Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-08T11:19:09Z No. of bitstreams: 1 Maria Madalena Lopes Cravo Roxo.pdf: 1314342 bytes, checksum: 3ebe1b74268e4e44771a6fe56850be01 (MD5) / Made available in DSpace on 2018-02-08T11:19:09Z (GMT). No. of bitstreams: 1 Maria Madalena Lopes Cravo Roxo.pdf: 1314342 bytes, checksum: 3ebe1b74268e4e44771a6fe56850be01 (MD5) Previous issue date: 2018-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims to investigate, from the perspective of teachers and pedagogical coordinators, the possibilities of using the results of the external state evaluations so-called SARESP (Evaluation System of Learning Achievement in the State of São Paulo) on Mathematics to initiate changes in the educational process, in three public state schools from Itapecerica da Serra city, in the state of São Paulo. This is a qualitative research whose data were collected through documentary analysis (legislation and documents guiding the proposal and implementation of external evaluations in the São Paulo public education network), through a questionnaire for collection of views from mathematics teachers - 9th grade, and to interviews with the pedagogical coordinators of the three target schools researched. Vinao Frago’s concepts of school cultures, teachers' culture and managerial culture as well Gimeno Sacristán’s constructs of "curriculum" and "evaluation" made up our theoretical framework. Data obtained are presented in summary tables and charts. The results confirm the hypothesis that the use of the results of SARESP evaluations is not guiding, as it should be, decisions and actions of the school units and classrooms. External evaluations like SARESP / Mathematics are part of the education reform that have been carried out in the state public education system in São Paulo since the 1990s. This has been done through laws, decrees, regulations, as part of mechanisms, actions and programs instituted by the SEE / SP (Secretary of Education in the State of São Paulo), as a means to control and standardize work in schools. As such, it has left teachers and administrators with no other option but to adhere to a specific and standardized model of school and of a teacher / O presente estudo tem como objetivo investigar - em três escolas públicas estaduais paulistas da Diretoria de Ensino da Região de Itapecerica da Serra, na perspectiva de professores coordenadores pedagógicos e de professores, as possibilidades de utilização dos resultados das avaliações externas (SARESP/Matemática) para desencadear mudanças no processo educacional. Trata-se de pesquisa de natureza qualitativa, cujos dados foram coletados por meio de análise documental (legislação e documentos norteadores da proposta e implementação das avaliações externas na rede pública de ensino paulista) e por meio de questionário para coleta de depoimentos dos professores de matemática - 9º ano, além de entrevista com os professores coordenadores pedagógicos das três escolas alvos da pesquisa. Como norte teórico foram utilizados os conceitos de culturas escolares, cultura dos professores e cultura dos gestores de Viñao Frago e os conceitos de “currículo” e “avaliação” de Gimeno Sacristán. Os dados obtidos são apresentados em quadros-síntese e tabelas. Os resultados da pesquisa confirmam a hipótese de que o uso dos resultados das avaliações SARESP não vem orientando - como deveria - decisões e ações nos âmbitos das unidades escolares e salas de aula. Ou seja: avaliações externas como SARESP - Matemática compõem a reforma educativa levada a cabo no sistema de ensino público estadual paulista, desde os anos 1990, por meio de leis, decretos, regulamentos, e como parte de mecanismos, ações e programas instituídos pela SEE/SP, como forma de controle e padronização do trabalho nas escolas – o que vem deixando professores e gestores sem saída, a não ser aderirem a um modelo específico e padronizado de escola e de professor

The recent performance of Cape Gate Sharon does not measure up to expectations. This is, to a significant extent, due to the fact that there is no effective measurement and follow-up of performance. The implementation of an effective KPI- based, performance evaluation system, within a balanced scorecard structure, should lead to material performance enhancement in Cape Gate Sharon. This, however, requires significant investment in both capital, as well as management involvement. As a pilot study, it is therefore beneficial to focus initially on the before-and-after-effects of the implementation of the KPI-based performance management within Cape Gate Sharon Wire Mills division. The primary objective of this research is to determine the effectiveness of Key Performance Indicators in the