Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-12-12T11:23:09Z No. of bitstreams: 1 Simone Jorge Gon?alves.pdf: 2137316 bytes, checksum: bd74339e64b5643d32879c982ee09288 (MD5) / Made available in DSpace on 2018-12-12T11:23:09Z (GMT). No. of bitstreams: 1 Simone Jorge Gon?alves.pdf: 2137316 bytes, checksum: bd74339e64b5643d32879c982ee09288 (MD5) Previous issue date: 2017-12-12 / The 1990s are marked by the federal, state and public manager?s interests and actions in evaluating public education institutions. Among these evaluation policies, the National High School Exam (Enem), instituted in 1998, stands out, which objective is not only verify the results of schools, but, especially, the avaluated individual. In 2009, there was a reformulation, now known as New Enem, instrument used for access to the federal public universities by the Unique System (Sisu); participation in government programs for the granting of scholarships to private universities: University for All Program (ProUni) and Student Funding (Fies). Another characteristic attributed to the exam is in the scores acquired by the participants are associated to the averages of the schools from which they study, the disclosure of such averages made possible the creation of rankings. Thus, this study aimed to investigate the school actors? perceptions about the Enem?s results use considering the score achieved by two state public schools of the exam. In order to reach the objective, a bibliographical and documentary research, documentary analysis; besides interviews with two managers of each school; focus groups with nine teachers and twelve students from one school; eight teachers and thirteen students from the other, totaling forty-six participants. As a result, it was verified that the relevance acquired by the Enem was maximized, since, besides the ranking of the schools, it does not consider the socioeconomic and cultural circumstances in which the students are enrolled, the exam has become a key element for access to higher education, making use of Sisu, ProUni or Fies. From the voices of the participants of the interviews and focus groups, it was possible to capture implications, contradictions, conflicts and tensions regarding the exam. Implications for schools that have their grades published in rankings and for students, since it is through this examination that access to higher education is obtained. There are also conflicts of interest of what management and teachers consider relevant in the teaching and learning processes with which students consider. It is identified, in addition to the above issues, contradictions regarding the perception that managers and teachers have about the pretensions of post high school students those students show have. The answers also reveal tensions experienced by the students because they do not feel sufficiently prepared to obtain satisfactory results in the exam. It is also revealed that there is no use of the results in any of the schools for the redirection of pedagogical practice. Thus, it is necessary to make changes in favor of the training of high school students, constituting the use of Enem as a reference to work in an interdisciplinary way in classrooms. / A d?cada de 1990 ? marcada por interesses e a??es dos gestores p?blicos federais, estaduais e municipais em avaliar as institui??es de ensino p?blico. Dentre tais pol?ticas de avalia??o, destaca-se o Exame Nacional do Ensino M?dio (Enem), institu?do em 1998, cujo objetivo n?o estaria apenas em verificar resultados das escolas, mas, sobretudo, do indiv?duo avaliado. A partir de 2009, ocorre a reformula??o do exame, vindo a ser chamado de Novo Enem, instrumento utilizado para acesso ?s universidades p?blicas federais pelo Sistema ?nico (Sisu), bem como ? participa??o nos programas governamentais de concess?o de bolsas de estudos para as universidades privadas ? o Programa Universidade para Todos (ProUni) e o Financiamento Estudantil (Fies) ?. Outra caracter?stica atribu?da ao exame est? nas notas obtidas pelos participantes se associarem ?s m?dias das escolas de onde s?o provenientes e cuja divulga??o ensejou a cria??o de rankings. Dessa forma, esse trabalho teve por objetivo investigar as percep??es de atores escolares sobre o uso dos resultados do Enem, considerando a pontua??o lograda por duas escolas p?blicas estaduais no referido exame. Para alcan?ar o objetivo, realizou-se pesquisa bibliogr?fica e documental, com an?lise documental, seguida por entrevistas com dois gestores de cada escola, al?m de grupos focais com nove professores e doze alunos de uma escola e oito professores e treze alunos de outra, totalizando quarenta e seis participantes. Como resultado, constatou-se que a relev?ncia adquirida pelo Enem foi maximizada, visto que, al?m do ranqueamento das escolas n?o considerar as circunst?ncias socioecon?micas e culturais em que se inserem os alunos, o exame foi se consolidando como pe?a fundamental para acesso ao ensino superior, por interm?dio do Sisu, ProUni ou Fies. Pelas vozes dos participantes das entrevistas e grupos focais, foi poss?vel captar implica??es, contradi??es, conflitos e tens?es com rela??o ao exame. Implica??es para as escolas, que t?m suas notas divulgadas em rankings, e para os alunos, visto que ? por meio deste exame que se obt?m acesso ao ensino superior. H? tamb?m conflitos de interesses envolvendo o que se considera relevante nos processos de ensino aprendizagem, dos diferentes pontos de vista da gest?o, de professores e dos alunos. Identifica-se, al?m das quest?es supracitadas, contradi??es em rela??o ? percep??o que os gestores e professores t?m sobre as pretens?es dos alunos p?s ensino m?dio daquelas que os estudantes revelam ter. As respostas revelam, ainda, tens?es vivenciadas pelos alunos por n?o se sentirem suficientemente preparados para a obten??o de resultados satisfat?rios no exame. Desvela-se, por final, que n?o h? uso dos resultados em nenhuma das escolas para o redirecionamento da pr?tica pedag?gica. Dessa forma, faz-se necess?rio que mudan?as sejam efetivadas em prol da forma??o dos alunos do ensino m?dio, constituindo o uso do Enem como refer?ncia para se trabalhar de forma interdisciplinar nas salas de aula.

