Orientador: Alberto Albuquerque Gomes / Banca: Maria Regina Clivati Capelo / Banca: Levino Bertan / Banca: Maria Peregrina de Fátima Rotta Furlanetti / Banca: Yoshie Ussami Ferrari Leite / Resumo: A presença do posto de trabalho de Professor/a Coordenador/a na maioria das escolas da Rede Estadual de Ensino vem se somar às medidas oficiais destinadas à melhoria da qualidade de ensino em São Paulo. Assim, este estudo dedicou-se, em especial, a ouvir a "voz" do/a Professor/a Coordenador/a sobre as suas práticas pedagógicas, tendo como contexto a política educacional implantada no Estado de São Paulo, no período de 1995 a 2002. Os objetivos deste trabalho levaram-me a optar pela análise de documentos oficiais, como forma de resgatar o percurso político-legal que permitiu a presença do/a Professor/a Coordenador/a nas escolas estaduais e de identificar os eixos norteadores das diretrizes para a educação paulista, bem como, a buscar elementos teóricos para compreender as influências do paradigma neoliberal de Estado e as determinações do Banco Mundial na composição do cenário político educacional brasileiro. Por meio de uma abordagem flexível, a entrevista coletiva, foi possível conhecer como os/as participantes dessa investigação, três Professores Coordenadores e seis Professoras Coordenadoras do período diurno e uma do período noturno, concebem as suas funções, vivem o cotidiano escolar, como se sentem em relação ao processo de avaliação anual de sua atuação, como organizam as Horas de Trabalho Pedagógico Coletivo, enfim, como se movem entre as atribuições legais e a realidade escolar. Esta pesquisa revela as práticas pedagógicas dos/as Professores/as Coordenadores/as acontecendo em condições precárias de trabalho e afetadas por múltiplos determinantes, entre eles, a forma de avaliação anual desses agentes educacionais. / Abstract: The presence of the position of work of the Coordinator Teacher in state-run schools has been added to the official measures oriented to the improve the quality of teaching in São Paulo state. Thus, this study was dedicated, specially, to hearing the voice of the Coordinator Teacher about his/her pedagogical skills, having as a context the educational policy implanted in São Paulo state from 1995 to 2002. The goals of this work led me to choose the analysis of official documents, as a means of remembering the legal-political pathway that allowed the presence of the Coordinator Teacher state-run schools and identifying the oriented axis for the policies for education in São Paulo state, as well as, searching for theoretical elements to understand the influences of the neoliberal paradigm of State and the determinations of the World Bank over the composition of the educational-political scenario in Brazil. By means of a flexible approach, the collective interview, it was possible to know how the participants of this investigation, nine Coordinator Teachers from the day shift and one from the night shift, understand their roles in their everyday life in the school; how they feel about their annual performance evaluation process; how they organize their Collective Pedagogical Work Hours and finally how they deal with their legal duties and the school reality. This research reveals the Coordinator Teacher's pedagogical skills that have to be put in practice counting on precarious conditions of work and it also reveals how these skills are affected by several determinants amongst which it is the annual evaluation of these educational agents. / Mestre

Esse trabalho é um catálogo de onze escolas públicas projetadas no estado de São Paulo num período que se estende por pouco mais de uma década, de 1960 a 1972. Reúne projetos emblemáticos da arquitetura moderna paulistana, de autoria de Paulo Mendes da Rocha, Ubyrajara Gilioli, Paulos Bastos, Décio Tozzi, entre outros. A leitura dos projetos selecionados permite reconhecer suas raízes históricas e arquitetônicas no surgimento da escola republicana, nas conquistas pedagógicas escolanovistas, nas escolas projetadas por Affonso Eduardo Reidy e Oscar Niemeyer, nas obras da Comissão Executiva do Convênio Escolar e, finalmente, na obra precursora do arquiteto João Batista Vilanova Artigas. / This thesis is an analysis of eleven public schools which were projected in the state of São Paulo within a period of little more than ten years from 1960 to 1972. It gathers emblematic projects of the modern architecture of São Paulo with works by Paulo Mendes da Rocha, Ubyrajara Gilioli, Paulos Bastos and Décio Tozzi among others. A comprehensive study of these selected projects allows for an understanding of how they are historically and architectonically rooted in the emergence of public schools during the republic, in the pedagogic accomplishments of the movement of the Escola Nova (New School) , in the schools which were planned and executed by Affonso Eduardo Reidy and Oscar Niemeyer, in the projects of the Comissão Executiva do Convênio Escolar (a council which was established as a collaboration between state and community authorities) , and finally, in the pioneering works of the architect João Batista Vilanova Artigas.

