Orientador: Pedro Ganzeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T07:24:59Z (GMT). No. of bitstreams: 1 Evangelista_SergioRicardo_M.pdf: 2296917 bytes, checksum: 86c8717964ee17d10deb5fbfbe8679e8 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa teve por objetivo analisar a influência do Plano de Desenvolvimento da Escola (PDE-Escola) no processo de democratização da escola pública. Preocupou-se em compreender se esse modelo de planejamento favoreceu ou não a participação nos processos de organização da unidade escolar. Adotamos como metodologia de pesquisa a abordagem qualitativa, utilizando como procedimentos metodológicos o levantamento bibliográfico referente ao PDE-Escola e à gestão democrática da escola pública no banco de dados de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), bem como nos artigos científicos publicados no Scientific Electronic Library Online (SciELO). Outro procedimento metodológico utilizado foi a análise documental de fontes primárias (Legislação, Planos de Ação do PDE-Escola e de Relatórios do PDE-Escola), acessados pela plataforma online Sistema Integrado de Monitoramento, Execução e Controle do Ministério da Educação (SIMEC). Verificamos que o modelo gerencial que informa o PDE-Escola, ao utilizar instrumentos de responsabilização e controle sobre o processo de gestão, ressignificou os conceitos de participação e autonomia no contexto da administração pública, não contribuindo com a ampliação da democratização da gestão escolar / Abstract: This research had as main goal to analyze the influence of the School Development Plan (PDE-School) in the public school democratization. It concerned in understanding whether this planning model favored or not the participation in the organization processes of school unit. We have adopted as a research methodology the qualitative approach, using as procedures the literature regarding to the PDE-School and democratic management of public schools in the database of Theses and Dissertations of Higher Education Personnel Training Coordination (CAPES) and as in scientific articles published in the Scientific Electronic Library Online (SCIELO). Another approach used was the documentary analysis of primary sources (legislation, PDE-School Action Plans and PDE-School Reports), accessed by the online platform Integrated Monitoring System, Implementation and Control of the Ministry of Education (SIMEC). We found that the management model that informs the PDE-School, using tools of accountability and control over the management process, meant the concepts of participation and autonomy in the context of public administration, not contributing to the expansion of democratization of school management / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1 Mariana Ferreira.pdf: 1101451 bytes, checksum: 311578c4efd5146b9f09dd0ba7c8ff3a (MD5) Previous issue date: 2012-06-28 / This study aims at analyzing the design process of the School Development Plan - SDP (Plano de Desenvolvimento da Escola - PDE Escola), as well as the enactment of such policy in State schools of Guarapuava - PR. The research was based on the policy cycle approach (BOWE et al., 1992; BALL, 1994), on the theory of policy enactment (BALL; MAGUIRE; BRAUN, 2012), and on authors whose ideas underlie the role of the State in the definition of policies (FREITAS et al., 2009; MENDES, 2006), education as a principle of social quality (CAMINI, 2001; BELLONI, 2003), and the role of school education (GIMENO SACRISTÁN, 2007; YOUNG, 2007). The study comprised: a) study on the historical, political, economical and ideological backgrounds of educational policies from the 1990s on (context of influence); b) analysis of official documents which address the organization of educational policies – SDP School, theses and dissertations on the Education Development Plan and the School Development Plan (context of text production); c) analysis of the context of practice through field research carried out in three schools in Guarapuava, involving the analysis of the Implementation Plan of each school and interviews with principals, educators and teachers. Main conclusions were as follow: a) The Federal Education Development Plan - EDP is an attempt to supply articulated actions between the Federal government, States and towns, aimed at improving the quality of public education in Brazil. However, the way it was organized it generated several manifestations among education researchers, both in favor and against it; b) The SDP School is one of the programs which compose the Federal EDP, presented as a management tool, which originated in Fernando Henrique Cardoso’s government as one of the ‘Fundescola’ developments; c) by implementing the SDP School, in Paraná State, some changes were made, aiming at making it suitable to State educational policies; d) in the context of practice, the education professionals created different strategies to implement the policy (translation and interpretation processes). Finally, it was concluded that the SDP School offers relevant contributions regarding planning according to the school reality. However it was