Esta pesquisa foi dedicada à abordagem das estratégias de reforma da educação pública na capital federal do Brasil entre os anos de 1922 e 1935. Ela teve como objetivo compreender as iniciativas de implementação de políticas públicas na área da educação, então acionadas na Diretoria Geral de Instrução Pública do Distrito Federal. Em especial, propôs-se a investigar as ações que Carneiro Leão no quadriênio 1922- 1926, Fernando de Azevedo entre 1927 e 1930 e Anísio Teixeira de 1932 a 1935 desenvolveram nessa instância da prefeitura do Rio de Janeiro. Para tanto, pesquisou uma série de textos produzidos no âmbito da administração pública. Relatórios, atas e legislação, bem como correspondências e até publicações em periódicos informaram acerca das várias tentativas de controle das práticas escolares e seus óbices. Igualmente, foram fontes para o estudo da administração central do ensino no Distrito Federal as memórias e parte da produção intelectual de seus principais componentes. Ao final da análise, concluiu-se que toda uma inconfessa atividade de improvisação e invenção cotidiana contribuiu para a reforma da educação pública no período. No estudo dos serviços educacionais e de sua burocracia, sobretudo, interessou mostrar as estratégias de controle e organização do funcionamento escolar como uma incessante invenção de subterfúgios e artifícios da ação administrativa. Para além disso, importou considerar o modo de administrar a educação pública segundo suas formalidades, a partir das suas normas regulamentares. Nesse sentido, predominou uma preocupação com os desdobramentos que, por meio das estratégias de reforma do ensino, a ação sobre os espaços e temporalidades da escola, sobre a carreira docente e sua especialização e sobre as populações escolares logrou alcançar à época. Em virtude dessas relações, a pesquisa, por um lado, ocupou-se da inventividade da ação administrativa e, por outro, das políticas públicas de educação que a Diretoria Geral de Instrução Pública do Distrito Federal gerou entre 1922 e 1935. / This research deals with the strategies concerning the public educational reform in Brazil`s federal capital between 1922 and 1935. The chief goal has to understand the measures taken by the Federal District`s Public Instruction General Directorate as to the implementation of public policies in Education. Particular attention was given to the programs developed by Carneiro Leão (1922-26 term), Fernando de Azevedo (1927- 1930), and Anísio Teixeira (1932-1935) while at the head of such portfolio at Rio de Janeiro government. A careful scanning of a series of documents issued by the public administration - ranging from reports, minutes and legislation to official correspondence and periodicals - was the source to learn about the attempts to control school practices and their set backs. Likewise the memoirs and a fair part of the intellectual output of the notables involved in Educational central administration were duly probed. A surprising outcome at the end of the analysis revealed an impressive amount of improvisation and daily reinvention playing a key role in the reform of public instruction at the time. Of special interest to show the mechanism of control and the organizational work as a continuous make up subterfuges and artifices of administrative action was the examination of educational services and their bureaucracy. The formal aspect of public instruction administration starting from basic rules has taken into account as well, with a keen eye on the unfoldings brought about by actions on school ambience, teaching, career, its specialization and students staff. This research aiming to the relations between both instances in the analysis, engaged in the inventiveness of administrative action to shape a historical understanding of public educational policies engendered by the Federal District`s Public Instruction General Directorate between 1922 and 1935.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-12-01T19:17:17Z No. of bitstreams: 2 Tese - Karolina Kellen Matias - 2013.pdf: 1408943 bytes, checksum: 0da932bad088022ce9fbcda43e3ca6cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-04T14:36:22Z (GMT) No. of bitstreams: 2 Tese - Karolina Kellen Matias - 2013.pdf: 1408943 bytes, checksum: 0da932bad088022ce9fbcda43e3ca6cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-12-04T14:36:22Z (GMT). No. of bitstreams: 2 Tese - Karolina Kellen Matias - 2013.pdf: 1408943 bytes, checksum: 0da932bad088022ce9fbcda43e3ca6cc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-12-18 / Changes in the labor market profile of the learner, speed of knowledge production and the realization of an inconsistency between vocational training and the provision of services to the community, led a revolution in higher education, particularly in the health area courses towards tailor the training