Este estudo tem como objetivo apresentar as alterações que ocorrem nos perfis das escolas públicas municipais do ensino fundamental classificadas como eficientes por meio da aplicação da técnica de Análise Envoltória de Dados (DEA), conforme se modificam as proporções dos valores percentuais da nota média na Prova Brasil e do indicador de rendimento no cálculo do Índice de Desenvolvimento da Educação Básica (IDEB). Para isso, foram coletados dados sobre as notas na Prova Brasil e sobre os indicadores de rendimento de 2011 a partir da base de dados do Instituto Nacional de Estudos e Pesquisas Educacionais (INEP), o número de alunos por escola pública municipal por meio da base de dados do Censo Escolar de 2011, que também é disponibilizado pelo INEP e finalmente, os dados sobre os recursos públicos destinados para a educação nos municípios em 2011 obtidos no Finanças do Brasil (FINBRA). Desta maneira, identificou-se as escolas mais eficientes por meio da técnica DEA que tem a finalidade de mensurar a eficiência relativa de unidades consideradas homogêneas e comparáveis, em um universo de pesquisa composto por 17.124 escolas públicas municipais do ensino fundamental. Em seguida, foram estabelecidos cinco padrões de ponderação em relação à nota média da Prova Brasil e à média do indicador de rendimento, por meio dos quais evidenciou-se que as escolas públicas municipais classificadas como eficientes se localizam principalmente em municípios pequenos e que conforme se aumenta o valor percentual da nota média da Prova Brasil ocorre uma mudança de eixo de eficiência saindo da região nordeste em direção as regiões sudeste e sul. Portanto, o presente estudo fornece subsídios e suporte para a discussão, alteração, criação e desenvolvimento de sistemas avaliativos padronizados que melhor transpareçam a realidade educacional brasileira, de tal modo, que os seus resultados possibilitem a proposição de soluções mais efetivas para combater os baixos indicadores educacionais do país. / This study aims to present the changes that occur in the profiles of local public elementary schools classified as efficient by applying the technique of Data Envelopment Analysis (DEA), as modify the proportions of the percentages of the average grade in the Prova Brasil and the performance indicator in calculating the Índice de Desenvolvimento da Educação Básica (IDEB). For this, data on the grades in Prova Brasil on performance indicators from 2011 from the database of the Instituto Nacional de Estudos e Pesquisas Educacionais (INEP) were collected, the number of students per public school through the base data from the Censo Escolar 2011, which is also available by INEP and finally, data on public resources for education in the municipalities in 2011 obtained the Finanças do Brasil (FINBRA). Thus, we identified the most effective schools through the DEA technique that aims to measure the relative efficiency of units considered homogeneous and comparable, in a research universe consists of 17.124 municipal public elementary schools. Then, five patterns were established weighting relative to the average grade of Prova Brasil and the average performance indicator, by means of which became evident that public schools classified as efficient lie mostly in small towns and as if increases the percentage of the average grade of Prova Brasil a change of axis of efficiency out of the northeast toward the southeast and south occurs. Therefore, the present study provides grants and support for discussion, modification, creation and development of standardized assessment systems that better showing through and the Brazilian, so educational reality, their results allow to propose more effective solutions to combat the low indicators education in the country.