product factories of Cape Gate. The specific supportive objectives of this research are the following. • To determine if effective KPI’s are measured • To determine if the implementation of KPI’s have been done successfully • To determine what the effect of specific KPI measurement in Cape Gate is. The literature study identifies what performance measurement and management is, as well as an in-depth study into key performance indicators. A simple, logical and repeatable closed loop model within a framework is suggested for the implementation of a KPI system. For the purpose of this mini-dissertation, the research is carried out through a process of a document analysis and a data analysis. Available reports are used to determine the current performance measurement system, to determine if effective KPI’s were chosen and to determine if the implementation was done successfully. Descriptive statistics were then used to analyse actual production data in order to determine the effect that KPI’s have on production. The results of each supporting objective were used to determine the effectiveness of key performance indicators in the product factories of Cape Gate. It is concluded that an effective set of KPI’s were chosen for Cape Gate product factories, with the exception of absenteeism. The closed-loop model was implemented successfully and all the required steps were taken. The effect of KPI’s was apparent on production, utilisation and downtimes. There is insufficient evidence that an improvement was made on absenteeism and the scrap percentage. This can be contributed to infrequent and delayed measurement of the two KPI’s, and the fact that absenteeism is not part of level 2 of the KPI framework. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

The recent performance of Cape Gate Sharon does not measure up to expectations. This is, to a significant extent, due to the fact that there is no effective measurement and follow-up of performance. The implementation of an effective KPI- based, performance evaluation system, within a balanced scorecard structure, should lead to material performance enhancement in Cape Gate Sharon. This, however, requires significant investment in both capital, as well as management involvement. As a pilot study, it is therefore beneficial to focus initially on the before-and-after-effects of the implementation of the KPI-based performance management within Cape Gate Sharon Wire Mills division. The primary objective of this research is to determine the effectiveness of Key Performance Indicators in the product factories of Cape Gate. The specific supportive objectives of this research are the following. • To determine if effective KPI’s are measured • To determine if the implementation of KPI’s have been done successfully • To determine what the effect of specific KPI measurement in Cape Gate is. The literature study identifies what performance measurement and management is, as well as an in-depth study into key performance indicators. A simple, logical and repeatable closed loop model within a framework is suggested for the implementation of a KPI system. For the purpose of this mini-dissertation, the research is carried out through a process of a document analysis and a data analysis. Available reports are used to determine the current performance measurement system, to determine if effective KPI’s were chosen and to determine if the implementation was done successfully. Descriptive statistics were then used to analyse actual production data in order to determine the effect that KPI’s have on production. The results of each supporting objective were used to determine the effectiveness of key performance indicators in the product factories of Cape Gate. It is concluded that an effective set of KPI’s were chosen for Cape Gate product factories, with the exception of absenteeism. The closed-loop model was implemented successfully and all the required steps were taken. The effect of KPI’s was apparent on production, utilisation and downtimes. There is insufficient evidence that an improvement was made on absenteeism and the scrap percentage. This can be contributed to infrequent and delayed measurement of the two KPI’s, and the fact that absenteeism is not part of level 2 of the KPI framework. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

