Doutorado em Educação (FE)
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Navegando Doutorado em Educação (FE) por Por Orientador "Alves, Miriam Fábia"
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Item A inovação nas políticas educacionais no Brasil: universidade e formação de professores(Universidade Federal de Goiás, 2013-08-28) Ferreira, Adriano de Melo; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Santos, Catarina de Almeida; Gomes, Alfredo Macedo; Assis, Lucia Maria de; Oliveira, João Ferreira deThis study, along the research line State, Policies and the History of Education, conducted from the perspective of dialectical and historical materialism, set out to analyze the presence of the discussion on innovation in educational policies in Brazil during the civil-military dictatorship and between 1990 and 2000, by relating it to the historical context (social, economic and political) of these two periods. Based on a hypothesis raised by the author that society in recent years seems to have been subjected to a process of inculcation of a ‘culture of innovation’, via the media and education, the research sought to answer the central question about where exactly this discourse would have come from and how it would have become a guiding principle for Brazilian education. On analyzing the expectations of this debate mainly for the university and the formation of teachers for basic education, the research assumed that the act of innovation is a historical creative possibility and cannot therefore be imposed as an obligation to be used, as in the business mold, to make a meritocratic assessment of teaching or subject academic research solely to the interests of production and the market. A documentary research was undertaken which involved an extensive literature review and analysis of influential documents on Brazilian education in these two periods. The analysis showed that the discussion on innovation was and is present in the educational policies of the periods under study, subjected to the private interests of capital and guided by international organizations. It evolved from an applicationist view based on instrumental rationality, typical of the military regime period, into a view of global social involvement based on a systemic perspective which started to be built up with considerable consensus from the 1990s onwards. In the case of the university, it was found that in the two periods under analysis, this theme was rooted in the university/company/State bonding as a means of levering the country’s capitalist competitiveness. As regards teacher formation, the teacher profile demanded by the military regime was different from that of the 1990s, when the need for efficient, innovative, creative teachers began to be highlighted. The latest policies show that in addition to this demand, innovation in teacher formation courses was also demanded within a pre-established profile which is understood to correspond to the intention to enhance a national CT&I system.Item Direitos, cidadania e educação integral nas escolas estaduais do município de Goiás (2007-2017): uma análise a partir da experiência dos sujeitos da escola(Universidade Federal de Goiás, 2019-04-29) Ferreira, Paulo Sérgio Cantanheide; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Oliveira , João Ferreira de; Gomes, Marcilene Pelegrine; Siqueira, Romilson Martins; Mirza, Seabra ToschiThe thesis aims to make a critical analysis of the ten years of the integral education policy in the state schools of the city of Goiás, in interlocution with the educational policies of the state and the Federation, based on the experiences of the main subjects of school education, that is to say: students, teachers and managers. The research was developed under the qualitative and interpretative bias and used bibliographic review, documentary research, interviews and questionnaires applied to teachers and managers, and dialogue circles with students from four schools in the city of Goiás as data collection techniques. In order to analyze the relationship between the political proposition of public institutions, the other social actors involved in the field dynamics and the social practices of the subjects of the school, the thesis uses the Ball and Mainardes Policy Cycle (2011). Bourdieu’s Field Theory sought a theoretical methodological reference for the identification and understanding of the social practices of these subjects in their experiences in the school of integral education. Based on the assumption that the school of integral education finds its raison d’être in the realization of the right to education and citizenship, Arroyo’s (2012) reflection on the extension of the school day in the perspective of the right to more space and more time to a fair and dignified living was a reference to discuss the experience in Goiás. By occupying a space within the debate on educational policies in Brazil and the State of Goiás, integral education becomes an arena of dispute within the field of educational policies. By placing integral education within the correlation of political strength in the field of educational policies in Brazil, research finds, in different aspects of school education, a mismatch between the demands of the subjects of the school by right and citizenship and the offer provided by the public power.Item O Instituto Federal do Tocantins e a formação de professores: caminhos, contradições e possibilidades(Universidade Federal de Goiás, 2019-04-30) Oliveira, Denise Lima de; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Pires, Luciene Lima de Assis; Castro, Mad’Ana Desirée Ribeiro de; Limonta, Sandra Valéria; Queiroz, Vanderleida Rosa de Freitas eThis thesis analyzes the political assumptions guiding the conception of teacher formation at the Instituto Federal do Tocantins [Federal Institute of Tocantins]. The research focuses on the contradictions arising from the implementation of licentiate (undergraduate) courses in this institution, during the expansion of the Rede Federal de Educação Profissional [Federal Network of Professional Education] and the creation of Federal Institutes itself. Teacher training at FIs was imposed by Law 11,892/2008, which created these institutions and determined that 20% of their undergraduate vacancies must be reserved for licenciate and/or special programs of pedagogic training. The law also determined that priority should be given to Science, Mathematics, and teacher training for professional education. In this investigation, we study the licentiate course in Mathematics, created at the Palmas campus in the second half of 2009, shortly after the begining of the transition process. Several research procedures were adopted, such as: literature review on the theme and its correlated subjects; extensive documentary research of the regulatory bodies of