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Att bilda till frihet : En studie av folkbildningens ideologiska påverkan och utveckling 1990-2012Åsberg, Sofia January 2012 (has links)
During the last two decades, the elementary, - secondary-, and upper secondary schools of especially Europe and USA have gone through a change. From being formed in the post war time and, in Europe, very influenced by the ideas of social democracy, the school today has more and more come under the influences of neo liberalism, entrepreneurship and the political and economical situations during the late 1980´s. This undergraduate work brings up the changed discourses of education and knowledge in relation to the traditional free school system for adults in Sweden, the popular education, and especially in relation to folk high schools (folkhögskolor). By using, first and foremost, the idea of Norman Faircloughs critical discourse analysis (CDA) the rules and documents concerning the folk high schools are analyzed. The purpose of the paper is to identify and recognize the movement in the discourse to reach an understanding about the political situation for folk high schools in Sweden. In the end you can see that it is possible to define a similar development in discourse surrounding the popular education, as has been in the case with the elementary, - secondary-, and upper secondary schools.
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När PBS kom till byn : Berättelser om erfarenheter av ProblemBaserad SkolutvecklingÅstrand, Annika January 2009 (has links)
This thesis presents a study on different school actors’ narratives about how they have experienced a participation in a school development collaboration called PBS, problem based school development. A school development and research project based at Karlstad University. The analysis is inspired by a narrative approach and a critical perspective on policy, were policy is understood as both text and discourse. The aim of the study is to show how the carrying through of this new policy (PBS) is received and reconstructed in three Swedish municipal settings. In the analysis the participant’s narratives are also related to the reconstructions of the field of education politics that has been carried out the last decades, here in Sweden as well as in other countries around the world. In this study 46 interviews were carried out. Official texts from each of the three school organizations have also been studied. As analytical tools parts of a model called the zoom-model and three different concepts, taken from the field of organization studies have been used. The overall result shows that those who work in schools today are engaged in a large amount of development works, claims and ways of working that they themselves choose to enact. The results also show how the interviewees receive and charge these ideas with their own previous experiences and how this is done in discursive contexts that shape what is considered normal and evident. One conclusion is that further attention ought to be made to the significance of the local context when it comes to carry through a new idea on development and change. A conclusion drawn from how interpretations and reconstructions of both development models prior to PBS and of the national steering model came to play important roles in how PBS was received and reconstructed in the studied municipalities. But different interpretations of the PBS model also led to tensions within and between the different areas of the organizations. Tensions that can be described as dilemmas, implicated by an ongoing cacophony of policy voices, whose prescriptions pull on different directions. When the PBS-policy arrives in this discursive room the results show how this policy can become a tool in line with new discursive narratives of education, regardless the intensions formulated in the context of policy text construction. / PBS-Problembaserad skolutveckling
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Politics and education in Costa Rica: the case of the Superior Normal School /Williams, David Richard, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Bibliography: leaves 257-262.
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A multiculturalidade nas políticas educacionais e a formação de professores : Brasil e PortugalAraujo, Viviane Patricia Colloca 19 February 2009 (has links)
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Previous issue date: 2009-02-19 / Financiadora de Estudos e Projetos / In this work trying to understand how the education politics and of teachers' formation, in Brazil and in Portugal, they are attending to the present multiculturalidade in these countries. For this, I use the documentary inquiry for the gathering of the data and the analysis of content to describe and to understand these
collected data. I carried out the collection of the data at two moments: the data of Portugal were collected in 2006, through a traineeship in the Faculty of Psychology and of Sciences of the Education of the University of Oporto and the data of Brazil were collected in the beginning of 2008. Besides the analysis of the documents also interviews were used semi-structured to understand the politics of teachers' formation and the actions implemented by the Brazilian and Portuguese Ministries of Education. In this form, I structured this work in three parts. In the first part I situates the theoretical referential system and methodology of the Theory, subdivided in four chapters. Firstly, I think about the context of the globalization and his impacts about the economy, about the politics, about the culture and, principally, about the education through the education politics. Next, I discuss the key concepts of the theoretical referential system and connect these concepts with the education of a general form. In the third chapter, I talk about the teachers' formation in front of the multicultural questions and the possible strategies to re-structure the formation of these professionals and, in the room chapter, I demonstrate the methodology used to