A pesquisa partiu da seguinte pergunta: quais as repercussões sobre a situação escolar das crianças das camadas populares do aumento das camadas médias na escola pública? Para respondê-la realizamos um estudo etnográfico em uma escola do município de Ribeirão Preto na qual esse fenômeno estava presente. Foram realizadas observações em sala de aula e em outros espaços da escola, além de entrevistas com diretores, orientadores, professores, pais e alunos. Os resultados da pesquisa de campo foram surpreendentes, pois revelaram que a relação entre usuários de camadas médias e a escola pública é muito mais complexa do que supúnhamos. Levadas por dificuldades econômicas, algumas famílias das camadas médias transferem os filhos da rede particular para a pública. Numa tentativa de pôr a escola pública em moldes que não afetem o seu prestígio, alguns pais participam da APM e do Conselho de Escola. Imersos no preconceito social contra os pobres, desejam excluir alunos pobres vistos como mais ameaçadores. Mas a equipe dirigente e o corpo docente não permitem, utilizando a defesa de tais alunos como forma de se contrapor aos pais na disputa pelo poder que se instala. Diante desta resistência, os pais deixam de participar de tais órgãos, mas procuram exercer pressão direta no fazer dos professores. As crianças, imersas neste universo de conflito e preconceito, reproduzem a discriminação na relação com os colegas. / The research has arisen from the following question: \"what are the repercussions on lower class children due to the increase of middle class students in public schools?\" In order to answer that question, we have carried out an ethnological study in a school in the city of Ribeirão Preto where this phenomena was evident. Not only observations (inside the classroom and in other areas in the school) were made, but also interviews with directors, advisers, teachers, parents and pupils. The results of the field research were stunning since they show that the relation between students from the middle class and the public school is much more complex than we would imagine. Due to economic problems, some families, which belong to the middle class, transfer their children from private schools to public ones. Some parents end up joining an APM (an association of parents and teachers) and the School Council so that they can \"control\" the public school in such a way that it does not affect their prestige. As parents are immersed in social prejudice against the poor, they want to exclude poor students once they are seen as the most threatening ones. However, the directors and the teaching faculty do not allow that to happen - they defend poor students as a way of opposing to parents in the fight for power. Having to face this opposition, parents normally give up taking part of school groups but, on the other hand, they put pressure on what teachers are doing. The children, immersed in this universe of conflict and prejudice, propagate discrimination in the relation with their colleagues.

Os prédios escolares são importantes marcos na paisagem urbana das cidades paulistas. Um dos símbolos da presença do Estado e do desenvolvimento econômico e social, a arquitetura das escolas públicas em São Paulo é representativa de diferentes períodos da arquitetura paulista. Na arquitetura escolar consolidam-se as características do estilo da época, espelham-se as políticas publicas e manifestam-se vanguardas de partidos arquitetônicos. Considerando a representatividade dos edifícios públicos destinados à abrigar as escolas e a sua contribuição para a história da arquitetura paulista, esse trabalho pretende abordar questões relativas à formulação de novas diretrizes para a construção de prédios escolares na década de 30, baseadas nos ideais e propostas pedagógicas em discussão naquele momento, destacando à evolução formal e estética dos prédios escolares; os partidos e programas arquitetônicos adotados a partir das novas diretrizes para educação pública e a introdução de novas técnicas construtivas e materiais de construção. A identificação de exemplares significativos da produção arquitetônica dos prédios escolares, com destaque para aqueles considerados como de valor arquitetônico, histórico e cultural pode contribuir para a compreensão e valorização destes edifícios e de sua arquitetura, com vistas à sua preservação. / School buildings are important landmarks in the urban landscape of the cities of the state of São Paulo. One of the many symbols of the presence of the State and of social and economical development, the architecture of public schools in São Paulo represents different periods of the architecture in this state. School architecture consolidates the style of a certain period; it mirrors the public policies and represents the forefront of architect parties/groups. Considering the representativeness of public buildings developed to be schools and their contribution to the architectural history of the state of Sao Paulo, this study aims to address the factors related to the establishment of new guidelines to build school buildings in the 1930s based on the pedagogical ideals and propositions that were being discussed at that time, enhancing the formal and the esthetic evolution of schools buildings, the architectural styles and programs that were developed based on the new guidelines for public education and the introduction of new construction techniques and materials. The identification of relevant samples of architecture production in school buildings, especially of those of significant architectural, historical and cultural values, can contribute for understanding and valuing these buildings and their architecture, aiming to preserve them.

