The State believes that education is essential to building a company dedicated to ethical values essential to the construction of citizenship and social justice. It is understood that a society whose guiding principles do not lead to these values hardly evolve fully. It is known that in a globalized world, fully aligned to the interests of capitalism, nations need to demonstrate the effectiveness of their education systems for the production chain. A country, where education does not correspond to the interests of the multilateral organizations and the World Bank is struggling to subsidize it. Hence the main reason that the federal government to initiate education policies aimed at "improving" the quality of teaching. These are actions to bring about change in Brazilian education. It is understood that the PCNs, Evaluation System (SAEB) represent important actions of the government, directly linked to the quality of education. SAEB defines the quality of Brazilian education is good or bad. It happens that the discourse underlying its materiality linguistic forms an order of meaning totally contrary to what is proposed. The speech is a basic element in the maintenance of power relations. The hypothesis is that by SAEB, the State, to respond to the interests described herein creates a control mechanism, which confirms the relationship of inequality and subordination. It aims to show that SAEB, as you conceives as the main instrument capable of measuring the quality of education in Brazil, reflects the policies of closure, now underway, establishing itself as a control mechanism of power and exclusion. In order to sort out some details that escape the observation of society, but that are important to understand what is hidden behind the discourse of the Federal government on the SAEB, we chose to search for a document analysis. Among the works considered important for research on the subject, it was decided by the set of linguistic materiality SAEB System (2008, 2009, 2011), the PCN of the Portuguese Language (1997, 1998, 2006) as readings give information on the corpus, and the texts of Gregolin (2007), Orlandi (2001, 2005), Smith (1996), Foucault (1999, 2006, 2008) Bakhtin (1997) among others, as illustrative readings for corpus analysis. Talks are on the History of Teaching Portuguese Language in Brazil, in order to understand how was the process of language acquisition in this country throughout its history and reveal how the language has always been used in favor of maintaining relationships of power. Lance is also a look at the theory of Bakhtin and the appropriation there of made by PCNs. Contrast to the theoretical assumptions of this author with those who have these documents. From these initial reflections addresses the research corpus. From the perspective of discourse analysis of French, we discuss about the SAEB on its effects on education in Brazil, presenting a different reading of what the MEC is the meaning of the assessments SAEB. / O Estado considera que a educacao e essencial para a edificacao de uma sociedade voltada para valores eticos imprescindiveis para a construcao da cidadania e da justica social. Compreende-se que uma sociedade cujos principios norteadores nao conduzem a esses valores dificilmente evolui plenamente. Sabe-se que, no mundo globalizado, totalmente alinhado aos interesses do capitalismo, as nacoes precisam demonstrar a eficacia dos seus sistemas de ensino para a cadeia produtiva. Um pais em que a educacao nao corresponde aos interesses dos organismos multilaterais e do Banco mundial enfrenta dificuldades para subsidia-la. Dai o principal motivo que leva o governo federal a desencadear politicas de educacao voltadas para a melhoria. na qualidade do ensino. Sao acoes no sentido de realizar a mudanca. na educacao brasileira. Entende-se que os PCNs, Sistema de Avaliacao da Educacao Basica (SAEB) representam importantes acoes do governo, diretamente ligados a qualidade da educacao. O SAEB define se a qualidade da educacao brasileira e boa ou nao. Ocorre que o discurso subjacente a sua materialidade linguistica inscreve uma ordem de significado totalmente contraria aquilo a que se propoe. O discurso e elemento basico na manutencao das relacoes de poder. A hipotese e a de que, atraves do SAEB, o Estado, ao responder aos interesses aqui mencionados, cria um mecanismo de controle, que corrobora as relacoes de desigualdade e subordinacao. Objetiva- se mostrar que o SAEB, a medida que se concebe como o principal instrumento capaz de mensurar a qualidade do ensino no Brasil, reflete as politicas de fechamento, ora em curso, constituindo-se como um mecanismo de controle de poder e exclusao. No intuito de destrincar algumas minucias que fogem a observacao da sociedade, mas que sao importantes para compreender o que subjaz ao discurso do governo Federal sobre o SAEB, optou.se por uma pesquisa de analise documental. Dentre as obras consideradas importantes para investigacao a respeito do assunto, decidiu-se pelo conjunto de materialidades linguistica do Sistema SAEB (2008, 2009, 2011); o dos PCNs de Lingua Portuguesa (1997, 1998, 2006) como leituras elucidativas sobre o corpus, e os textos de Gregolin (2007), Orlandi (2001, 2005), Soares (1996), Foucault (1999, 2006, 2008) Bakhtin (1997) entre outros, como leituras ilustrativas para a analise do corpus. Discorre-se sobre a Historia do Ensino de Lingua Portuguesa no Brasil, com a finalidade de entender como se deu o processo de aquisicao da lingua neste pais ao longo de sua historia e de revelar como a lingua sempre foi usada em favor da manutencao das relacoes de poder. Lanca-se tambem um olhar sobre a teoria de Bakhtin e sobre a apropriacao dela feita pelos PCNs. Contrastam-se os pressupostos teoricos desse autor com aqueles que se apresentam nesses documentos. A partir dessas reflexoes iniciais, aborda-se o corpus da pesquisa. Sob a perspectiva da Analise do Discurso de linha francesa, discute-se sobre o SAEB, sobre seus efeitos para a educacao no Brasil, apresentando uma leitura diferente daquela que o MEC faz sobre o significado das avaliacoes do SAEB.

