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Previous issue date: 2016-08-24 / This thesis investigates the school systems rearrangement processes in Brazil and Portugal, as a way of coping with enrollment drops in primary and secondary education due to the falling birth rates from 2002 to 2012. The hypothesis is that the rearrangements of school systems compasses the rationalization of education and are encouraged by multilateral funding agencies. The research uses the categories of analysis from comparative education, which includes authors such as BRAY and KAI (2010), GARRIDO (1997), MANZON (2010), N?VOA and CATANI (2000), SCHRIEWER (1990, 1995, 2010), SOUZA and MARTINEZ (2009), as well as other Brazilian and Portuguese scholars, like ANTUNES (2005), AKKARI (2011), BOMENY (2001), CASTRO (2013), RIBEIRO (2008), SANTOS (2011), STOER ( 1980, 1999), THEODORO (2008). Data and information were gathered from government offices, newspapers and academic studies. In Brazil, we focus on the rearrangements occurred in the Northeastern States, furthering some approaches with some other Brazilian States; in Portugal, we analyse a few ?CartasEducativas? from some representative cities of each Portuguese geographic regions. The historical path of Education explains the late universalization basic education, illiteracy and low rates of education of the population. Low use of public school buildings and the reduction of the number of students led both countries to foster their school systems rearrangements through various procedures and strategies, which greatest impact is still schools closure. In Portugal, the rearrangements led to the constitution of school groups, and in Brazil to the expansion of the daily school. In both countries, these processes are taking place paripassu a process in which cities are taking control over primary education ? but in Brazil, this process is in a more advanced stage because of the federative model of government. Relations between central and local powers and those with educational segments, the relations between private and public schools, the different influence levels of international organizations and the progress accomplished in education are analyzed in order to identify the contribution of schools systems rearrangements in schooling expansion and improvement of educational services. In Portugal, the findings indicate that the school system rearrangement is part of the government commitments to reduce the public expenditure made by the country with international organizations. In Brazil, where this process is very recent, this intervention is motivated by the disclosure of the international experiences. With no demographic surveys or researches, as well as no medium or long-term planning, the school systems rearrangements are going on as long as some public schools are being emptied due to reducing rates of students. Given the demographics and urban reconfigurations, the public school systems rearrangements are needed, and undoubtedly part of the public funds rationalisation policies announced / implemented by successive governments. However, this process lacks transparency and openness to the engagement of some educational segments. / Esta tese investiga os processos de reordenamento de redes escolares no Brasil e em Portugal, como forma de enfrentamento da redu??o de alunos na educa??o b?sica e nos ensino b?sico e secund?rio, pela queda das taxas de natalidade, no per?odo de 2002 a 2012. A hip?tese central ? a de que os reordenamentos das redes p?blicas de ensino comportam a dimens?o da racionaliza??o dos recursos aplicados na educa??o e s?o estimulados pelos organismos multilaterais de financiamento. A pesquisa se serve das categorias de an?lise da educa??o comparada, com autores como BRAY e KAI (2010), GARRIDO (1997), MANZON (2010), N?VOA e CATANI (2000), SCHRIEWER (1990, 1995, 2010), SOUZA e MARTINEZ (2009), assim como outros estudiosos da educa??o brasileira e portuguesa, a exemplo deANTUNES (2005), AKKARI (2011), BOMENY (2001), CASTRO (2013),RIBEIRO (2008), SANTOS (2011), STOER (1980 e 1999), THEODORO (2008). Os dados e informa??es foram recolhidos junto aos ?rg?os oficiais de produ??o das estat?sticas e de documentos, de material jornal?stico e de estudos acad?micos. No Brasil, o foco de an?lise s?o os reordenamentos ocorridos nos estados nordestinos, onde se promove algumas aproxima??es com outros estados da federa??o; em Portugal, as Cartas Educativas de munic?pios representativos de cada uma das regi?es. A trajet?ria hist?rica da educa??o escolar explica a tardia universaliza??o do ensino fundamental/b?sico, os ?ndices de analfabetismo e os baixos n?veis de escolariza??o das popula??es. A baixa ocupa??o dos parques escolares p?blicos, pela redu??o de alunos, levou os dois pa?ses a promoverem os reordenamentos das suas redes p?blicas, mediante variados procedimentos e estrat?gias, cujo maior impacto continua sendo o fechamento de escolas. Em Portugal, os reordenamentos contam com a constitui??o dos agrupamentos escolares e, no Brasil, com a amplia??o da jornada escolar di?ria. Nos dois pa?ses, esses processos v?m ocorrendo em paralelo com a municipaliza??o da educa??o infantil e do ensino b?sico que, no Brasil, se encontra em est?gio mais avan?ado, face ao modelo pol?tico-administrativo federativo. As rela??es entre os poderes centrais e locais e desses com os segmentos educacionais, a rela??o ensino p?blico-ensino privado, os n?veis de influ?ncia dos organismos internacionais e os avan?os registrados na educa??o s?o analisados na perspectiva de identificar a contribui??o dos reordenamentos na amplia??o da escolariza??o das popula??es e na melhoria da qualidade do ensino. Para o caso portugu?s, as conclus?es apontam que o reordenamento escolar ? parte dos compromissos de redu??o da despesa p?blica assumidos pelo pa?s com organismos internacionais. No Brasil, onde os processos s?o muito recentes, essa interven??o se faz de forma indireta, motivada pela divulga??o dos comparativos internacionais. Sem estudos de prospec??o demogr?fica e sem planejamento de m?dio ou longo prazo, por aqui os reordenamentos v?o acontecendo ? medida que as escolas p?blicas v?o sendo esvaziadas pela redu??o de alunos, dentro do imediatismo que caracteriza as pol?ticas p?blicas brasileiras. Face ? quest?o demogr?fica e ?s reconfigura??es urbanas, os reordenamentos das redes escolares p?blicas s?o necess?rios e, indubitavelmente, fazem parte das pol?ticas de racionaliza??o dos recursos p?blicos anunciadas/implantadas pelos sucessivos governos. Entretanto, os processos carecem de transpar?ncia e abertura ? maior participa??o dos segmentos educacionais.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7128 |
| Date | 24 August 2016 |
| Creators | Gra?a, Tereza Cristina Cerqueira da |
| Contributors | Bastos, Maria Helena C?mara |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, -6557531471218110192, -240345818910352367 |
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