develop the inquiry. In the second part of the work I present a characterization of the education and of the teachers' formation in Brazil and in Portugal. Already in the third and last part, I present the analysis of some legal Brazilian and Portuguese documents that indicate the necessity of an attention the multiculturalidade in the
education of these countries and detach some advancements and retreats in this discussion. / Neste trabalho busco compreender como as políticas educacionais e de formação de professores, no Brasil e em Portugal, estão atendendo à multiculturalidade presente
nesses países. Para tanto, utilizo a pesquisa documental para a recolha dos dados e a análise de conteúdo para descrevê-los e compreendê-los. Realizei a coleta dos dados em dois momentos: os dados de Portugal foram coletados em 2006, por meio de um estágio na Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto e os dados do Brasil foram coletados no início de 2008. Além da análise dos documentos também foram utilizadas entrevistas semi-estruturadas para compreender as políticas de formação de professores e as ações implementadas pelos Ministérios da Educação brasileiro e português. Dessa forma, estruturei este trabalho em três partes. Na primeira parte situo o referencial teórico e metodológico da Tese, subdividido em quatro capítulos. Primeiramente, reflito sobre o contexto da globalização e seus impactos na economia, na política, na cultura e, principalmente, na educação por meio das políticas educacionais. Em seguida, discuto os conceitos-chave do referencial teórico e relaciono esses conceitos com a educação de uma forma geral. No terceiro capítulo, discorro sobre a formação de professores frente às questões multiculturais e as possíveis estratégias para reestruturar a formação desses profissionais; e, no quarto capítulo, demonstro a metodologia utilizada para desenvolver a pesquisa. Na segunda parte do trabalho apresento uma caracterização da educação e da formação de professores no Brasil e em Portugal. Já na terceira e última parte, apresento a análise de alguns documentos legais brasileiros e portugueses que indicam a necessidade de uma atenção à multiculturalidade na educação desses países e destaco os avanços e retrocessos nesta discussão.
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OS PRÉ-VESTIBULARES POPULARES COMO ESPAÇO DE EDUCAÇÃO POLÍTICA DE JOVENS E ADULTOS: O CASO DO PRÁXIS / POPULAR PRE-ENTRANCE EXAM COURSES AS A SPACE OF EDUCATION POLITICS: THE CASE OF PRÁXISOliveira, Cícero Santiago de 04 September 2009 (has links)
This paper, gets as reference the historical materialism, aims to problematize the dynamics of management Collective of popular education, understanding their dynamics as educational political practices. In this point, consists in subjects the identification and analysis, in the context of neoliberal level of capitalism production way, the motivations which gather their different agents and strategies, undertaken to develop the activities. The methodology appropriates from critic epistemology reference privileging the object analysis as a social construction and, therefore, like a constitutional of a historical totality. The study is developing in a movement which, starting from the aim, seeks to put it in a winder social historical context to, then, come back to the object and identify their specificities and manifestation dynamics. It s possible to notice that the praxis intends to undertake a management perspective selfmanageable inside on a teaching institution, The Universidade Federal de Santa Maria , in a process marked for conflicts among this institution and its agents. These contradictions are marked by tension
among values and related practices of individualism and competition, and the emergency from the lived
experience in values related to kindness and democratic participation. / O presente trabalho, que toma como referência o materialismo histórico, tem como objetivo problematizar as dinâmicas de gestão do Práxis Coletivo de Educação Popular, entendendo suas dinâmicas como práticas políticas educativas. Nesta perspectiva, constituem temas a identificação e análise, no contexto do estágio neoliberal do modo de produção capitalista, as motivações que agregam seus diferentes
agentes e as estratégias empreendidas para o desenvolvimento das atividades. A metodologia apropriase
de referenciais da epistemologia crítica, privilegiando a análise do objeto como uma construção social e, desta forma, como parte constituinte de uma totalidade histórica. O estudo é desenvolvido em um movimento que, partindo do objeto, procura situá-lo em um contexto histórico social mais amplo para, então, retornar ao objeto e identificar suas especificidades e dinâmicas de manifestação. Observa-se que
o Práxis busca empreender uma perspectiva de gestão autogestionária no interior de uma instituição de ensino formal, a Universidade Federal de Santa Maria, em um processo marcado por conflitos entre este e a instituição e entre seus agentes. Estas contradições são marcadas por uma tensão entre valores e práticas relacionadas ao individualismo e a competição, e a emergência no bojo da experiência vivida de valores relacionados à solidariedade e a participação democrática.
