England was limited, and being ‘first generation’ was positively associated with mobility from Northern Ireland. Despite the extent of mobility from Northern Ireland and Wales of students from a range of backgrounds, social class effects were strong for students from both. Shorter compared to longer distance cross-border mobility appeared less strongly associated with socio-economic advantage and more strongly with movement to lower tariff institutions. Relative field of study under-supply within the home country was associated more with mobility to lower than higher tariff institutions. Some Black and Minority Ethnic students may be mobile to enter an HEI or location with greater ethnic mix than their home area. Inflows from the rest of the UK had the strongest impact on Welsh and Scottish institutions. Cross-border mobility can be conceptualised as reasoned action based on a cost-benefit evaluation influenced both by the students’ cultural and financial resources, and external constraints and opportunities. It reinforces social inequalities in HE participation, but there is under-recognised social diversity in this mobility, as enabling policy conditions also benefit those from less socio-economically advantaged backgrounds. Such students are least likely to have the resources to mitigate any policy changes that increase the cost of or create barriers to cross-border mobility; and would be least likely to have the resources to be mobile to overcome any reduction in the availability and accessibility of HE in the home country. These groups of students that should be the main focus of concern and attention both in further policy development and in future research.

O presente trabalho tem como foco a questão da permanência dos alunos adultos do ensino noturno. Este estudo busca analisar as razões da permanência escolar entre os adultos, por meio do estudo de suas narrativas quanto às trajetórias de vida, expectativas escolares, razões de seu retorno à escola e os sonhos que acalentam sobre o universo escolar. É uma pesquisa, portanto, que se realiza com uma perspectiva qualitativa. Os alunos pesquisados participam da Escola Municipal Nísia Vilela Fernandes, escola da rede pública de Duque de Caxias, município da Baixada Fluminense, no Rio de Janeiro. A escola pesquisada oferece o ensino fundamental em 4 turnos (7h as 11h; 11h as 15h; 15h as 19h; 19h as 22h) onde a organização das anos iniciais e do ensino noturno é em ciclos. Os adultos, por conta da política educacional local, foram incluídos no ensino regular noturno como uma das estratégias de inclusão no financiamento do FUNDEF (atualmente estratégia desnecessária com a criação do FUNDEB). Por que os alunos pesquisados permanecem na escola? Quais os significados da escola para estes alunos em suas Histórias de Vida? Quais relações mantiveram com a escola enquanto crianças e jovens? Quais expectativas mantêm em relação ao processo de escolarização? Como rompem com os desafios familiares e profissionais para estarem na escola? Estas questões são trabalhadas com auxílio de conceitos como pobreza (SANTOS, Milton, 2008; SANTOS, Boaventura de Souza, 1995, 2007; TELLES, 2008), religiosidade (TEIXEIRA, 2006; MENEZES, 2006; NOVAES, 2006; LAHIRE, 2006/08; BOURDIEU, 1997/8/9, 2001;) e processo de socialização escolar (LAHIRE, 2006/08; DUBET, 2004/08; BOURDIEU 1997/8/9, 2001; FREIRE, 1979, 1981/8, 1991/3/4 e 2000)

Qual o papel a ser desempenhado pela Filosofia no Ensino Médio? Partindo desta questão, tendo como base a Teoria Crítica da Escola de Frankfurt, este trabalho defende a tese de que a principal contribuição da filosofia para a educação reside em seu caráter eminentemente político. O seu ensino deve contribuir para a formação política dos estudantes, proporcionando um esclarecimento sobre as forças que pretendem guiá-los de forma heterônoma, para que eles possam construir a sua própria autonomia, tornando-se plenamente cidadãos, responsáveis por si e por toda a sociedade. O esclarecimento é entendido, à maneira de Kant, como a saída do homem de sua auto-inculpável menoridade. Para que a educação proporcione uma formação para a maioridade, o professor de Filosofia precisa articular-se com os demais educadores para a construção de uma educação crítica que reconheça a sua essência política. As principais forças da heteronomia, nas sociedades modernas, são representadas pela indústria cultural e pela racionalidade instrumental, que determinam de forma direta e indireta todo o processo educativo tradicional. Por isso, a disciplina de Filosofia precisa refletir, filosofando com os estudantes, sobre o caráter reacionário que a cultura pode assumir, quando fabricada pela indústria cultural. Ela precisa ser uma filosofia para a contradição e para a resistência às forças da heteronomia, para proporcionar aos estudantes as possibilidades concretas de emancipação, não apenas individual, mas de toda a humanidade. / What´s the High School Philosophy role? From this question, based on Frankfurt School Critical Theory, this work suppports the thesis that the main Philosophy contribution to education is in its eminently political character. Its teaching must contribute to the students political development providing elucidation about the strengths which intend to guide them by heteronomy way, so that they are able to build their own autonomy becoming citizens responsible for themselves and all society. The elucidation is understood through Kant´s ideas like man´s leaving from his self-culpable minority. In order to the education provides a development to the majority, the Philosophy Professor has to articulate with the other educators in a critical education building which recognizes its political essence. The main heteronomy strengths, in modern societies, are represented by culture industry and instrumental rationality which determine the direct and indirect ways of all traditional education process. Therefore, the Philosophy subject needs to be thought to philosophize with the students about the reactionary character that the culture may take over when manufactured by cultural industry. It needs to be a philosophy for the contradiction and for the resistance to the heteronomy strengths, to provide the possibilities of concrete emancipation to the students, not only individual but all humanity.