Made available in DSpace on 2016-04-04T18:33:20Z (GMT). No. of bitstreams: 1 DANIELE LENHARO APPOLINARIO.pdf: 1812550 bytes, checksum: 45341c12bc0f7a9a7081b7ff8ac5ef45 (MD5) Previous issue date: 2015-02-26 / This research is based on the literature on public policies in evaluation,in particular,the Provinha Brasil,early childhood education concepts and curriculum practices of early childhood education nowadays . The objective was to analyze how Provinha Brasl reflectd in the perception of teachers and administrators . The research was based on a qualitative approach and for the production of the empirical data werw used as instruments: the documental analysis of the curriculum proposals of the cities Campinas (SP) and Valinhos (SP) and of the education projects of the researched schools; semi-structured interviews with management team and teachers of early childhood education from both schools, in addition to a bibliographical survey and literature review . The theoretical framework that guided this research had as main authors that stand out in the educational evaluation field from a critical perpesctive: Almerindo Afonso, Jos? Dias Sobrinho, Luiz Carlos de Freitas, Maria Teresa Esteban and Dirce Nei Freitas. In the field of early childhood education the theoretical framework is based on authors such as Ana Lucia Goulart de Faria and Tizuko Kishimoto that consider children as subjects of rights and producer of culture. The research allowed to establish the importance of child education as a space where the child as subject of rights and culture producer can live the childhood. It implies in curricular practices that value the play. From this perspective the impact of Provinha Brasil in the curricular practices of early childhood educations is a factor of literacy expediting. It reveals the schooling of the first stage of basic education. The research stablished tha the city of Valinhos presents unrealized implications of an evaluation policy, in this case, Provinha Brasil, in the pedagogical context of the pre-school based on conception of child as a becoming and an anticipation of schooling with activities focusing on letters and numbers with little time and space for play. Campinas shows a conception of child as a subject of rights and culture producer coherent with a conception of child education that does not aim anticipating school practices in the elementary school as skills training and school knowledges . This study contributes to the reflections on current evaluation public policy and its impact on children s education, the first stage of basic education / A presente pesquisa fundamenta-se na literatura sobre pol?ticas p?blicas em avalia??o, em espec?fico, a Provinha Brasil, concep??es de educa??o infantil e pr?ticas curriculares da educa??o infantil na contemporaneidade. O objetivo foi analisar em que medida a Provinha Brasil repercute nas pr?ticas curriculares da educa??o infantil, em dois munic?pios do interior de S?o Paulo, segundo a percep??o de professores e gestores. A investiga??o baseou-se em uma abordagem qualitativa e para a produ??o do material emp?rico foram utilizados, como procedimentos metodol?gicos: a an?lise documental das propostas curriculares dos munic?pios de Campinas (SP) e Valinhos (SP) e dos projetos pedag?gicos das pr?-escolas pesquisadas; entrevistas semiestruturadas com a equipe gestora e professoras da educa??o infantil, ap?s levantamento bibliogr?fico e revis?o da literatura. O aporte te?rico que balizou esta pesquisa teve como principais autores que se destacam no campo da avalia??o educacional em uma perspectiva cr?tica, Almerindo Afonso, Jos? Dias Sobrinho, Luiz Carlos de Freitas, Maria Teresa Esteban e Dirce Nei Freitas. No campo da educa??o infantil o aporte te?rico est? ancorado em autores como Ana Lucia Goulart de Faria e Tizuko Kishimoto que consideram as crian?as como sujeitos de direitos e produtoras de cultura. A pesquisa permitiu constatar que o munic?pio de Valinhos apresenta repercuss?es t?citas de uma pol?tica de avalia??o, no caso a Provinha Brasil, no contexto pedag?gico da pr?-escola baseado em uma concep??o de crian?a como um vir a ser e em uma antecipa??o da escolariza??o do ensino fundamental com ?nfase em atividades realizadas no papel centradas em letras e n?meros com pouco tempo e espa?o para o brincar. O munic?pio de Campinas apresenta uma concep??o de crian?a como sujeito de direitos e produtora de cultura, coerente com uma concep??o de educa??o infantil que n?o visa a antecipa??o de pr?ticas escolares presentes no ensino fundamental, como o treino de habilidades e conhecimentos escolares. Pretende-se, com esse estudo, contribuir para as reflex?es sobre as atuais pol?ticas p?blicas de avalia??o e suas repercuss?es na educa??o infantil, primeira etapa da educa??o b?sica.