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Cursos superiores de tecnologia no estado de Mato Grosso : a oferta pelo Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso, no período de 2001 a 2013Morais, Patrícia Dias de 27 March 2015 (has links)
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Previous issue date: 2015-03-27 / O estudo se integra na temática das Políticas da Educação Superior com ênfase nos cursos
superiores de tecnologia (CST) e tem como objetivo compreender a expansão e configuração
dos CST no estado de Mato Grosso. O enfoque recai no Instituto Federal de Educação,
Ciência e Tecnologia (IFMT). Parte-se de uma reflexão sobre a configuração dos CST, bem
como sua inserção na oferta de educação superior, sobretudo identificar os aspectos políticos
e econômicos, que nortearam os rumos do sistema educacional no país. Em seguida, ressaltase
a trajetória da educação profissional e tecnológica no Brasil: a implantação dos CST, as
políticas públicas para educação superior a partir dos anos 1990, com ênfase na expansão dos
cursos superiores de tecnologia. Considerando esse objetivo, buscou-se identificar, por meio
da analise documental histórica, o cenário político e a conjuntura econômica, que fomentaram
o surgimento dos CST, bem como entender a que fins a expansão desses cursos estaria
favorecendo. A pesquisa tem como base teórico-metodológica o método descritivo-analítico,
com abordagem quantitativa - qualitativa, utilizando-se de pesquisas bibliográficas que tratam
da temática, análise de documentos da legislação da educação profissional e tecnológica no
Brasil e no IFMT. Na abordagem quantitativa, foram coletadas informações estatísticas do
Censo da Educação Superior do Instituto Nacional de Estudos e Pesquisas Educacionais
Anísio Teixeira (INEP) no Brasil, no período de 2003 a 2013, nos indicadores: cursos
superiores por grau acadêmico, modalidade de ensino (presencial e a distância) e categoria
administrativa (pública e privada); no Mato Grosso, o recorte temporal foi de 2001 a 2013,
nos indicadores: cursos superiores por grau acadêmico, localização (capital e interior) e área
de conhecimento. Na abordagem qualitativa, utilizou-se a pesquisa bibliográfica, análise
documental sobre a educação superior e entrevistas semi-estruturadas. O estudo contou com a
participação de dois sujeitos, sendo um representante do sindicato e o outro representante da
gestão do IFMT, a escolha justificou-se pelo fato dos dois representantes terem participado
efetivamente nos processos de transformação da instituição pesquisada. Os resultados
demonstram que a expansão dos CST no IFMT ocorreu de acordo com as diretrizes
estabelecidas nos documentos legais que orientavam para a implantação de CST com o foco
de atender aos arranjos produtivos locais e a interiorização da educação tecnológica em
municípios distantes dos grandes centros urbanos. Constata-se que há um aumento na
implantação de CST no IFMT em relação à oferta de cursos superiores bacharelados e
licenciaturas. Evidenciou-se, ainda, que a taxa de crescimento dos CST no interior do Estado
é maior que a taxa de crescimento na capital, ressaltando-se que há uma concentração do
número de CST na área geral de conhecimento de engenharia, produção e construção. A
relevância em pesquisar a expansão e configuração dos CST, ofertados pelo IFMT, justificase
pelo anseio de compreender como a implantação destes cursos vem sendo realizada no
estado de Mato Grosso, considerando as diretrizes das políticas públicas da educação em
detrimento das demandas do setor produtivo. / The study integrates in the thematic of Superior Education Policies emphasizing the superior
courses of technology (hereby CST) and has as aim to comprehend the expansion and
configuration of the CST in the state of Mato Grosso. The focus is on Federal Institute of
Education, Science and Technology (hereby IFMT). It starts from a reflection about the
configuration of the CST, as well as of its insertion in the offer of superior education,
especially identifying the economic and politic aspects, which guide the paths of the
educational system in the country. After, it is enhanced the trajectory of the professional and
technological education in Brazil: the implementation of CST, the public policies to the
superior education from 1990, with emphasis in the expansion of the superior courses of
technology. Considering this objective, it was searched to identify, through the documental