for this new context. Curriculum guidelines systematized these needs and boosted curricular reforms and restructuring of the educational course projects. In relation to teachers and students, in the midst of so many changes, it is also required a new approach to teaching and learning. This study focused on investigating the perception of teachers and students on the methodologies, teaching strategies and pedagogical practices employed in a vocational training course in dentistry. For this we used a qualitative approach. Data were collected through individual interviews with teachers and students to focus groups, analysis of these data was performed using Grounded Theory and having as support the WebQDA software. The teaching methodology used in the course is more traditional and the strategy is lecturing with slide projection. Although students recognize the benefits of active methodologies, these believe that the traditional method is most suitable for your training. The active methodology of teaching and learning is still a challenge for teachers essentially the pedagogical limitations. Utilize these methodologies is to abandon the security that underpins the historical use of traditional methodology. This paradigm shift for teachers, involves facing the resistance of students and win their own. The teaching practice shows inconsistencies with the pedagogical course design regarding the interdisciplinary, integrating basic and clinical cycle, prioritizing use of active methodologies, comprehensive view of the patient and evaluation process. As regards the use of active methodologies is imperative to have teacher training and enlightenment of students. It is essential that these be used with prudence and are appropriate to the objectives. The intersection of the perceptions of teachers and students can reveal valuable appointments for the redirection of higher education in dentistry. / As mudanças no mercado de trabalho, perfil do educando, velocidade de produção do conhecimento e a constatação de uma incoerência entre a formação profissional e a prestação de serviços à comunidade, motivaram uma revolução no ensino superior, em especial nos cursos da área de saúde no sentido de adequar a formação profissional para este novo contexto. As diretrizes curriculares sistematizaram estas necessidades e impulsionaram as reformas curriculares e reestruturação dos projetos pedagógicos de curso. Em relação à professores e alunos, em meio a tantas transformações, exigiu-se também uma nova postura de ensinar e aprender. O objetivo deste trabalho centrou-se em investigar a percepção de professores e alunos sobre as metodologias, estratégias de ensino e práticas pedagógicas empregadas na formação profissional de um curso de odontologia. Para tanto utilizou-se uma abordagem qualitativa. Os dados foram coletados através entrevistas individuais para os professores e de grupos focais para os alunos, a análise destes dados foi realizada por meio da Grounded Theory e tendo como suporte o software WebQDA. A metodologia de ensino mais utilizada no curso é a tradicional e a estratégia é a aula expositiva com projeção de slides. Embora os alunos reconheçam os benefícios das metodologias ativas, estes acreditam que a metodologia tradicional é mais adequada para sua formação. A metodologia ativa de ensino e aprendizagem ainda representa um desafio para os professores essencialmente pelas limitações pedagógicas. Utilizar-se destas metodologias representa abandonar a segurança que alicerça a utilização histórica da metodologia tradicional. Esta mudança de paradigma para os professores, envolve enfrentar as resistências dos alunos e vencer as próprias. A prática pedagógica apresenta incongruências com o projeto pedagógico de curso no que concerne à interdisciplinaridade, integração de ciclo básico e clínico, priorização de utilização de metodologias ativas, visão integral do paciente e processo de avaliação da aprendizagem. No que se refere à utilização de metodologias ativas é imperioso que haja capacitação de professores e esclarecimento de alunos. É indispensável que estas sejam utilizadas com ponderação e que sejam adequadas aos objetivos. A intersecção das percepções de professores e alunos pode revelar apontamentos valiosos para o redirecionamento do ensino superior em odontologia.