education, including those elaborated within the Federal Network, the IFTO and the Mathematics course itself; semi-structured interviews with the managing officers of the institution; and a questionnaire for the Mathematics students. We conclude that FIs have assumed a strategic role in the wider scenario of higher education policies, contributing to the democratization of this level of education, especially by diversifying the course offer, and also acquired relevance among the several advances in expansion and democratization of higher education achieved by the Lula and Dilma administrations. However, these policies were tainted by contradictions caused by the lack of time to reflect on the new institutionally and its processes of course creation, especially licentiate degrees, an issue that originated from the growth of the Federal Network itself. In this context, institutions recurred to pre-existing facilities and focused on areas with a larger number of teachers to facilitate the offer. The research shows that licentiate courses predominate in the offer of higher education by the IFTO, but this does not represent a clear institutional commitment to teacher training, since the analyzed documents did not refer to the policy of teacher training practiced at the institution nor to the conception of teacher training of its undergraduate courses. However, the thesis recognizes the strategic role that the institution occupies in the state of Tocantins, both for its territorial reach and for guaranteeing access to basic and higher education with good quality standards.Item A gestão integrada da escola no estado do Rio de Janeiro (2011-2014): consensos e disputas(Universidade Federal de Goiás, 2016-10-10) Oliveira, Sheila Santos de; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Najjar, Jorge Nassim Vieira; Tochi, Mirza Seabra; Oliveira, João Ferreira; Assis, Lúcia Maria deThis study is part of the research line State, Policy and Education History of the Federal University of Goiás Pós Graduate Program of Education. The object of study appears in discussions about educational management the meant managerial perspectives of education that has been consolidated, in Brazil, in recent decades. The objective is to analyze the Management Integrated of School (GIDE), a methodology implemented by the state government of Rio de Janeiro in 2011. Still, in an attempt to assess the realization of this policy, to identify, from the perspective of school management, the processes of resistance, accommodation and conflicts that may define the distance between politics as text and this practical implementation. The research has the time frame analysis the years 2011-2014. It is based on the object of study considering processes of social, political and economic that have a close relationship with there structuring of the capitalist system, under the guise of neoliberal regulation, evidenced in Brazil, especially from the 1990s. In the education alfield, these broader processes have indicated a public management design, guided by the principles and practices of the New Public Management that the criticism of classical and bureaucratic administration proposes a reorientation of institutions basing on managerial concepts with a focus on efficiency, control and measurable results. In this perspective the state government of Rio de Janeiro inserts in school life the GIDE, a strategic management system focused on results, whose main purpose is to raise the quality of education for the state to reach the first places in the ranking of national assessment. Even as analysis of the fundamentals were mobilized, considering the different contexts and historicity, the concepts of management, educational management, quality and evaluation. In order to achieve the proposed objectives were carried out semi-structured interviews with school managers. In a qualitative research perspective, it was used as a methodological theoretical support of the approach of the policy cycle is to understand the context of influence, the production and political practice. It is believed, finally, that GIDE changes the school logic, the role of the school manager and the way in which this subject acts. It is observed that by cooptation, by questioning in resistance to the model or by silences and omissions, concepts that are expensive to education and practices in everyday life are re-signified, which corroborates the distance between politics as a text and the practice of politics. GIDE is a management tool aimed at the quantifiable results of the educational process, distancing itself from the conception of education as a process of human and integral formation of the subjects.Item A gestão democrática na educação do Distrito Federal - concepções e historicidade das experiências de 1957, 1995 e 2012(Universidade Federal de Goiás, 2016-10-10) Rodrigues, Rodrigo Soares Guimarães; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Valdez, Diane; Limonta, Sandra Valéria; Libâneo, José Carlos; Jesus, Wellington Ferreira deThis thesis is linked to the research line "State, Policies and History of Education" and aims to investigate the construction of democratic management in the Federal District taking as reference an initial experience experienced in the constitution of the network in 1957 and the legal milestones by means of laws 957 / 1995 and 4751/2012. Through a study of historical approach, it was sought to map and describe these conceptions of democratic management within these three moments of the public network of the Federal District, explaining possible similarities and divergences between the present formats of the 1990s and the built in experience Initial. In this movement, the thesis answered the following research questions: 1) Is it possible to visualize and point out, within the initial history and in the actuality of SEEDF, similarities between the democratic management that emerges at these three moments? 2) How is democratic management characterized in the historical times mentioned? 