Este estudo teve como objetivo elaborar uma proposta de indicadores para avaliação da qualidade do sistema de educação superior brasileiro e, com base nestes indicadores elaborados, medir e avaliar o desenvolvimento da sua qualidade no período 1993-2004. Considerou-se que o período escolhido está associado à intensificação do fenômeno da mercantilização da educação superior no Brasil. Para caracterizar o fenômeno, o estudo apóia-se nas perspectivas teóricas de Boaventura de Sousa Santos sobre as crises da universidade, de Ana Maria Seixas acerca das transformações privatistas e dos autores David Dill, Pedro Teixeira, Bem Jonbloed e Alberto Amaral sobre os mercados da educação superior. Os temas da qualidade e da avaliação da qualidade têm como referência principal os trabalhos de Ronald Barnett, Lee Harvey e Diana Green. Foram estudados os indicadores e sistemas de indicadores de educação adotados pelas agências internacionais, tais como Unesco e OCDE. Com essas referências foi elaborado um sistema de indicadores para avaliação do desenvolvimento da qualidade do Sesb, que compreende as categorias eqüidade, relevância, diversidade e eficácia. O estudo apresenta o sistema de indicadores elaborado e sua aplicação no período 1993-2004. Os resultados explicam a hipótese de trabalho, ou seja, em tempos de mercantilização da educação superior a qualidade da educação superior brasileira não se desenvolveu positivamente, visto que no período 1994- 2003 não foram encontradas evidências claras de melhorias do Sesb em termos de eqüidade, relevância, diversidade e eficácia. / The present study was carried out with the aiming to elaborate a proposal of indicators for assessing quality in Brazilian system for higher education and, based on those indicators, measure and evaluate the development of such quality in the period ranging from 1993 to 2004. It was considered the chosen period as associated to the increasing of the commodification of higher education in Brazil. In order to characterize that phenomena, the study used as grounds the theories developed by Boaventura de Sousa Santos, about the university crisis; by Ana Maria Seixas, about the privatizing transformations; and by David Dill, Pedro Teixeira, Bem Jonbloed, and Alberto Amaral, on the higher education markets. The matters involving quality and quality assessment have the main studies by Ronald Barnett, Lee Harvey, and Diana Green as references. The indicators and systems of education indicators adopted by international agencies such as Unesco and OCDE, were also studied. Based on those references a system of indicators for the evaluation of quality development in Sesb was elaborated, and it includes the following categories: equity, relevance, diversity, and efficiency. This study presents that indicators system as well as its application during the period 1993-2004. The results explain the hypothesis upon which work was developed, that is, in times of commodification of higher education, the quality of such education in Brazil has not developed positively. That is said based on the fact that during the period 1993-2004 there could not be found clear evidences of improvement in Sesb in what concerns equity, relevance, diversity, and efficiency.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper reports on research undertaken as part of the Post-Graduate Education (PPGE / CE / UFSM) Education Center of the Federal University of Santa Maria, as part of the investigative actions of a Research Network "Educational Innovations and Public policy Evaluation and Improvement of Education in Brazil ", linked to the group of Studies, Research and Interventions" Innovation in Education, Educational Practices and Teacher Education "Teaching and Research group, School & Teacher Training. With it we aim to understand the repercussions of Evaluation System of Basic Education in the organization and development of school work. For this we propose to answer the following research problem: How the participation of schools in the actions of the Basic Education Evaluation System involves the organization and development of school work? In order to operationalize research actions, formulated from the central issue, more specific investigative questions: (1) How is the process of organization and implementation of Proof and Evidence Saeb Brazil? (2) that the coordinators have perceptions about the participation of the Evaluation System of Basic Education process? (3) How does the organization of the school to participate in the Assessment System of Basic Education?. Used as the main theoretical and conceptual and methodological contribution and practical (1) ideas about educational policy Saviani (2008) and Altmann (2002), (2) studies on policy evaluation Freitas (2007) and Ravitch (2011); (3) work concept proposed by Souza-e-Silva (2004); (3) the concept of democratic management and school autonomy for Paro (2001); to treat school as the context of school work we approach the propositions of Di Giorigi (2004), Rockwell (1995) and Thuler (2001). Thus, we developed a qualitative research nature, Municipal Public Schools in Santa