historical analysis, the political scenery and the economical conjecture, that fomented the
creation of CST, as well as to understand which end the expansion of these courses would be
favoring. The research has as methodological-theoretical base the method descriptiveanalytic,
with quantitative - qualitative approach, using bibliographical researches that deals
with the thematic, document analysis of the legislation of professional and technological
education in Brazil and in IFMT. In the quantitative approach, statistical information were
collected of the Census of Superior Education of National Institute of Study and Educational
Researches Anísio Teixeira (hereby INEP) in Brazil, during the period of 2003 to 2013, in the
indicators: superior courses by academic degree, teaching modality (onsite and distance) and
the administrative category (public and private); in Mato Grosso, the temporal cut was from
2001 to 2013, in the indicators: superior courses by academic degree, localization (capital or
interior) and area of knowledge. In the qualitative approach, it was used the bibliographic
research, documental analysis of the superior education and semi-structured interviews. The
study counted with the participation of two subjects, one of them is the representative of the
workers union and the other the representative of management of IFMT, the choice was
justified by the fact that the two representatives had effectively participated of the
transformation process of the researched institution. The results showed that the expansion of
the CST in IFMT occurred according to the stablished guidelines in the legal documents
which oriented the implementation of CST with focus of attending the local productive
arrangements and the interiorization of technological education in the cities distant from the
big urban centers. It was determined that there is an increase of the implementation of CST in
IFMT in relation to the offer of bachelor and licentiate superior courses. It was evidenced that
the growth rate of CST in the interior of the State is bigger than the growth rate of the capital,
enhancing that there is a concentration of the number of CST in the general area of knowledge
of engineering, production and construction. The relevance in researching the expansion of
configuration of CST, offered by IFMT, justifies by the yearn to comprehend how the
implementation of these courses has been made in the state of Mato Grosso, considering the
guidelines of public policies of the education in detriment to the requests of productive sector.
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Teachers' unions, education reform, and the irresistible force paradox : a comparative analysis of Finland, Switzerland, and the United StatesWhorton, Lindsay January 2014 (has links)
In education policy, the irresistible force paradox—what happens when an irresistible force meets an immovable object?—resonates with many characterisations of the dynamics of education reform and the role of teachers’ unions in reform processes. According to many theories of teachers’ unions in the United States, the paradox is resolved in favour of the immovable object: strong teachers’ unions are alleged to block necessary reforms, hampering school effectiveness and efficiency. This research tests these claims about teachers’ unions, and their impact on reform outcomes—particularly, performance-related pay. Despite teachers’ unions’ supposed opposition to performance-related pay (PRP), there are a number of cases—both within and beyond U.S. borders—where PRP has been implemented. By exploring some of these ‘exceptional’ cases, this research outlines the conditions under which reform is likely to occur, and a more specific explanation of reform ‘failure’. It finds that, though education reform is often portrayed as a power struggle between reform proponents and opponents, there are multiple pathways through which reform may occur. Overpowering unions might be one route, but reform can also be secured through cooperation and compromise. These insights have significant implications for theories of teachers’ unions’ strength, preferences, and policy impact. The findings demonstrate that the insufficiency of existing theoretical accounts. Neither union preferences nor power are simple, monolithic, or predictable, and teachers’ unions do not and cannot block reform at all times and in all places. Beyond theory, these findings carry weighty implications for practitioners regarding the role of unions in public policy decision-making.