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-24T17:48:03Z No. of bitstreams: 2 Daiana_Luhm2018.pdf: 6571318 bytes, checksum: b690464c91e43701082375a0e1491ebf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-24T17:48:03Z (GMT). No. of bitstreams: 2 Daiana_Luhm2018.pdf: 6571318 bytes, checksum: b690464c91e43701082375a0e1491ebf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-27 / The present research relates education financial policy with the education professional valorization policy. Brazilian education, around 1990, had to suit to changes from the state reform. At that context, teacher becomes the leading figure and, questions as formation, career and work conditions are exalted and then, considered pillars of teacher appreciation. Therefore, when valorization policies are established, it`s expected that teachers respond with education quality. Education financing, represented by fund policy, FUNDEF (1996-2006) and FUNDEB (2007-2020), is also a reform`s product. On this paper, we analyse the valorization policy of education professionals from the city of Céu Azul – PR, from 2009 to 2016. The main goal of the research was to analyze if the base education financing, by FUNDEB, is destined, with the application of transfered resources, to education professionals valorization policy execution. This is a descriptive study with a qualitative approach. First, a bibliographic survey of the education financing history in Brazil until the actual time was done, FUNDEF and FUNDEB, as well as the analysis of teacher valorization categories, like work, value and valorization process. Later, information were taken from documents, minutes and reports from the municipe under study. Then, a data analysis was done, pursuing to relate it with the bibliographic study. It was possible to see that there`s a contradiction in the speech of teacher valorization, because the present financing does not contemplate the education quality at all. So on, we identify that the financing correspond to the state reform`s requirements in the sense of a rationalization of public spending and social policy focusing. / A presente pesquisa relaciona a política de financiamento da educação básica com a política de valorização dos profissionais da educação. A educação brasileira, por volta dos anos de 1990, teve que se adequar as mudanças a partir da reforma do estado. Nesse contexto, o professor torna-se o protagonista e, questões como formação, carreira e condições de trabalho são exaltadas e portanto, consideradas pilares da valorização docente. Sendo assim, ao serem estabelecidas políticas voltadas para a valorização, cobra-se que o professor em sala de aula dê os resultados esperados para uma educação de qualidade. O financiamento da educação, representado por meio das políticas de fundo, FUNDEF (1996-2006) e FUNDEB (2007-2020), também é produto da reforma. No presente trabalho, analisamos a política de valorização dos profissionais da educação nas dimensões do financiamento no município de Céu Azul – PR, dos anos de 2009 a 2016. O objetivo geral da pesquisa foi analisar se o financiamento da educação básica, por meio do FUNDEB, é destinado, com a aplicação dos recursos transferidos, para a execução de políticas de valorização dos profissionais da educação. Trata-se de um estudo descritivo de abordagem qualitativa. Primeiramente, realizou-se levantamento bibliográfico sobre a história do financiamento da educação no Brasil até a política de financiamento atual, FUNDEF E FUNDEB, bem como a análise de categorias relacionadas a valorização docente, como o trabalho, valor e processo de valorização. Em um segundo momento, informações foram coletadas em documentos, atas e relatórios do município em estudo. Realizou-se então uma análise dos dados, buscando relacionar com aquilo que foi estudado na pesquisa bibliográfica. Foi possível observar a contradição existente no discurso sobre a valorização dos professores, pois o financiamento atual não contempla a qualidade da educação de fato. Identificamos, portanto, que o financiamento corresponde às exigências da reforma do estado no sentido da racionalização dos gastos públicos e focalização das políticas sociais.

Made available in DSpace on 2014-08-20T13:47:43Z (GMT). No. of bitstreams: 1 Gabriela_Medeiros_Nogueira_Tese.pdf: 48288829 bytes, checksum: 436f73b2bfa3d1d9f9bd082d704831dc (MD5) Previous issue date: 2011-11-23 / The main theme of this thesis is the study of the transition from early childhood education to the First Grade in the context of extension of Elementary School to nine years. The main question is: Has the extension of Primary School to nine years and the compulsory admission of six-year-old children enabled a better relationship Childhood Education and Elementary School since both educational levels should be restructured? It was considered analyses from National and Municipal contexts, and the everyday life in schools throughout documental research, interviews and en ethnographic approach as methodological procedures. However, the main was the school context. The research was carried out in a school from Pelotas in Rio Grande do Sul Brazil, in a pre-school class in 2009, in the First Grade in 2010. The interviews with the Municipal Department of Education coordinators and the school principals, as well as with the teachers and children, the classroom footages and the detailed data description from the Field Work had its investigative focus on the identification of: I) early reading situations; II) literacy practices and events; III) play culture and culture of pairs, who were done by a group of children and their teachers during the everyday life inside the classroom. The theoretical assumption, which led to the data analysis, have considered, mainly, the works from: Soares (2004, 2006), Manrique (2007) related to early reading, Street (2003, 2010) and Castanheira (2004) regarding to literacy and Brougere (2008. 