Esta tese trata da formação política e da participação política dos conselheiros de escola que atuaram no município de Suzano São Paulo, no período de 2005 a 2009, particularmente no que diz respeito aos familiares das crianças. Procuramos analisar em que medida esse tipo de formação contribui para a luta pela democratização da gestão da escola e para a elaboração de propostas de formação política por parte do poder público. O estudo foi organizado de modo a abordar no primeiro capítulo a questão da formação e da participação política. A partir de um conceito amplo de educação, ressaltamos a educação não formal e popular desenvolvida no mundo da vida, em diferentes processos participativos como campo privilegiado para a formação política preocupada com a tomada de decisões e com a democratização das relações. No segundo capítulo, privilegiamos o tema da institucionalização dos espaços de participação, tecendo considerações sobre a escola e sobre o Conselho de Escola, entendendo que não basta a criação de espaços democráticos de participação para que se garantam direitos legalmente firmados. Na sequência, apresentamos o contexto desta pesquisa, expondo, além das características do município de Suzano, as diversas ações voltadas à democratização da gestão da escola ali desenvolvidas e os participantes desta investigação. No último capítulo, à luz da teoria apresentada, identificamos e analisamos as concepções elaboradas pelos conselheiros de escola, participantes desta pesquisa, sobre formação, participação, representação, direito, escola e Conselho de Escola. Os dados foram obtidos por intermédio de: 1. consulta e análise de vários documentos da SME referentes às ações democratizantes elaboradas pelo município de Suzano/SP, no período entre 2005 e 2009; 2. entrevistas com doze conselheiros de escola, familiares das crianças, que atuaram no mesmo período. Nas conclusões, apresentamos, a partir do mapeamento realizado, aspectos de natureza temática, estratégica e estrutural que consideramos importantes para a elaboração de políticas públicas voltadas à formação política do conselheiro de escola com vistas à transformação da escola e da sociedade. / This thesis deals with the political formation of the school counselor, specifically the parents segment, who worked in the city of Suzano - São Paulo (2005-2009). Our goal was to analyze to which extent this kind political formation helps in the struggle for democratizing the school management and in the creation of political formation proposals made by the government.The study was organized to address, in the first chapter, the issue of political education and participation. From a broad concept of education, we emphasize the non-formal and popular education developed in the world of life, in different participatory processes, as a privileged field for the political education concerned with participation in decision-making as well as the democratization of relations. On the second chapter, we focus the question of institutionalization of spaces involvement with considerations about the school and the School Council, understanding that just the creation of democratic spaces of participation such as the School Council is not enough to ensure that the relationships there stabilished will guarantee the existence of rights legally signed, being democratic practices and relationships necessary for this warranty to become a reality. Following, we present the research context of the city of Suzano bringing characteristics of the various actions aimed at the democratization of school management developed there. In the last chapter, in light of the theory presented, we plot the concepts developed by school counselors on formation, participation, representation, law, school and the school council. To conduct the study, the data was obtained by: 1) SME documents that were organized, consulted and analyzed, related to democratizing actions developed for that municipality in the period between 2005 and 2009. 2) Interviews with twelve school counselors, from the parents segment, who acted in the same period. In conclusion, we return to the conceptions developed by the counselors, from the mapping done, thematic, strategic and structural aspects that we consider important for the elaboration of public policies for formation of school counselors with emphasis on transforming the school and society.