Maria / RS, with which we interact strongly in the years 2012 and 2013. Sources of information for our research are subject coordinators from schools of basic education and engineers Polo Application of Evidence and Proof Saeb Brazil. The instruments for data collection were interviews. With the Roadmap Interview I interviewed 27 coordinators of municipal public elementary schools in Santa Maria / RS and the Interview Guide II interviewed 9 of these coordinators. With the Interview Guide III interviewed two coordinators Polo Application of Evidence and Proof Saeb Brazil. From the analysis of the information collected organize the results into 8 parts, namely: 1) the organization of the process of implementation of Proof and Evidence Saeb Brazil; 2) Development of Evidence and Proof Saeb Brazil; 3) Method of application of Evidence and Proof Saeb Brazil; 4) Difficulties encountered in the application of Evidence and Proof Saeb Brazil; 5) Agree or disagree with the outcome of the last IDEB schools; 6) Aspects taken into consideration in the evaluation of basic education; 7) Performing actions about IDEB 2011 and 8) Actions taken in the preparation of school to join Saeb 2013. Accordingly we were allowed to answer each of the research questions separately. In answering the research objective list of the main repercussions of Saeb the organization and development of school work, they are (1) Result Saeb provides ranking; (2) Lack of assessment tools to evaluate the Saeb school work; (3) Lack of Saeb Policy on school organization; (4) Strong distancing School Saeb and (5) Performing actions of decontextualized school needs. We conclude that the impact of Saeb look in the forms of organization and development of school work allows us to say that the way you have organized, implemented and interpreted Saeb currently makes having a negative impact on school organization. The ways of using Saeb has represented public school kicker, kicker education and jeopardizes the organization and the development of democratic self schoolwork. / Este texto relata uma pesquisa desenvolvida no âmbito do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Santa Maria (PPGE/CE/UFSM), como parte das ações investigativas do Projeto de Pesquisa em Rede Inovações Educacionais e as Políticas Publicas de Avaliação e Melhoria da Educação no Brasil , vinculado ao Grupo de Estudos, Pesquisas e Intervenções Inovação Educacional, Práticas Educativas e Formação de Professores e ao Grupo de Pesquisa Docência, Escola e Formação de Professores. Com ela objetivamos Compreender as repercussões do Sistema de Avaliação da Educação Básica nas formas de organização e desenvolvimento do trabalho escolar. Para tanto nos propomos a responder o seguinte problema de pesquisa: Como a participação das escolas nas ações do Sistema de Avaliação da Educação Básica implica na organização e desenvolvimento do trabalho escolar? De modo a operacionalizar as ações de pesquisa, formulamos a partir do problema central, questões investigativas mais específicas: (1) Como se dá o processo de organização e aplicação da Prova Brasil e Prova SAEB? (2) Que percepções os coordenadores pedagógicos possuem acerca do processo de participação do Sistema de Avaliação da Educação Básica? (3) Como se dá a organização da escola para participação no Sistema de Avaliação da Educação Básica?. Utilizamos como principais aporte teórico-conceituais e prático-metodológicos (1) a ideias sobre politica educacional de Saviani (2008) e Altmann (2002);(2) os estudos sobre politica de avaliação de Freitas (2007) e Ravitch (2011); (3) conceito de trabalho proposto por Souza-e-Silva (2004); (3) o conceito de gestão democrática e autonomia escolar por Paro (2001); para tratarmos da escola como o contexto do trabalho escolar nos aproximamos das proposições de Di Giorigi (2004), Rockwell (1995) e Thuler (2001). Assim, desenvolvemos uma pesquisa de natureza qualitativa, em Escolas Públicas Municipais de Santa Maria/RS, com as quais interagimos fortemente nos anos de 2012 e 2013. As fontes de informação para a nossa pesquisa são sujeitos, coordenadores pedagógicos de escolas de educação básica e coordenadores de Polo de Aplicação da Prova Brasil e Prova Saeb. Os instrumentos para a coleta de informações foram entrevistas. Com o Roteiro de Entrevista I entrevistamos 27 coordenadores pedagógicos de escolas públicas municipais de educação básica de Santa Maria/RS e com o Roteiro de Entrevista II entrevistamos 9 destes coordenadores. Com o Roteiro de Entrevista III entrevistamos dois coordenadores de Polo de Aplicação da Prova Brasil e Prova Saeb. A partir da análise das informações coletadas organizamos os resultados em 8 itens, a saber: 1) Organização do processo de