Submitted by Roberta Lorenzon (roberta.lorenzon@fgv.br) on 2011-05-27T14:01:36Z No. of bitstreams: 1 63080100010.pdf: 1681729 bytes, checksum: 7550ce0fc719eb7c12454147c8403aa8 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia(suzinei.garcia@fgv.br) on 2011-05-27T14:12:34Z (GMT) No. of bitstreams: 1 63080100010.pdf: 1681729 bytes, checksum: 7550ce0fc719eb7c12454147c8403aa8 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia(suzinei.garcia@fgv.br) on 2011-05-27T14:13:33Z (GMT) No. of bitstreams: 1 63080100010.pdf: 1681729 bytes, checksum: 7550ce0fc719eb7c12454147c8403aa8 (MD5) / Made available in DSpace on 2011-05-27T15:26:51Z (GMT). No. of bitstreams: 1 63080100010.pdf: 1681729 bytes, checksum: 7550ce0fc719eb7c12454147c8403aa8 (MD5) Previous issue date: 2010-07-30 / Black students perform around 10% below white students in the proficiency tests. This difference is observed in the 4th and 8th grades of middle school as well in the 3rd year of High School and has been constant along the years. Around 75% of the gap is explained by personal characteristics, particularly parents schooling. Those variables are hard to change in the short and medium term while the consequences of the gap, access to good universities and to good positions in the labor market, are immediate. This paper investigates how the school can compensate for this initial disadvantage of black students, identifying which variables have greater impact on their performance. / O desempenho dos alunos negros nos exames de proficiência realizados pelo MEC é cerca de 10% menor do que o dos alunos brancos. Esta diferença se observa tanto na 4ª e 8ª séries do ensino fundamental como no 3º ano do ensino médio e tem se mantido ao longo dos anos. Cerca de 75% do hiato é explicado por características familiares, principalmente a educação dos pais. Estas são variáveis difíceis de serem alteradas no curto e médio prazo enquanto as conseqüências, o acesso a universidade e aos bons postos de trabalho, são imediatas. Este trabalho procura investigar como a escola pode compensar esta desvantagem inicial dos alunos negros, buscando identificar quais variáveis têm maior impacto no seu desempenho.

Submitted by Flavia Varriol de Freitas Lobo Esteves (flaviavarriol@gmail.com) on 2015-12-09T16:13:08Z No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2015-12-15T13:04:24Z (GMT) No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-12-21T14:49:22Z (GMT) No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) / Made available in DSpace on 2015-12-21T14:56:14Z (GMT). No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) Previous issue date: 2015-11-27 / In 'An analytical evaluation of the results of Prova Brasil' we investigate the reflection of the results of Prova Brasil in the way the education management make decisions in pursuit of improving the performance of students in public school. We focus on the national evaluation system of basic education in order to verify positive and negative aspects and how the diagnosis of the quality of the teaching and learning can influence the assurance of quality pattern in education / Em Uma avaliação analítica dos resultados da Prova Brasil, investigamos o reflexo dos resultados da Prova Brasil na tomada de decisões de gestores da educação na busca pela melhoria do desempenho dos alunos das escolas da rede pública. Voltamos nossa atenção para o sistema nacional de avaliação da educação básica visando verificar aspectos positivos e negativos e como o diagnóstico da qualidade do ensino ministrado e da aprendizagem pode influenciar a garantia do padrão de qualidade na educação. Palavras-chave

MAIA, Maurício Holanda. Aprendendo a marchar: os desafios da gestão municipal do ensino fundamental e da superação do analfabetismo escolar. 2006. 187f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-07T14:39:13Z No. of bitstreams: 1 2006_TESE_MHMAIA.pdf: 955230 bytes, checksum: dc1b7e9c77fd2d6cda7a963a55c13bfc (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-14T13:26:56Z (GMT) No. of bitstreams: 1 2006_TESE_MHMAIA.pdf: 955230 bytes, checksum: dc1b7e9c77fd2d6cda7a963a55c13bfc (MD5) / Made available in DSpace on 2012-08-14T13:26:56Z (GMT). No. of bitstreams: 1 2006_TESE_MHMAIA.pdf: 955230 bytes, checksum: dc1b7e9c77fd2d6cda7a963a55c13bfc (MD5) Previous issue date: 2006 / The present study reports an undertaking by the Municipal Administration of Education in the city of Sobral, State of Ceará, from 2001 to 2004, where, within a context of intense municipalization of elementary school teaching in Brazil and deterioration of the learning results of 4th graders, this municipality has successfully implemented a policy of literacy at the right age, which defines as its major goal having a 100 percent of the students from Sobral able to read and write by the age of seven. This study has been organized in three basic aspects. The