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To Leave or Not to Leave: A Population Study Investigating How Compensation and Auxiliary Spending Influence Teacher Turnover in the Commonwealth of PennsylvaniaAke-Little, Ethan Stacey January 2019 (has links)
Teacher turnover is a well-studied phenomenon, particularly in highly urbanized locales, but not well researched in a state as geographically and demographically diverse as Pennsylvania, which is a composition of two major metropolitan areas combined with smaller urban centers and expansive rural regions. Those retention studies that do exist have been mainly exclusive to the Philadelphia region, with limited research devoted to the remainder of the state. This lack of a comprehensive empirical approach that compares turnover in three distinct settings limits a nuanced understanding of the issue and, in turn, can lead to incomplete policy considerations. This study utilizes Pennsylvania Department of Education data from 2012-2017, which describes the entire public-school workforce in all local education agencies (LEAs), to study how compensation and auxiliary spending (per student spending sans instructional costs) influence teacher turnover using multiple, parallel Cox Proportional Hazards survival models. Findings suggest that despite a “one size fits all” approach to public school funding policy popular amongst politicians on both sides of the political aisle, the effects of a monetary increase in reducing the likelihood of turnover varies considerably when accounting for the region, Title I status, experience and subject matter. The study highlights how the lack of monetary investment can lead teachers to seek employment elsewhere since low pay functions as a strong demotivator. Additionally, the results suggest that while a pay raise may arrest turnover risk, it is a poor long-term motivator or cause of job satisfaction. The study concludes by offering state and LEA leaders with policy recommendations that may improve both retention and job satisfaction. To date, this is the only study in the current literature that explores teacher turnover extensively in the nation’s fifth most populous state. / Urban Education
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Estudo comparado da política de educação especial no Brasil e na Venezuela: uma análise a partir da emergência do neoliberalismoWilhelm, Vandiana Borba 02 June 2010 (has links)
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Previous issue date: 2010-06-02 / This paper has as study object, the politics comparison of the special
education in Brazil and in Venezuela, by the analysis of the historical trajectory of the
concepts and legal basis. Using the study comparison technique, the objective is to
identify and explain the contrasts and similarities in the historical evolution of the
search object. In consonance to the theoretical perspective which education is
based, the education has not an autonomous or hegemonic character, wherefore it
can not be analyzed out of the social viewpoint where it is inserted. On this direction,
the paper begins with the analysis of the changes in the material basis, occasioned
by the neoliberal reforms, because in this period, Latin America suffered from intense
political, economic and social changes, occasioned by the conditionality to the
renegotiation of the external debt and adhesion to the guidelines of Washington
consensus. In this context, Brazil and Venezuela are inserted, each one with
particularities about the Neoliberalism diffusion and its actual context. In sequence of
this paper, it seeks to make articulations with educational reforms, once the material
base changes focused in the education of the countries above cited, in a mediated
way. In Brazil, related to the objectives to get through the educational reform, the
study has center in the universalization of basic education, action which was
necessary the incorporation of marginalized groups to school, focusing the people
with special needs in this context. In Venezuela, an opposite situation occurs,
because the emphasis has been in the decentralization process and Public
Education privatization, getting thousand of people out of school, even though within
or without special needs. After describing these elements and highlighting the
application of this process in special education, the central search object appears:
the comparison of enounced elements. First of all in Brazil, the route starts in the
historical trajectory, addressing the practices that mark the special education
construction as a State politics: the institutionalization, integration and inclusion,
allowing to make a concept analysis, and within the theoretical elaboration, the same
exercise in relation to the legal base. With the data collected, in the third chapter,
within the discussion about special education in Venezuela, the comparison was
made. Among the differential elements of this comparison study, some topics may be
highlighted: the non-existence of the deinstitutionalization, that Brazil passed in the
final of the 50's, as wells as the concept of inclusion that in Venezuela was not linked
to the education of people with special needs, but it was used from 2003 on in the
named "Social Missions", which are directed to attend the elementary needs of the
whole poor population, being related to special education, in 2007 the inclusion
concept was then used simultaneously to the integration concept, that differently from
Brazil, conceptually, they do not conflict. Many similarities were found, being able to
highlight the creation of instances that were responsible for planning and
coordinating the special education politics in national context in 70's decade. / Esta dissertação tem como objeto de estudo a comparação da política de
educação especial no Brasil e na Venezuela, mediante análise da trajetória histórica,
da base conceitual e legal. Utilizando-se da técnica do estudo comparado, o objetivo
é identificar e explicar os contrastes e as semelhanças presentes na evolução
histórica do objeto de pesquisa. Em consonância à perspectiva teórica na qual se
fundamenta, a educação não possui um caráter autônomo ou hegemônico, portanto
não podendo ser analisada descolada do contexto social em que está inserida.