2010, Corsaro (2007, 2011), Sarmento (2003) referring to issues about the playculture and childhood. The results of this research demonstrated that the extension of Elementary School to nine years has not contributed whatsoever in a meaningful way to a better relationship between Early Childhood Education and Elementary School, since the rupture between both levels have been acutely kept. In the one hand the practices inside the pre-school classroom revealed a sensitive proposal to the manifestation and wishes of the children; practices which were committed to the development of competent readers and authors throughout interaction with real reading and writing situations and also by contemplating aspects of the everyday play culture in the classroom. On the other hand, in the everyday life in First Grade prevailed a more mechanical early reading perspective, which instead of inviting the children to live the pleasures of reading and writing involved them in dull and monotonous activities / Esta tese tem como tema o estudo da passagem da Educação Infantil para o 1º ano no contexto do Ensino Fundamental de nove anos, a partir da seguinte questão norteadora: A ampliação do Ensino Fundamental para nove anos e o ingresso obrigatório das crianças aos seis anos de idade possibilitaram maior articulação entre a Educação Infantil e o Ensino Fundamental, uma vez que ambas as etapas de ensino deveriam ser reestruturadas? Para responder essa questão, foram considerados na análise os contextos federal, municipal e o cotidiano escolar através de pesquisa documental e de abordagem etnográfica. A pesquisa foi realizada em uma escola da rede municipal de Pelotas/RS através de observações participantes em uma turma de pré-escola em 2009, tendo continuidade em 2010 no 1º ano. As entrevistas com os gestores da Secretaria Municipal de Educação e gestores escolares, com as professoras e as crianças, as filmagens das diversas situações de sala de aula e a descrição detalhada dos dados no Diário de Campo tiveram como foco investigativo identificar: i) situações de alfabetização; ii) práticas e eventos de letramento; iii) cultura lúdica e cultura de pares, vividas por um grupo de crianças e suas professoras no cotidiano de sala de aula. Os pressupostos teóricos que nortearam a análise dos dados consideraram, principalmente, os seguintes trabalhos: Soares (2004, 2006), Manrique (2007), em relação à alfabetização; Street (2003, 2010) e Castanheira (2004), quanto ao letramento; e Brougère (2008, 2010), Corsaro (2007, 2011), Sarmento (2003), para questões referentes à cultura lúdica e à infância. Os resultados dessa pesquisa demonstraram que a ampliação do Ensino Fundamental de nove anos não contribuiu de forma significativa para uma maior articulação entre a Educação Infantil e o Ensino Fundamental, pois a ruptura entre ambas as etapas se mantém de forma acentuada. Enquanto as práticas observadas na turma da pré-escola revelaram uma proposta sensível às manifestações e aos anseios das crianças., Foi possível perceber que as práticas na pré-escola tinha comprometimento com a formação de leitores e autores competentes através da interação com situações reais de leitura e escrita, contemplando aspectos da cultura lúdica no cotidiano da sala de aula. No entanto, as práticas observadas no 1º ano bastante diferentes, prevalecendo uma perspectiva de alfabetização mecânica, que, ao invés de convidar as crianças a vivenciar o prazer de ler e escrever, afastou-as com atividades maçantes e enfadonhas

This thesis deals with the situation in financing of tertiary education from both governmental and student perspective. Its objective is to find an efficient system of student support with focus on student loans that would be applicable in the Czech Republic, would promote an equal access to higher education also to students from lower socio-economic classes and at the same time would enable to increase cost-sharing in Czech tertiary education. The designed concept of student loans is based on best practices from selected European countries (Netherlands, United Kingdom and Hungary) in the background of proposed reform of Czech tertiary education. Finally, the concept is validated in a case study dealing with financing of the International Management master's programme at the University of Economics, Prague.