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 RAILMA APARECIDA CARDOSO MARINHO.pdf: 822801 bytes, checksum: fd9cb5aaf8d85ff82c484c0ad360d2fb (MD5) Previous issue date: 2010-02-25 / This research is based on the litterature about evaluational public policies, teaching quality and external evaluation; it aimed at the identification on how the efetivation of public policirs related to external evaluation is understood by educational professionals at some schools in the microregion of Janu?ria MG, Brazil. Situated on north of Minas Gerais state, The city of Janu?ria is a pole of a Teaching Regional Superintendence that embraces 19 municipalities presenting similar characteristics in reference to socioal, economical and educational inequalities. This area shows the worst educational performances noted by external evaluations since 1992. Since 2003 new public policies have been implemented in education.In 2007/2008, external evaluation accomplished by yhe Alphabetizing Evaluational Program PROALFA revealed that the performance of students at this region of Janu?ria presented a significatively better situation,, although not in homogeneous ways for all schools ( introducing fundamental considerations and questions: why schools with similar "features" related to localization, geographical space, number of students and teachers do present different results in external evaluations? Which effects this external evaluation has brought to daily scholarship? How the professionals of these schools understand and consider the implementation of this kind of evaluation at the area of Janu?ria?This study developed on a qualitative approach; for collecting data documental reseach and interviews with 21 professionals of Education were utilized. As a result, it was verified that educative professionals put into evidence some external evaluative implications in pedagogical work such as: a tense, exigent and distressing process, as well as bringing illness to the professionals as a function of the pressure for best performance; orientation to the contemporary pedagogical practice in front of the results; resistence to the implementation of public policies related to external evaluation; this kind of evaluation may help the pedagogical intervenience, but presents some problems linked to operationalization process. As some results, it was verified that the professionals have partial and fragmentary perspectives, and cannot yet put into systematic views the complexity and limitations of external evaluations and its implications in educational practices. / A presente pesquisa fundamenta-se na literatura sobre pol?ticas p?blicas de avalia??o, qualidade de ensino e avalia??o externa e teve por objetivo identificar como a implementa??o de pol?ticas p?blicas relacionadas ? avalia??o externa ? compreendida por profissionais da educa??o de algumas escolas da microrregi?o de Janu?ria-MG. Localizada ao Norte de Minas Gerais, Janu?ria ? p?lo de uma Superintend?ncia Regional de Ensino que abrange 19 munic?pios com caracter?sticas semelhantes no que se refere ?s desigualdades s?cio-econ?micas e educacionais. Essa regi?o vem apresentando os piores desempenhos educacionais diagnosticados pelas avalia??es externas, desde 1992. A partir de 2003, foram implementadas novas pol?ticas p?blicas na educa??o. Em 2007/2008, a avalia??o externa realizada pelo Programa de Avalia??o da Alfabetiza??o - PROALFA - revelou que o desempenho dos alunos da regi?o de Janu?ria melhorou significativamente, embora n?o de modo regular para todas as escolas (introduzindo reflex?es fundantes: Por que escolas com caracter?sticas semelhantes com rela??o ? localiza??o, espa?o, n?mero de alunos e professores apresentam resultados diferentes nas avalia??es externas? Que efeitos esta avalia??o externa tem produzido no cotidiano escolar? Como os profissionais da educa??o destas escolas compreendem e avaliam a implementa??o de pol?ticas p?blicas na microrregi?o de Janu?ria?) Esta investiga??o baseou-se numa abordagem qualitativa; para coleta de dados, foram utilizadas a pesquisa com base documental e entrevistas com 21 profissionais da educa??o. Como resultado, verificou-se que os profissionais da educa??o evidenciam implica??es das avalia??es externas no trabalho pedag?gico como: processo tenso, exigente e angustiante; processo de adoecimento dos profissionais em fun??o da press?o por melhoria de desempenho; direcionamento da atual pr?tica pedag?gica em fun??o dos resultados; resist?ncias ? implementa??o de pol?ticas p?blicas relacionada ? avalia??o externa; ajudam na interven??o pedag?gica, por?m apresentam problemas quanto a sua operacionaliza??o. Verificou-se, ainda, que os profissionais t?m vis?es parciais, fragmentadas, n?o conseguindo sistematizar a complexidade e os limites das avalia??es externas e suas repercuss?es na pr?tica educativa.