Nessa direção, o trabalho principia pela análise das alterações da base material
acarretada pelas reformas neoliberais, pois este é o período em que a América
Latina passa por intensas modificações políticas, econômicas e sociais, resultantes
das condicionalidades para a renegociação da dívida externa e da adesão às
diretrizes do Consenso de Washington. Nesse panorama se inserem o Brasil e a
Venezuela, cada qual com suas particularidades no que tange à difusão do
neoliberalismo e seu contexto atual. Na sequência do trabalho, busca-se fazer
articulações com as reformas educacionais, uma vez que as alterações na base
material, de forma mediatizada, incidiram na educação dos países em questão. No
Brasil, das metas postas para serem atingidas, por intermédio das reformas
educacionais, o estudo centrou-se na meta da universalização do ensino
fundamental, feito para o qual se fazia necessária a incorporação dos grupos
marginalizados do acesso à escola, localizando, nesse panorama, o segmento de
pessoas com deficiência. Na Venezuela ocorre um movimento oposto, pois a ênfase
esteve no processo de descentralização e de privatização do ensino público,
excluindo das escolas milhares de pessoas, fossem elas com ou sem deficiência.
Após discorrer sobre esses elementos e realçar as implicações desse processo na
educação especial, passa-se para o objeto central da pesquisa, que é a comparação
dos elementos enunciados. Iniciando pelo Brasil, o percurso parte da trajetória
histórica, abordando as práticas que marcam a construção da educação especial
enquanto uma política de Estado, sendo elas a institucionalização, a integração e a
inclusão, permitindo efetuar a análise conceitual e, ao longo da elaboração teórica, o
mesmo exercício em relação à base legal. Em mãos desses dados, no terceiro
capítulo, ao discorrer sobre a educação especial venezuelana, realizou-se a
comparação. Dos elementos diferenciais desse estudo comparado destaca-se a não
existência do movimento pela desinstitucionalização movimento que o Brasil
vivenciou já no final dos anos de 1950, bem como o conceito inclusão --, que, na
Venezuela, não foi vinculado à educação de pessoas com deficiência, mas, sim,
utilizado a partir do ano de 2003 nas denominadas Missões Sociais, as quais são
voltadas para atender às necessidades elementares de toda a população pobre,
sendo que, em relação à educação especial, no ano de 2007 o conceito inclusão
passou a ser empregado simultaneamente ao conceito de integração, que,
diferentemente do Brasil, conceitualmente não se conflita com o de inclusão. Já em
relação às semelhanças, localizaram-se diversas, podendo-se destacar a criação, na
década de 1970, de instâncias responsáveis por planejar e coordenar, em âmbito
nacional, a política da educação especial.
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Avaliação da implementação do PROEJA em municípios do Oeste do Paraná (2008-2009).Hotz, Karina Griggio 12 March 2010 (has links)
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Previous issue date: 2010-03-12 / This work is concerned to the study of the National Program of Professional Education Integration with the Basic Education in the Young Persons and Adults Education Modality (PROEJA) created by the Ministry of Education (MEC). Our objective is to evaluate the implementation process of the Program in the state public net of local municipalities of the West of the Paraná: Cascavel, Foz do Iguaçu and Medianeira, in the first two years it was offered the PROEJA courses in the State, respectively, the years 2008 and 2009, it has been done trying to check how the implementation process has been achieved the objectives proposed in the main documents and what difficulties it has been found in the implementation process. Focusing on the accomplishment of our objective, we try, in the first chapter, to understand the PROEJA determinants. Considering that the effectiveness of a social politic and, therefore educational, has it origin in the productive structure and in the class struggles, we intended, in this chapter, to understand the context of the productive restructures and the Basic Education reform. In the second chapter, we characterize the PROEJA education politic, considering the recent history of the Brazilian education politics for the high school education and for the Education of Young persons and Adults, intending to understand the context that preceded the PROEJA which made possible its foundation in the country and in the Paraná state. We will discuss also about the legality, pedagogic, administrative and financial aspects and the functions of the PROEJA, as well as its articulation to the demands of the productive restructuring, expressed in a particular way by State claims and by the international organisms. In the third chapter we aimed to characterize