Made available in DSpace on 2016-04-27T14:31:30Z (GMT). No. of bitstreams: 1 Ana Panzani Alves.pdf: 3048125 bytes, checksum: 6bfb6543aff040ee4b830398a1ebbdf1 (MD5) Previous issue date: 2014-12-15 / This research, conducted as part of the Post-graduation Program in Education: Curriculum, under the research line of New Technologies in Education, presents a study aimed to examine whether there are similarities between federal and state public policies of continued teachers training and how is the use of Information and Communication Technologies (ICT) in the State of São Paulo's practices from 2009 to 2013, in the context of Escola de Formação e Aperfeiçoamento dos Professores do Estado de São Paulo "Paulo Renato Costa Souza" of Secretaria da Educação of São Paulo State (SEE-SP). This research is theoretically grounded in the thought of Álvaro Vieira Pinto, Paulo Freire and researches of Gatti, Barreto, Tedesco, Saviani, Sacristán and Fernando Almeida, as regards: the concept of technology as a human construction and as a human right; the dialogical relationship as a space of knowledge construction; and continued teachers training as basis to the teaching practice. Were collected and analyzed public policies of continued teachers training and public data of the continued trainings courses offered by EFAP in the period from 2009 to 2013. This study suggests that there is a convergence between public policies for continued teachers training and the practice of State of São Paulo, as well as ICT are widely used to meet more than 280.000 professionals from SEE-SP geographically distributed throughout the state by promoting the ownership of ICT by educators, the training context and exchange among peers from different schools and regional administrations distant from each other / Esta pesquisa, realizada no âmbito do Programa de Pós-graduação em Educação: Currículo, na linha de pesquisa Novas Tecnologias na Educação, apresenta um estudo com o objetivo de analisar se há convergência entre as políticas públicas federais e estaduais de formação continuada de educadores e como se dá o uso das tecnologias digitais da informação e da comunicação na prática do Estado de São Paulo de 2009 a 2013, no contexto da Escola de Formação e Aperfeiçoamento dos Professores do Estado de São Paulo Paulo Renato Costa Souza da Secretaria da Educação do Estado de São Paulo. A pesquisa e a análise dos dados coletados estão ancoradas teoricamente no pensamento de Álvaro Vieira Pinto, Paulo Freire e em pesquisas de Gatti, Barreto, Tedesco, Saviani, Sacristán e Fernando Almeida, principalmente no que se refere: ao conceito de tecnologia como construção humana e como direito humano; à relação dialógica como espaço de construção de conhecimento; e à formação continuada de educadores como elemento fundante para a prática pedagógica. Foram coletados e analisados as políticas públicas de formação continuada de educadores e os dados públicos das ações de formação continuada ofertadas pela Escola de Formação no período de 2009 a 2013. O estudo sugere que há convergência entre as políticas públicas de formação continuada e a prática do Estado de São Paulo, bem como as TDIC são amplamente empregadas, de modo a atender os mais de 280 mil profissionais da SEE-SP distribuídos geograficamente por todo o estado, promovendo a apropriação das TDIC pelos educadores, a formação no contexto e a troca entre pares de diferentes unidades escolares e de diretorias de ensino distantes entre si

Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region “conflict free zones”. Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated. / Teacher Education / D. Ed. (Education Management)

Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region “conflict free zones”. Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated. / Teacher Education / D. Ed. (Education Management)