first aspect deals with the statistics and analysis of relevant elements of the municipalization process of education, which took place in the country from 1995 on. The implementation of the educational policy adopted at the municipal level in Sobral is reported in the second aspect of this study, focusing the period ranging from 2001 to 2004, with particular emphasis on the external evaluations of reading and writing. The third and last aspect is one of reflection and synthesis, when the economical, political, social, and educational history of Brazil is taken into account, in order to understand the past and get a glimpse of the future. Last but not least, a question is proposed: which past and present factors allow us to understand how a society can grow without schools or schooling for all its members, as was the case in Brazil from the 30’s to the 80’s? Or to have schools and schooling in which there was no mastering of reading, the basic condition for wider and diverse learning, as happened in this country in the 90’s and the first half of this decade? We believe that the report of this experiment and its analysis can become an effective tool to strengthen the municipal administration of public education with the aim of overcoming the serious problems it still faces, among which, and with absolute priority, school illiteracy. / O trabalho relata a experiência da gestão municipal da Educação em Sobral, no período de 2001 a 2004, quando, num contexto de intensa municipalização do ensino fundamental e de deterioração dos resultados de aprendizagem dos alunos da 4ª série, esse Município implementou, com sucesso, uma política de alfabetização na idade certa, definindo como meta prioritária a alfabetização de 100% dos alunos até os sete anos de idade. O trabalho está organizado em três eixos. No primeiro, de contextualização, são abordados, pela análise documental e estatística, os elementos relevantes à acelerada municipalização da Educação, ocorrida no país a partir de 1995. No segundo eixo, é apresentada a experiência da gestão da Educação desenvolvida no Município de Sobral–Ceará, com foco no quadriênio 2001-2004. Após breve relato das ações e resultados do período anterior, descrevem-se com detalhes as medidas da gestão e os resultados educacionais e pedagógicos do período de 2001 a 2004, com ênfase para as avaliações externas de leitura e escrita. O terceiro eixo é de reflexão e síntese. Neste, incursiona-se pela história econômica, política, social e educacional brasileira, considerando o passado e buscando vislumbres de futuro; que fatores passados e presentes permitem entender como uma sociedade pode ter crescimento sem escolas e escolarização para todos, como foi o caso do Brasil entre os anos 30 e 80, ou, ainda, ter escolas e escolarização, sem que nestas haja aprendizagem da leitura e da escrita, condição básica para aprendizagens mais amplas e diversas, como foi o caso do país nos anos 90 e nesta primeira metade desta nova década? Entende-se que o relato e a reflexão em torno desta experiência podem constituir efetiva contribuição ao fortalecimento, nos municípios brasileiros, da gestão da educação pública, com vistas à superação dos graves problemas com que esta ainda se defronta. Entre estes, e com absoluta prioridade, o do analfabetismo escolar.

Thesis (MEcon)--University of Stellenbosch, 2006. / Education production function analysis is widely recognised as one important area of research that needs to inform education policymaking, specifically policy relating to the mix of funded inputs in a schooling system. Arriving at production functions is a complex task, and is fraught with methodological pitfalls. This thesis sets out to establish a framework for undertaking education production function analysis, and in discussing its various elements, including its pitfalls, recommendations for good practice are arrived at. The material analysed is of four types: texts on econometric theory; existing production function analyses; documentation relating to three dataintensive school monitoring programmes, namely Brazil’s SAEB, South Africa’s Systemic Evaluation and the international SACMEQ programme; and lastly data, relating mainly to South Africa, from the 2000 run of SACMEQ. The thesis is organised according what can be regarded as seven key analysis steps. These steps include a focus on the importance of a ‘mental model’, the relative benefits of the one-level regression model and the hierarchical linear model (HLM), and the formulation of actual production functions for South Africa based on the SACMEQ data, using both one-level and HLM models. Key conclusions are, firstly, that the HLM, though still under-developed, offers great analysis potential and, secondly, that production function analyses ought to be translated into budgetary terms in order for them to become fully meaningful to the policymaker.