economically and socially of the municipalities researched with the intention of bringing elements that helped in the evaluation of the implementation of the PROEJA in the public schools of these towns. In the four chapter we present data and informations constituted, fundamentally, based in the research project Demands and potentialities of the PROEJA in the Paraná State . The researches of this work are from the Technological Federal University of the Paraná (UTFPR), Federal University of the Paraná (UFPR) and State University of the West of the Paraná (UNIOESTE), is based from the experience lived in the extension project Demands and Potentialities of the PROEJA in the Paraná State: a contribution to the continued formation of professionals connected to the PROEJA courses in the Western Region of the Paraná performed by UNIOESTE researchers and based on data collected at the State Secretary of Education of the Paraná (SEED). In the fifth and last chapter, based on the knowledge built in the previous chapters, we try to discuss in a objective way about the research, evaluating the PROEJA implementation at municipalities of the West of the State. In the final considerations we made a more general analysis on the evaluation performed in the last chapter intending to understand if the PROEJA objectives can be reached in the towns of the West of the Paraná by the way it has been implemented, what wide determinants that defined its offer in Brazil, in the Paraná State and in the towns studied and what are the political and ideological objectives that it is intended to reach with the Program. / Realizamos nesse trabalho o estudo do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA) criado pelo Ministério da Educação (MEC). Nosso objetivo é avaliar o processo de implementação do Programa na rede pública estadual de municípios do Oeste do Paraná: Cascavel, Foz do Iguaçu e Medianeira, nos dois primeiros anos de oferta dos cursos do PROEJA no Estado, respectivamente nos anos de 2008 e 2009, procurando averiguar em que medida o processo de implementação tem assegurado a efetivação dos objetivos propostos nos documentos norteadores e que dificuldades tem sido encontradas no processo de implementação. Tendo em vista a realização deste objetivo, procuramos no primeiro capítulo conhecer os determinantes do PROEJA. Considerando que a efetivação de uma política social e logo, educacional, tem suas origens na estrutura produtiva e nas lutas de classes, procuramos nesse capítulo compreender o contexto da reestruturação produtiva e da reforma da Educação Básica. No segundo capítulo realizamos a caracterização da política educacional do PROEJA, abordando a história recente da política educacional brasileira para o ensino médio e para a Educação de Jovens e Adultos, almejando a compreensão do contexto que antecedeu o PROEJA e que possibilitou a sua implantação no país e no Paraná. Tratamos ainda dos aspectos legais, pedagógicos, administrativos e financeiros e das funções do PROEJA, bem como da sua articulação às demandas da reestruturação produtiva, expressas de modo particular pelas pretensões do Estado e dos organismos internacionais. No terceiro capítulo buscamos caracterizar econômica e socialmente os municípios pesquisados com o intuito de trazer elementos que auxiliassem na avaliação da implementação do PROEJA nas escolas públicas destas localidades. No quarto capítulo apresentamos dados e informações constituídos, fundamentalmente, a partir do projeto de pesquisa Demandas e potencialidades do PROEJA no Estado do Paraná do qual participam pesquisadores da Universidade Tecnológica Federal do Paraná (UTFPR), Universidade Federal do Paraná (UFPR) e Universidade Estadual do Oeste do Paraná (UNIOESTE), da experiência vivenciada no projeto de extensão Demandas e Potencialidades do PROEJA no Estado do Paraná: uma contribuição à formação continuada de profissionais vinculados aos cursos do PROEJA na Região Oeste do Paraná executado por pesquisadores da UNIOESTE e de dados coletados junto à Secretaria de Estado da Educação do Paraná (SEED). No quinto e último capítulo, de posse dos conhecimentos abordados nos capítulos anteriores, procuramos realizar de modo mais direto o objetivo da pesquisa, avaliando a implementação do PROEJA em municípios do Oeste do Estado. Nas considerações finais procuramos realizar uma análise mais geral sobre a avaliação realizada no último capítulo tendo em vista compreender se os objetivos do PROEJA vem sendo atingidos nos municípios do Oeste do Paraná pela forma como vem sendo implementado, quais os determinantes mais amplos que definiram sua oferta no Brasil, no Paraná e nos municípios estudados e quais são os objetivos políticos e ideológicos que se pretende alcançar com o Programa.
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