also noticed that in the actions proposed by the schools, there is a strong influence of management perspective at different levels of proximity with a conception of democratic education. / A presente pesquisa teve por objetivo analisar o processo de formulação do Plano do Desenvolvimento da Escola - PDE Escola, bem como essa política foi colocada em ação, na rede estadual do município de Guarapuava - Pr. A pesquisa fundamentou-se na abordagem do ciclo de políticas (BOWE et al., 1992; BALL, 1994), na theory of policy enactment - teoria da política em ação (BALL; MAGUIRE; BRAUN, 2012) e nas ideias de autores que fundamentam o papel do Estado na definição das políticas (FREITAS et al., 2009; MENDES, 2006), a educação como princípio de qualidade social (CAMINI, 2001; BELLONI, 2003), o papel da educação escolar (GIMENO SACRISTÁN, 2007; YOUNG, 2007). A pesquisa envolveu: a) estudo sobre os antecedentes históricos, políticos, econômicos e ideológicos das políticas educacionais a partir da década de 1990 (contexto de influência); b) análise de textos oficiais que tratam da organização das políticas educacionais – PDE Escola; teses e dissertações sobre o Plano de Desenvolvimento da Educação e o Plano de Desenvolvimento da Escola (contexto da produção de texto); c) análise do contexto da prática por meio de pesquisa de campo realizada em três escolas do município de Guarapuava, envolvendo a análise do Plano de Ação de cada escola e entrevistas com diretores, pedagogos e professores. As principais conclusões foram: a) O PDE Federal é uma tentativa de prover ações articuladas entre o governo federal, os estados e municípios, com a finalidade de melhorar a qualidade da educação pública no país, porém da forma como foi organizado gerou várias manifestações tanto favoráveis como desfavoráveis, entre os pesquisadores em educação; b) O programa PDE Escola é um dos programas que compõem o PDE Federal, apresentado como uma ferramenta gerencial, que teve suas raízes no governo de Fernando Henrique Cardoso como uma das ações do Fundescola; c) ao implantar o PDE Escola, no Estado do Paraná, algumas alterações foram feitas, com o objetivo de adequá-lo às políticas educacionais estaduais; d) no contexto da prática, os profissionais da educação criam diferentes estratégias para colocar a política em ação (processos de tradução e interpretação). Finalmente, conclui-se que o PDE Escola oferece contribuições relevantes no que se refere ao planejamento de acordo com realidade da escola. No entanto, percebeu-se, nas ações propostas pelas escolas, uma forte influência da perspectiva gerencial, com diferentes níveis de aproximação de uma concepção de educação democrática.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-03-21T20:36:25Z No. of bitstreams: 1 DISS_2015_Aline Fernanda de Souza.pdf: 976448 bytes, checksum: 6a62643aad0eb524dd8f2dfa37fe2d01 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-10T19:23:31Z (GMT) No. of bitstreams: 1 DISS_2015_Aline Fernanda de Souza.pdf: 976448 bytes, checksum: 6a62643aad0eb524dd8f2dfa37fe2d01 (MD5) / Made available in DSpace on 2018-04-10T19:23:31Z (GMT). No. of bitstreams: 1 DISS_2015_Aline Fernanda de Souza.pdf: 976448 bytes, checksum: 6a62643aad0eb524dd8f2dfa37fe2d01 (MD5) Previous issue date: 2015-04-06 / FAPEMAT / A presente dissertação de mestrado se insere no campo das políticas educacionais e tem como foco uma política educacional de gestão implementada pela Secretaria de Estado de Educação de Mato Grosso (SEDUC/MT). Esta pesquisa é denominada de Política de Integração PPP/PDE, e sua proposta se baseia na integração entre o Projeto Político Pedagógico (PPP) e o Plano de Desenvolvimento da Escola (PDE – Escola). Tal política possui o intuito de superar uma possível sobreposição do PDE – Escola em detrimento do PPP, através da proposta de potencializar os benefícios de ambos os documentos e evitar a fragmentação das ações no cotidiano das unidades escolares da rede estadual de educação de Mato Grosso. O foco central desse trabalho é analisar as compreensões expressas pelos sujeitos que atuam no contexto da produção do texto e no contexto da prática acerca da referida política, a partir dos discursos apresentados por eles. Para isso valho-me de uma pesquisa de abordagem qualitativa interpretativa, utilizando-me da análise de políticas públicas com base no Ciclo de Políticas proposto por Stephen Ball e Richard Bowe, da análise documental realizada no Guia Orientativo produzido pela Secretaria de Estado de Educação e da análise do discurso a partir do conceito de discurso apresentado por Michael Foucault tendo como base entrevistas realizadas com nove sujeitos atuantes na Secretaria de Estado de Educação, Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso (CEFAPRO) – polo de Rondonópolis e duas escolas estaduais de Rondonópolis-MT. Essa política foi analisada tendo como base sua implantação no ano de 2011, no Estado de Mato Grosso por meio da estratégia de formação adotada pela Secretaria de Estado de Educação onde o processo formativo acerca da orientação para sua implementação foi estruturado da seguinte forma: SEDUC – CEFAPRO – Escolas. Nesse contexto, a Secretaria realizou o processo formativo com os CEFAPROS e os CEFAPROS com as escolas. Desse modo, a implementação dessa política tem ocorrido no interior das escolas de forma que os sujeitos ativos nesse processo, compreendem, interpretam e ou recriam a política a partir de uma leitura baseada em suas experiências, valores e histórias. Vale ressaltar ainda que esta pesquisa contou com apoio financeiro da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES e da Fundação de Amparo a Pesquisa do Estado de Mato Grosso – FAPEMAT. / This master thesis belongs to the field of education policies and focuses on an educational management policy implemented by the State of Mato Grosso Education (SEDUC / MT). This research is called PPP / PDE Integration Policy, and its proposal is based on the integration of the Pedagogical Political Project (PPP) and the School Development Plan (EDP - School). This policy has the aim of overcoming a possible overlap of the PDE - School over the PPP by proposing to leverage the benefits of both documents and avoid fragmentation of actions in daily school units of the state system of Mato Grosso education. The central focus of this paper is to analyze the understandings expressed by the subjects that act in the context of text production and in the context of practice about the policy, from the speeches made by them. For this I make use of an interpretative qualitative research, using me the analysis of public policies based on the policy cycle proposed by Stephen Ball and Richard Bowe, the documentary analysis in approximate guide produced by the Ministry of Education and discourse analysis from the concept of discourse presented by Michael Foucault taking based on interviews with nine active subjects in the State Department of Education, Training Center and Professional Updating of Basic Education of Mato Grosso (CEFAPRO) - Polo Rondonópolis and two state schools in Rondonópolis-MT. This policy was analyzed based on its implementation in 2011, in the State of Mato Grosso through the training strategy adopted by the Ministry of Education where the training process on the guidance for its implementation has been structured as follows: SEDUC - CEFAPRO - Schools. In this context, the Secretariat conducted the training process with CEFAPROS and CEFAPROS with schools. Thus, the implementation of this policy has occurred within schools so that the active subjects in the process, understand, interpret and recreate or politics from a reading based on their experiences, values and stories. It is worth emphasizing that this research had the financial support of Higher Education Personnel Enhancement Coordination - CAPES and Amparo the State of Mato Grosso Research Foundation - FAPEMAT.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-25T18:42:14Z No. of bitstreams: 1 raquelalinesoaresdeoliveiracordeiro.pdf: 1504355 bytes, checksum: 7341924654a3ee3ec23c6ab15df11d1a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-25T18:58:49Z (GMT) No. of bitstreams: 1 raquelalinesoaresdeoliveiracordeiro.pdf: 1504355 bytes, checksum: 7341924654a3ee3ec23c6ab15df11d1a (MD5) / Made available in DSpace on 2016-07-25T18:58:49Z (GMT). No. of bitstreams: 1 raquelalinesoaresdeoliveiracordeiro.pdf: 1504355 bytes, checksum: 7341924654a3ee3ec23c6ab15df11d1a (MD5) Previous issue date: 2015-12-01 / Esta dissertação, desenvolvida no Programa de Pós-graduação Profissional em Gestão e Avaliação da Educação Pública da Universidade Federal de Juiz de Fora, tem como objetivo analisar como os gestores escolares se apropriam da ferramenta de gestão estratégica disponibilizada pelo Ministério da Educação (MEC), através do programa Plano de Desenvolvimento da Escola (PDE Escola). Como estudo de caso, foram analisadas quatro escolas estaduais urbanas, localizadas nos municípios de Belo Horizonte e Sabará, em Minas Gerais. A pesquisa buscou responder a seguinte pergunta: como o PDE Escola tem sido utilizado como ferramenta de planejamento estratégico pelas unidades escolares? A análise e descrição do processo de implementação e apropriação, por parte dos gestores escolares, da metodologia do PDE Escola, nas quatro escolas, apontaram para a necessidade de uma formação continuada dos gestores escolares tendo como foco principal o planejamento estratégico, participativo e integrado, e a concretização do Projeto Político-Pedagógico (PPP) adequado à realidade da unidade escolar. Assim sendo, foi elaborado um plano de ação educacional, como projeto piloto, visando à formação continuada em gestão escolar para as 148 escolas estaduais e 2 técnicos da jurisdição da Superintendência Regional de Ensino (SRE) Metropolitana A da Secretaria de Estado de Educação de Minas Gerais (SEEMG). Espera-se que este estudo possa contribuir para o fortalecimento de uma gestão escolar integrada, estratégica e participativa das escolas estaduais de Minas Gerais, buscando a melhoria da qualidade da educação. / This work, developed in the Juiz de Fora’ Federal University Program of PostGraduation in Evaluation and Management of Public Education, aims to analyse how school managers use