3) What influence do history and legislation have on the democratic management that is taking place today in the public schools of the Federal District? For the development of this research, we opted for exploratory historical research, in a qualitative perspective, aiming to investigate the documents and legislation that, in the historical course of the educational reality of the Federal District, allowed to analyze the process of construction of democratic management in this network Public. This study also allowed an analysis of the historical movement of construction of democratic management in the DF, with the initial moment of SEEDF and, in parallel with the realities of 1995 and 2012, searching for clues capable of pointing out important elements for the understanding of this process. Thus, the thesis makes explicit that DF public education plays an important role in the understanding of democratic management in Brazil, since in the first school of this network an embryo of democratic experience is registered both in its representative and participatory dimensions, Same way that, later, its manifestations also brought significant advances in this sense.Item Veja o que a Veja fez: o jogo de ocultamento dos jovens nas manifestações de 1992(Universidade Federal de Goiás, 2020-12-14) Santos, Claitonei de Siqueira; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Groppo, Luis Antonio; Duarte, Aldimar Jacinto; Pessoa, Jadir de MoraesThe present work is linked to the line of research entitled “State, Policies and History of Education” of the Graduate Program of the Faculty of Education of the Federal University of Goiás. It seeks to understand how Veja magazine approached youth and youth, in his coverage of the political crisis of 1992, which culminated in the movements of streets and squares calling for the impeachment of President Fernando Collor de Melo. The thesis starts from Pierre Bourdieu's conception that it is necessary to understand young people from the social context in which they are inserted, because the criteria that define youth are always external and, because of this characteristic, subject to manipulation. Hence the attempts to conceal the youths in the reports about the protests against the president in 1992, aiming to serve the interests of classes linked to Veja magazine. The qualitative research had as its documentary corpus the analysis of the journalistic text and the photographs of eight editions that contain reports made by Veja magazine, about the actions of young people in the 1992 Impeachment movement, both from the perspective of Bourdieu (2019, 2007, 1996, 1997) and Burke (1994). The results show that the journalistic language, used in the reports, produced the de-characterization and concealment of young people in the 1992 movements, according to the class interests linked to Veja. Veja magazine develops an invisible censorship process that, depending on the interests at stake, hides by showing and imputing the images used on protesting young people, called students, as a major factor in the departure of President Fernando Collor, without this and the class interests linked to the magazine are made explicit in the texts of the reports.Item “Tem aqui na escola, perto de casa, em todo lugar”: percepções de jovens estudantes de Aparecida de Goiânia sobre as relações entre educação escolar e violência(Universidade Federal de Goiás, 2022-02-25) Silva, Frederiko Luz; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Duarte, Aldimar Jacinto; Rolim, Marcos Flávio; Oliveira, Sandra Maria de; Faria, Gina Glaydes Guimarães deThe present thesis is the result of an exploratory study developed in the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás – PPGE/FE/UFG, in the research line State, Policies and History of Education, on the theme Perceptions of young students from Aparecida de Goiânia on the relation between school education and violence. Its general objective was to analyze, based on the listening of the young participants, the relationship between violence and age/grade distortion. The main methodological resource used for data collection was the holding of talking circles with students from four schools in the municipality of Aparecida de Goiânia, enrolled in 9th grade classes of Elementary School. The discussion about the data was theoretically based on Critical Discourse Analysis. We sought to develop the study from the perspective of the Sociology of Youth, understanding young people as active social subjects, beyond the simplistic conception based on age delimitation - used by legal apparatus. From the analysis of the speeches of the research participants, it was noticed that the inequality in the offer of quality in education is a strong element that generates school failure, identified both in the presence of 15-year-old students still in Elementary School, and in the relation of students with the violence they practice and which affects them inside and outside school walls. The school environment is also configured as an environment of violence, since the profile of the young people surveyed coincides with the profile of a (constructed) social enemy, vulnerable to the death policies of the State – of killing and letting die. The age-grade distortion needs to be faced in the complex dynamics of young people's lives in which, among other elements, the violence experienced is an important factor in their practices and perception of the future.Item Ensino médio integrado e juventude: identidades e perspectivas a partir dos estudantes do IFG câmpus Goiânia(Universidade Federal de Goiás, 2020-12-18) Wascheck, Murilo de Camargo; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Marques, José Elias Domingos Costa; Assis, Lucia Maria de; Alves, Miriam Fábia; Teixeira, Ricardo Antonio Gonçalves; Oliveira, Valdirene Alves deThis thesis is linked to the research line State, Policies and History of Education and discusses youth and integrated high school based on the narratives of the young people themselves. The general objective of this research is, in a critical perspective, to understand, from the voice of young people, the youth condition and the integrated high school from the reality of the IFG campus Goiânia. As a method, we are grounded in the Critical Theory of Society, carefully in Adorno and Horkheimer; and also in Gramsci's philosophy of praxis. These are the key understandings of this thesis: young people and youth, integrated high school and school, the socio-historical condition of youth, the formative nature of work, the socioeconomic determinants of culture and integral human formation. From a methodological point of view, it is an exploratory-descriptive and mixed approach research for the qualitative analysis of the data collected through a standard questionnaire and deepened in the focus group. Among the authors that support our analysis we highlight Acácia Kuenzer, Dante Henrique Moura, Juarez Dayrell, Luis Antonio Groppo, Marília Sposito, Mônica Ribeiro da Silva, Nora Krawczyk, Paulo Carrano and José Machado Pais. In a conclusive perspective, we identified that: for the young people surveyed, the quality of the training obtained is high; that higher education appears as a tangible condition; job insertion is an urgent need; social and psychological violence is a daily problem; youth is a period of human life marked by cultural, socioeconomic and political determinations, albeit tangential by generational and chronological aspects. The complexity of these data requires an understanding that youth is constituted by individuality in the community, in different spaces and institutions, such as school, family, work, religion and digital media.