aplicação da Prova Brasil e Prova Saeb; 2) Elaboração da Prova Brasil e Prova Saeb; 3) Processo de aplicação da Prova Brasil e Prova Saeb; 4) Dificuldades encontradas para a aplicação da Prova Brasil e Prova Saeb; 5) Concordância ou não com o resultado do último IDEB das escolas; 6) Aspectos levados em consideração na avaliação da educação básica; 7) Realização de ações acerca do IDEB 2011 e 8) Ações desenvolvidas na preparação da escola para participar do SAEB 2013. Desta forma nos foi permitido responder a cada uma das questões de pesquisa separadamente. Ao responder o objetivo desta pesquisa elencamos as principais repercussões do SAEB na organização e desenvolvimento do trabalho escolar, são elas (1) Resultado do SAEB propicia ranqueamento; (2) Insuficiência dos instrumentos de avaliação do SAEB para avaliar o trabalho escolar; (3) Desconhecimento da Política do SAEB na organização escolar; (4) Forte distanciamento da escola do SAEB e (5) Realização de ações descontextualizadas das necessidades escolares. Concluímos que olhar as repercussões do SAEB nas formas de organização e desenvolvimento do trabalho escolar nos permite dizer que, da forma que se tem organizado, implementado e interpretado o SAEB atualmente, faz com que tenha repercussões negativas na organização escolar. As formas de utilização do SAEB tem representado o retrocesso da escola pública, o retrocesso da educação e inviabiliza a organização e o desenvolvimento do trabalho escolar autônomo e democrático.

Este estudo teve como objetivo elaborar uma proposta de indicadores para avaliação da qualidade do sistema de educação superior brasileiro e, com base nestes indicadores elaborados, medir e avaliar o desenvolvimento da sua qualidade no período 1993-2004. Considerou-se que o período escolhido está associado à intensificação do fenômeno da mercantilização da educação superior no Brasil. Para caracterizar o fenômeno, o estudo apóia-se nas perspectivas teóricas de Boaventura de Sousa Santos sobre as crises da universidade, de Ana Maria Seixas acerca das transformações privatistas e dos autores David Dill, Pedro Teixeira, Bem Jonbloed e Alberto Amaral sobre os mercados da educação superior. Os temas da qualidade e da avaliação da qualidade têm como referência principal os trabalhos de Ronald Barnett, Lee Harvey e Diana Green. Foram estudados os indicadores e sistemas de indicadores de educação adotados pelas agências internacionais, tais como Unesco e OCDE. Com essas referências foi elaborado um sistema de indicadores para avaliação do desenvolvimento da qualidade do Sesb, que compreende as categorias eqüidade, relevância, diversidade e eficácia. O estudo apresenta o sistema de indicadores elaborado e sua aplicação no período 1993-2004. Os resultados explicam a hipótese de trabalho, ou seja, em tempos de mercantilização da educação superior a qualidade da educação superior brasileira não se desenvolveu positivamente, visto que no período 1994- 2003 não foram encontradas evidências claras de melhorias do Sesb em termos de eqüidade, relevância, diversidade e eficácia. / The present study was carried out with the aiming to elaborate a proposal of indicators for assessing quality in Brazilian system for higher education and, based on those indicators, measure and evaluate the development of such quality in the period ranging from 1993 to 2004. It was considered the chosen period as associated to the increasing of the commodification of higher education in Brazil. In order to characterize that phenomena, the study used as grounds the theories developed by Boaventura de Sousa Santos, about the university crisis; by Ana Maria Seixas, about the privatizing transformations; and by David Dill, Pedro Teixeira, Bem Jonbloed, and Alberto Amaral, on the higher education markets. The matters involving quality and quality assessment have the main studies by Ronald Barnett, Lee Harvey, and Diana Green as references. The indicators and systems of education indicators adopted by international agencies such as Unesco and OCDE, were also studied. Based on those references a system of indicators for the evaluation of quality development in Sesb was elaborated, and it includes the following categories: equity, relevance, diversity, and efficiency. This study presents that indicators system as well as its application during the period 1993-2004. The results explain the hypothesis upon which work was developed, that is, in times of commodification of higher education, the quality of such education in Brazil has not developed positively. That is said based on the fact that during the period 1993-2004 there could not be found clear evidences of improvement in Sesb in what concerns equity, relevance, diversity, and efficiency.