the strategic management tool provided by Ministry of Education (MEC), through the School Development Plan (PDE Escola). This study case analysed four urban state school located in Belo Horizonte and Sabará (both in Minas Gerais). The research has as guiding question: how the PDE Escola has been used as strategic management tool for school units? The examination and description of implementation and appropriation process of PDE Escola by school managers in this four cases, show the need of a continuous training for school managers with focus on strategic, participatory and integrated management, considering also the Political Pedagogical Program materialization most suitable to school’s reality. Thus was elaborated an educational action plan as a pilot project for a continuous formation in school management for 148 state schools and 2 experts of Metropolitan A Regional Educational Superintendence (SRE) of Minas Gerais State Secretariat for Education. This study expects to contribute to strengthening of an integrated, strategic and participatory school management in Minas Gerais’ state schools and, with this, promote an improvement in educational quality.

This dissertation examines the relationship between PDE-School and the evolution of the Index of Basic Education Development (IDEB) in Maceió, in the years 2007 to 2011 The IDEB was instituted as an index that measures the quality of Brazilian education, and PDE-school constitutes a management strategic planning process, aimed at providing financial support school units, and is coordinated by the school's leadership and developed in a participatory manner by the school community, with the goal of improving the management of the school improve the quality of education it offers and ensure greater efficiency and effectiveness in the processes it develops. In this research, we sought to answer the following question: schools that are receiving PDE-School feature are raising your IDEB? Thus, the work was characterized by a qualitative approach, with the object of study of the evolution of the relationship IDEB with PDE-School. The methodology used to collect data was the analysis of bibliographic and documentary analysis. Systematization of data as a parameter had drawn up by the MEC / INEP, among them, laws, decrees, orders, manuals, reports and plans. The organization of the study was structured into four sections: the first deals with the State Reform and its impact on Brazilian Educational Policy, in 1990; the second, the issue of quality in education policy in Brazil; the third addresses the PDE-School and IDEB: concepts and implementation in the school context, and the fourth section discusses the Education Policy in Maceio elements for analysis of PDE-School and IDEB. This work shows to be relevant to the area of policy and management education, the extent of explicit contradictions own educational policy and quality of education within the school units. The results demonstrated that it can not join the rising IDEB Public Schools Maceió, in the years 2007-2011, the receipt and application of resources of the PDE-School. / A presente dissertação analisa a relação entre o PDE-Escola e a evolução do Índice de Desenvolvimento da Educação Básica (IDEB) em Maceió, nos anos de 2007 a 2011. O IDEB foi instituído como um índice que mede a qualidade da educação brasileira, e o PDE-Escola se constitui em um processo gerencial de planejamento estratégico, que visa dar suporte financeiro as unidades escolares, e é coordenado pela liderança da escola e desenvolvido, de maneira participativa, pela comunidade escolar, com o objetivo de aprimorar a gestão da escola, melhorar a qualidade do ensino que oferece e garantir maior eficiência e eficácia nos processos que desenvolve. Nesta pesquisa, buscou-se responder a seguinte questão: as escolas que estão recebendo o recurso PDE-Escola estão elevando o seu IDEB? Assim, o trabalho caracterizou-se por uma pesquisa de abordagem qualitativa, tendo como objeto de estudo a relação da evolução do IDEB com o PDE-Escola. A metodologia utilizada para a coleta de dados foi a de análise de bibliografias e análise documental. As sistematizações dos dados tiveram como parâmetro os documentos elaborados pelo MEC/INEP, dentre eles, leis, decretos, portarias, manuais, relatórios e planos. A organização do estudo foi estruturada em quatro seções: a primeira trata da Reforma do Estado e seus impactos na Política Educacional Brasileira, nos anos de 1990; a segunda, a questão da qualidade nas Políticas Educacionais no Brasil; a terceira aborda o PDE-Escola e o IDEB: concepções e implantação no contexto escolar, e a quarta sessão trata da Política Educacional em Maceió: elementos para análise do PDE-Escola e do IDEB. Esse trabalho mostra-se relevante para a área da política e gestão da educação, na medida em explicita contradições da própria política educacional e qualidade da educação no âmbito das unidades escolares. Os resultados demonstraram que não se pode associar a elevação do IDEB das escolas públicas de Maceió, nos anos de 2007 a 2011, ao recebimento e aplicação dos recursos do PDE-Escola.