Given the position of school districts within the education ecosystem, superintendents are important to educational leadership discussions, particularly systems change or improvement discourse. Superintendents manage operations, oversee policy implementation, and affect the climate as well as strategic direction of multimillion-dollar school district organizations. Additionally, superintendents manage district staff and liaise with a governance body towards maximizing student outcomes as they are accountable for educating millions of students in the United States. Nevertheless, the district chief executive is under researched in education leadership literature. Moreover, superintendent identity is overlooked within education leadership research. This dissertation argues the lack of research centered on superintendents’ perceptions of themselves as school district administrators precludes a full appreciation of the superintendency. Further, without consideration of superintendent identity, theories of transformation and effective district leadership are incomplete. Thus, this dissertation’s purpose is to present results from an investigation of six White Massachusetts school district superintendents’ self-perceptions and role expectations. In addition, this dissertation study considered influences on these superintendents’ identities and leadership practices. This qualitative study, informed by phenomenological research methods, utilized the lens of identity theory to understand these participants as superintendents. From this research investigation, the findings revealed participants’ primary self-perception as superintendent was leader. Within this study, participants described superintendent identity in terms of state, district and local community contexts as promoting student achievement. Participants in this research investigation revealed they grappled with a tension resulting from connecting their self-concept to superintendent identity. Further, this study provides these superintendents’ self-perceptions and role expectations associated with education reform. In conclusion, this study extends the discourse regarding superintendent leadership while offering three major research contributions with implications for policy and practice: (1) a description of superintendent identity, including these superintendents’ characterizations of internalized role expectations, and self-perceptions as possible explanations of their leadership practices and; (2) conceptualizations of superintendent leadership of education reform from a sample of district chief executives, including that of filter or buffer; (3) a framework for understanding the superintendent through the lens of superintendent identity.

Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Com a promulgação do Estatuto da Criança e do Adolescente (ECA), no ano de 1990, crianças e adolescentes passam a ser entendidos como sujeitos de direitos, estando prevista a sua proteção integral. Nesse sentido, o ECA pôs em questão as formas tradicionais de atendimento destinadas a essa população e, como conseqüência, a demanda de revisão das políticas públicas e das modalidades de atendimento nelas previstas. A Fundação Estadual do Bem Estar do Menor (FEBEM), instituição responsável pelo atendimento destinado a jovens em conflito com a lei, para se adequar ao ECA, passou a enfatizar o caráter educativo de suas Unidades de Internação. Com vistas a reforçar esse caráter, em janeiro de 2003 a FEBEM-SP foi vinculada à Secretaria Estadual da Educação, o que possibilitou definir o processo de escolarização dos internos como a base de sua atuação. Diante deste quadro, o objetivo deste projeto de pesquisa é entender o funcionamento da escola pública na FEBEM e o significado que ela adquire no interior de uma instituição de caráter prisional. Para investigar as condições atuais do processo de escolarização, foram realizadas observações participantes em sala de aula e entrevistas com duas professoras da rede pública estadual de ensino, que lecionam no Complexo de Internação pesquisado. Para o tratamento dos dados obtidos nas entrevistas foi realizada uma análise contextual dos relatos, segundo a definição de Ecléa Bosi. Esta análise permite concluir que a presença da escola na instituição caracteriza-se pela ambigüidade. Se de um lado ela é cooptada pela lógica disciplinar da instituição, por outro ela atua como um lembrete incômodo da humanidade dos adolescentes internados. / After the promulgation of the Child and Adolescent’s Statute (CAS), in 1990, children and adolescents become comprehended as subjects of rights, once their full protection is foresighted. Therefore, CAS questioned the traditional ways in which this population had been assisted and, as a consequence, the urgency to review the public policies and their established assisting models. FEBEM, institution which has the responsibility to take care of the underage youngsters in law conflicts, in order to adequate itself to CAS, started to emphasize the educative nature of its Internship Units. Aiming to reinforce this nature, in January, 2003, São Paulo’s FEBEM got bonded to the State Education Office, defining the interns schooling process as its basic activity. At this point, this research is intended to understand the public school operation in FEBEM and the meaning it acquires within an internment institution. To investigate how the schooling process is at the present day, it has been done some participative observations during classes and interviews with two public school teachers, who have been working within the Internship Complex witch had been researched. The information obtained has been handled by a contextual analysis from the interviews, as defined by Ecléa Bosi. This analysis allows concluding that the school presence in the institution is ambiguous. It is both co-opted by the internship disciplinary logic and a disturbing reminder of all intern’s humanity as well.

Zhang, Xiaoyu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 46-47). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

The problem of this study is to determine sound practices and teaching in connection with Industrial Arts shop safety program in Texas public schools, and the methods, policies, and programs used to prevent accidents. The study reviews the Texas State Laws for safety precaution, and the devices and programs recommended by the Industrial Arts teachers who answered the questionnaire used in this study. The state safety laws of other states are studied for comparison with the Texas Safety Laws.