The aim of this study is to compare Sweden and Finland with regards to the education systems in each country. The comparison is made based on three factors that can explain the different outcomes in the Swedish and Finnish schools. The three factors are: the education system, the curricula in upper secondary school, and the teacher's professional status. Inherent from these factors, the following three questions will be answered: 1. What are the similarities and differences between the Swedish and Finnish education systems? 2. What are the similarities and differences between the Swedish and Finnish school curricula in upper secondary school? 3. Is there any difference between the teacher's professional status in Swedish and Finnish schools? In the analysis, applies the theories: Freidson's three logicians and the pedagogical reform movement Global Education Reform Movement, GERM. Research and analysis are based on articles from Swedish and Finnish researchers, debate articles and teacher magazines. By applying a comparative analysis approach, the factors were used to compare the similarities and differences between both countries. The main difference between Sweden and Finland is that they have two different educational systems. The Finnish education system has achieved a success because of their own structured system. They do not follow the Global Education Reform Movement that the Swedish education system does. Another difference between Sweden and Finland is about the teacher's professional status. The professional position for the Swedish teachers has failed. The explanation why is that the bureaucracy but more importantly the market has taken over the role of teacher and affected their professional status. Finland, instead, has a high professionalism when it comes to the teacher’s professional status. An example of similarity between Sweden and Finland is that the school curricula in upper secondary school have the same values and the purpose of the education. In conclusion, Finland has a better approach in their educational system that differentiates itself from GERM.

In the early 1980s, the United States experienced a high school dropout epidemic, leading school systems to adopt reform efforts. College readiness programs (CRPs) became a tool to address educational disparities in secondary and postsecondary education for over three decades. While decreases occurred in the overall high school dropout rate across racial and ethnic groups, they have been minimal. This study addressed a research gap on the lack of student input and perceptions about their experiences in CRP programs. This phenomenological study used in-depth, semi-structured interviews with criterion-selected former high school students from 3 schools within the ABC County School System in the southern United States. The sample of 12 students provided data about their lived experiences as Project GRAD scholars. The theoretical framework for this study was Bronfenbrenner's ecological systems theory (EST) based on human development and systems of the environment. Based on results of the interview questions and emergence of themes, 95% of the students indicated their motivation for attending college was based on family. While the traditional college readiness program had some positive influence on student's secondary and post-secondary plans, such programs were not the primary contributing factor, but rather parental/family support was. Furthermore, personal student accounts of their involvement with the Project GRAD program reflect a positive experience. However, such accounts did not reflect a consistent and active supporting relationship with the organization. This finding is in opposition to reported data by many college readiness programs. Implications for social change will bring awareness and modification to programs with the intent of alleviating educational dropout epidemics.

No description available.

This is a study of the perceptions, philosophies, purpose, and effectiveness of public education in Bermuda. It includes a purposeful sample of Bermuda leaders in education, government, business, and public life. I prepared a series of questions that I used as an interview guide to obtain the opinions of participants in the study. Most participants did not provide specific information about the official philosophy, major purposes, or specific educational outcomes of the public education system since its restructuring began in 1987. Many indicated their frustration about the lack of such basic data as enrollment, graduation, and dropout rates. Nearly all interviewees (except those staff members from the Ministry of Education) agreed that the effectiveness of public schools has declined dramatically in recent years. Other findings include: Leadership in the Ministry of Education and the Department of Education has been bureaucratic and incompetent; Governmental funding of public schools has been very high, but much money has been wasted; Some public middle and secondary school principals have performed poorly, at least partly because of inadequate leadership and communication from the Ministry of Education and the Department of Education; Major problems exist regarding curriculum misalignment, teachers’ qualifications and performance, services of school counselors, lack of parental involvement in the schools, and classification and instruction of students with cognitive, physical, and emotional disabilities; and Major changes are needed to overcome existing problems, including dismissal of the least effective individuals in the Department of Education and in individual schools.

This study investigated how education policy influences student success, and if there are linkages between K-12 education policy and higher education. Historically, education has primarily been a function of state and local governments. The role of the federal government drastically changed with the passage of the No Child Left Behind Act in 2001. This thesis focused on the influence of No Child Behind on several indicators of student success in K-12 and postsecondary education. All fifty states were examined in this study. This approach is rather unusual since it is typical to focus on one state or a small group of states. In addition to the state level analyses, macro analyses were also conducted to generate sounder policy prescriptions. This study tested three primary research questions. The first research question tested possible changes in several measures of student success since the implementation of No Child Left Behind. The second research question analyzed the relationship between K-12 education policy and higher education. The third research question addressed the possibility that state education reforms have had an impact on test scores, graduation rates, and college enrollment. Findings showed that K-12 test scores have improved on the national level since the implementation of No Child Left Behind, but there are several states that have witnessed a decline in test scores since legislation was enacted. There was no relationship between the state reforms and the variables that measured student success. Based on the findings, policy prescriptions were generated for both leaders within education and policymakers.