Este estudo teve como objetivo elaborar uma proposta de indicadores para avaliação da qualidade do sistema de educação superior brasileiro e, com base nestes indicadores elaborados, medir e avaliar o desenvolvimento da sua qualidade no período 1993-2004. Considerou-se que o período escolhido está associado à intensificação do fenômeno da mercantilização da educação superior no Brasil. Para caracterizar o fenômeno, o estudo apóia-se nas perspectivas teóricas de Boaventura de Sousa Santos sobre as crises da universidade, de Ana Maria Seixas acerca das transformações privatistas e dos autores David Dill, Pedro Teixeira, Bem Jonbloed e Alberto Amaral sobre os mercados da educação superior. Os temas da qualidade e da avaliação da qualidade têm como referência principal os trabalhos de Ronald Barnett, Lee Harvey e Diana Green. Foram estudados os indicadores e sistemas de indicadores de educação adotados pelas agências internacionais, tais como Unesco e OCDE. Com essas referências foi elaborado um sistema de indicadores para avaliação do desenvolvimento da qualidade do Sesb, que compreende as categorias eqüidade, relevância, diversidade e eficácia. O estudo apresenta o sistema de indicadores elaborado e sua aplicação no período 1993-2004. Os resultados explicam a hipótese de trabalho, ou seja, em tempos de mercantilização da educação superior a qualidade da educação superior brasileira não se desenvolveu positivamente, visto que no período 1994- 2003 não foram encontradas evidências claras de melhorias do Sesb em termos de eqüidade, relevância, diversidade e eficácia. / The present study was carried out with the aiming to elaborate a proposal of indicators for assessing quality in Brazilian system for higher education and, based on those indicators, measure and evaluate the development of such quality in the period ranging from 1993 to 2004. It was considered the chosen period as associated to the increasing of the commodification of higher education in Brazil. In order to characterize that phenomena, the study used as grounds the theories developed by Boaventura de Sousa Santos, about the university crisis; by Ana Maria Seixas, about the privatizing transformations; and by David Dill, Pedro Teixeira, Bem Jonbloed, and Alberto Amaral, on the higher education markets. The matters involving quality and quality assessment have the main studies by Ronald Barnett, Lee Harvey, and Diana Green as references. The indicators and systems of education indicators adopted by international agencies such as Unesco and OCDE, were also studied. Based on those references a system of indicators for the evaluation of quality development in Sesb was elaborated, and it includes the following categories: equity, relevance, diversity, and efficiency. This study presents that indicators system as well as its application during the period 1993-2004. The results explain the hypothesis upon which work was developed, that is, in times of commodification of higher education, the quality of such education in Brazil has not developed positively. That is said based on the fact that during the period 1993-2004 there could not be found clear evidences of improvement in Sesb in what concerns equity, relevance, diversity, and efficiency.

This Master’s thesis deals with the process of employee evaluation in the company GEOtest, a.s. In the first part of the thesis are defined all the necessary theoretical findings needed to formulate proposals for the society. Practical part includes particular information about the company GEOtest, a.s. and the analysis of the current state of evaluation. Furthermore, the new concept of the system of evaluation in accordance with the corporate needs is presented, including the link up of the system and recommendation for its implementation.

This diploma thesis deal with analysis and evaluation of the operating costs of bus line no. 107 with emphasis of fuel costs. The first part is devoted to the history, formation of bus transport, foundation of selected bus company and current status. The second part deals with the selected bus line no. 107. The third part is devoted to analysis of operating costs. The last part proposes measures for eliminating the costs of fuel consumption.

No description available.