The purpose of this study was to explore the perceptions of principals and school board members (SBMs) regarding their working relationship in the Zambezi region of Namibia. Not much research about this area has been conducted in the Zambezi region and Namibia at large. The reviewed literature posits that principals play a major role in creating effective working relationships with SBMs. It also argues that positive working relationships between principals and SBMs are at the heart of making a school extraordinary. This working relationship can be fruitful if there is a closer understanding of the roles and responsibilities between the principals and SBMs. Three leadership theories that seemed to suit the study were analyzed and discussed. The transformational leadership, partnership and Dewey’s theory of democracy in education were relevant to this study. The three leadership theories guided the study in exploring the perceptions of principals and SBMs regarding their working relationships in the Zambezi region. They also guided the study to clarify the challenges that contributed to the lack of trusting working relationships between principals and SBMs in the Zambezi region in Namibia. The study is located in the interpretive paradigm, where a qualitative case study approach to the research problem was employed. For the purpose of the study, the researcher selected six schools, two primary schools, two combined and two senior secondary schools, as sites to explore the research problem. It is important to mention that the findings of the study cannot be generalized to all school boards in Namibia, since the research was limited to six schools in the Zambezi region only. The researcher summarized the findings of the study according to the four research questions. The findings derived from this study revealed that the majority of principals and SBMs perceived their working relationship as collegial. However, the study also revealed that some SBMs did not have a good working relationship with the principals. SBMs were not aware of how the finances of the school were utilized. Furthermore, they accused principals of not being transparent when it came to staff appointments. The findings from this study also revealed that, when there was a good working relationship between principals and SBMs at the school, it became easier to maintain discipline among learners and that learners performed better. There needs to be good communication between principals and SBMs, as principals and SBMs are important partners when it comes to the smooth running of a school. There were consultations between principals and SBMs on matters regarding school development. It was, furthermore, learnt that, where there were consultations between principals and SBMs, unity and trust were developed. The Ministry of Education, Arts and Culture (2001:15; 2016:2) in Namibia clearly points out that “For every state school, a school board must be established to administer the school affairs and promote the development of the school and learners of the school” and to “ensure the school is effective in its teaching and learning programme”. However, the study revealed that principals and SBMs were not working in accordance with the Education Act, Act 16 of 2001. SBMs lost interest in participating in school activities. It became evident that SBMs did not seem to be attending school board meetings when invited and rendered many excuses. It emerged from the findings that parent SBMs wanted to be given sitting allowances when attending school board meetings. The findings from the study indicate that there should be good communication between principals and SBMs. Regular school board meetings could help build a good working relationship between principals and SBMs. School board training should be organized for principals and SBMs. To mitigate the challenges faced by principals and SBMs regarding their working relationship in the Zambezi region of Namibia, recommendations associated with understanding of and adherence to policies, working together, communication, trust and fear among SBMs, are that all schools should have scheduled school board meetings that are communicated very early to everyone concerned and SBMs should be given sitting allowances. The researcher recommends that principals and SBMs receive compulsory and appropriate training that will help them to understand and perform their roles and responsibilities well. Where necessary, school board trainers should use a vernacular language (or seek the services of an interpreter) so that parent SBMs who are not fluently bilingual can understand and grasp all essential concepts of the training programme. In addition, the researcher recommends that community members, who are educated and knowledgeable but do not have children at the school, should be co-opted to serve on the school board. There should be clear policies and processes regarding the recruitment of staff who works at the school. The researcher posits that effective communication can be enhanced by employing vernacular languages in meetings to ensure that parent SBMs understand all the proceedings and are involved. It is advisable for the principal and other SBMs to communicate effectively, keep to what they say and always follow through with tangible actions. To reduce fear demonstrated by Learners’ Representative Council (LRCs) serving on the school board during meetings, it is advisable to give appropriate training so that they can gain a better understanding of their roles and responsibilities. In order for principals to work in harmony with SBMs, it is essential to have well-defined roles, as well as to treat everyone fairly and respectfully. / Educational Management and Leadership / D. Ed. (Education Management)