Esta pesquisa insere-se no âmbito dos estudos sobre formação docente. Tem como propósito ampliar a compreensão dos processos que a envolvem, focalizando as modalidades formativas que têm se configurado como etapas de concursos para o ingresso na carreira docente. A investigação abrange concursos públicos realizados no Brasil com professores de ensino fundamental e/ou médio em todas as secretarias de educação dos estados brasileiros e no Distrito Federal, no período de 2009 a 2012. Com vistas a melhor compreender como as políticas executadas por esses níveis governamentais são traduzidas em nível local, optou-se por desenvolver uma pesquisa em moldes de estudo de caso, abordando o Curso de Formação Específica do Concurso Público para provimento de cargos de PEB II do Quadro do Magistério da Secretaria da Educação do Estado de São Paulo com o objetivo de compreender seus propósitos, bem como sua função no campo da formação docente. Os procedimentos envolvem pesquisa bibliográfica e documental tomando como fontes informações e documentos provenientes de órgãos gestores das esferas citadas. Efetuou-se um levantamento bibliográfico sobre concursos públicos de ingresso na carreira do magistério, procurando-se identificar a ocorrência de processos de seleção que previssem cursos de preparação obrigatória como etapa de admissão dos candidatos aprovados para o exercício do magistério. Foram realizadas entrevistas, com roteiro semi-estruturado, junto a profissionais da Escola de Formação e Aperfeiçoamento de Professores do Estado de São Paulo Prof. Paulo Renato Costa Souza (EFAP) que participaram da execução do curso objeto deste estudo e/ou atuaram na sua implementação. Os temas abordados versaram sobre: EFAP; concurso de ingresso na carreira docente; Curso de Formação Específica; Programa Currículo e Prática Docente; estágio probatório e formação docente. Dentre os conceitos e temáticas que nortearam as análises destacam-se: argumento da incompetência (Souza); neoliberalismo (Gentili, Silva, Frigotto); políticas educacionais (Shiroma, Evangelista, Freitas, Kuenzer, Gatti, André); formação docente (Gatti, André, Freitas, Shiroma). Conclui-se que o Curso de Formação Específica estrutura-se de tal modo que pode ser considerado como uma formação tamanho único: propõe como base um currículo oficial para todas as escolas, independentemente da sua realidade e proposta pedagógica; desconsidera a experiência profissional do docente; apoia-se em apostilas e pretende uniformizar práticas pedagógicas para professores e alunos; utiliza-se de sistemas de exames padronizados baseados em referencial pré-determinado; pauta-se em sistemas de avaliação externa; e ao organizar-se dessa forma, pretende retirar do professor o controle e o planejamento sobre seu próprio trabalho. O objetivo maior desta ação, ao que tudo indica, é o alinhamento, o treinamento dos profissionais para a execução das políticas educacionais definidas pelo Estado de São Paulo, particularmente a implementação do currículo oficial nas escolas da rede de ensino paulista. / This research belongs to the field of the studies on teacher education. It has as its purpose to expand our understanding of the processes involved in teacher education, focusing on the formative modalities that have been configured as stages of entrance exams to the teaching career. The investigation covers public exams conducted in Brazil with teachers from Fundamental Education and/or Secondary Education in all Secretariats for Education of Brazilian states and of the Federal District in the period between 2009 and 2012. Aiming at a better understanding of how the policies conducted by these governmental spheres are translated at the local level, we have chosen to develop a research shaped around case studies, focusing on the Course of Specific Education of the Public Exam for Filling PEB II Posts in the Teaching Staff of the Secretariat for Education of the State of São Paulo, with the objective of understanding its purposes, as well as its function in the field of teacher education. The research procedures comprised bibliographic and document surveys, using as sources information and documents from the administrative bodies of the above-mentioned governmental spheres. A bibliographic survey on public entrance exams to the teaching career was developed, trying to identify the occurrence of selection processes that specified preparation courses as a mandatory stage for the admission of candidates approved for the exercise of teaching. Interviews with a semi-structured script were conducted with professionals from the School of Teacher Initial and Continued Education of the State of São Paulo Prof. Paulo Renato de Costa Souza (EFAP), who took part in the conduction of the course object of this study and/or worked in its implementation. The themes dealt with in the interviews included: the EFAP; entrance exam to the teaching career; Course of Specific Education; Curriculum and Teaching Practice Program; probationary period and teacher education. Among concepts and themes that guided the analysis, we should note the argument of incompetence (Souza); neoliberalism (Gentili, Silva, Frigotto); education policies (Shiroma, Evangelista, Freitas, Kuenzer, Gatti, André); and teacher education (Gatti, André, Freitas, Shiroma). We conclude that the Course of Specific Education is structured in such way that it can be seen as a one size fits all kind of education: it recommends one official curriculum as the basis for all schools, independently of their realities and pedagogic proposals; it disregards the professional experience of teachers; it is based on ready-made workbooks and seeks to homogenize pedagogic practices for teachers and pupils; it makes use of systems of standardized exams based on predetermined references; it is based on external evaluation; and by being organized in such form, it aims at taking away from teachers the planning and control over their own work. The ultimate objective of this action, it would seem, is the alignment and training of professionals in the execution of education policies devised by the State of São Paulo, particularly the implementation of the official curriculum in the São Paulo public school system.