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Item Desempenho e recompensa: as políticas das secretarias estaduais de educação(Universidade Federal de Goiás, 2014-08-25) Araújo, Caroline Silva; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Santos, Catarina de Almeida; Valdez, Diane; Assis, Lúcia Maria deThis study, entitled Performance and reward: the policies of the state department of education; which belongs to the research line State, Policies and History of Education; problematizes the programs and the actions which aim the reward for the performances accomplished by teachers, students or even the educational institution. In this work, the rewarding policies are all comprehended as being a payment to the institutions, to the education professionals and/or to the students which is conquered by the accomplishing of results. These rewards can also be denominated monetary incentives, variable remuneration or even awarding system. The objective of the researchis to comprehend the presupposition and the shapes of the policies guided by the rating, with some emphasis to the educational management, from the analysis of the experiences concerning Brazilian rewarding policies. Concerning the research methodology, it were performed a survey of rewarding policies proposed by state departaments of education in effect in 2012 and the unabridged reading of the official documents which base such policies and, lastly, we sought to analyse the rewarding policies and to understand how the ratingpolicies influence on the proposition of incentives in the educational context, as well as the logic this instrument provokes in the management and in the work accomplished by schools and professionals. The documental analysis covered laws, decrees, regulations and edicts from eleven state departaments of education: Acre, Tocantins, Ceará, Pernambuco, Paraíba, Goiás, Mato Grosso do Sul, São Paulo, Rio de Janeiro, Espírito Santo, Minas Gerais. The studies of Dirce Nei Teixeira de Freitas, Luiz Carlos Freitas, Benno Sander, Vitor Paro, Idalberto Chiavenato, Licínio Lima e Sandra Zákia Sousa, among some others, were used inorder to comprehend the study object. The research’s data allow us to affirm that the large-scale, rating policies contribute to the creation, in the educational institutions, of a management which aims only the results, for it is from these ones that the productivity indicators of the work performed in the schools are prepared. These indicators has a narrow relation with the rewarding policies, because they make possible the measurement of the work performedby the schools and teachers and also the establishing of quality goals. The productivitybecomes expressed by the reach of quality goals determined by the state departaments of education, being granted rewards to those who “contributed” to the improvement of the educationalresults. The normative texts also reveal the control exercised by the state departaments, the management and the pedagogical work, through the scheduling of tasks which must be executed in order to grant the extraremuneration.Item Desempenho e recompensa: as políticas das secretarias estaduais de educação(Universidade Federal de Goiás, 2014-08-25) Araújo, Caroline Silva; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Santos, Catarina de Almeida; Valdez, Diane; Assis, Lúcia Maria deThis study, entitled Performance and reward: the policies of the state department of education; which belongs to the research line State, Policies and History of Education; problematizes the programs and the actions which aim the reward for the performances accomplished by teachers, students or even the educational institution. In this work, the rewarding policies are all comprehended as being a payment to the institutions, to the education professionals and/or to the students which is conquered by the accomplishing of results. These rewards can also be denominated monetary incentives, variable remuneration or even awarding system. The objective of the research is to comprehend the presupposition and the shapes of the policies guided by the rating, with some emphasis to the educational management, from the analysis of the experiences concerning Brazilian rewarding policies. Concerning the research methodology, it were performed a survey of rewarding policies proposed by state departaments of education in effect in 2012 and the unabridged reading of the official documents which base such policies and, lastly, we sought to analyse the rewarding policies and to understand how the rating policies influence on the proposition of incentives in the educational context, as well as the logic this instrument provokes in the management and in the work accomplished by schools and professionals. The documental analysis covered laws, decrees, regulations and edicts from eleven state departaments of education: Acre, Tocantins, Ceará, Pernambuco, Paraíba, Goiás, Mato Grosso do Sul, São Paulo, Rio de Janeiro, Espírito Santo, Minas Gerais. The studies of Dirce Nei Teixeira de Freitas, Luiz Carlos Freitas, Benno Sander, Vitor Paro, Idalberto Chiavenato, Licínio Lima e Sandra Zákia Sousa, among some others, were used in order to comprehend the study object. The research’s data allow us to affirm that the large-scale, rating policies contribute to the creation, in the educational institutions, of a management which aims only the results, for it is from these ones that the productivity indicators of the work performed in the schools are prepared. These indicators has a narrow relation with the rewarding policies, because they make possible the measurement of the work performed by the schools and teachers and also the establishing of quality goals. The productivity becomes expressed by the reach of quality goals determined by the state departaments of education, being granted rewards to those who “contributed” to the improvement of the educational results. The normative texts also reveal the control exercised by the state departaments, the management and the pedagogical work, through the scheduling of tasks which must be executed in order to grant the extraremuneration.Item O curso técnico em estradas: das origens à implementação na Escola Técnica Federal de Mato Grosso(Universidade Federal de Goiás, 2018-02-22) Barros, Pedro José de; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Rosa, Sandra Valéria Limonta; Kunze, Nádia Cuiabano; Castro, Mad’Anna Desireé Ribeiro de; Machado, Maria MargaridaThis dissertation, of historical-documentary and bibliographic nature, is included in the Research Line "State, Policies and History of Education", of the Post-Graduation Program in Education of the Federal University of Goiás. factors that contributed to the implementation and development of the Technical Course on Roads started at the Industrial School of Cuiabá and made official at the Federal Technical School of Mato Grosso. The research, unprecedented for this type of course in Mato Grosso, had as its main question: what led the EIC to choose the Technical Course on Roads in the 1960s? In order to answer this question, it was also sought to investigate the installation and functioning process, the curricular structure, the faculty and student of its first class, as well as it was instituted and started in the extinct Cuiabá Industrial School, considering the various aspects involved, such as the national educational policy and regional development, internal and external interests of the daily school that came to support its creation. The documentary research was carried out in the researched collections of some important institutions such as Library and Permanent Archive of the IFMT / Campus Cuiabá-Octayde Jorge da Silva, Public Archive of Mato Grosso (APMT); Archive and Library of the Barão de Melgaço House (ACBM / MT), Federal Revenue Archive in Mato Grosso (ARFMT); Museum of Image and Sound of Cuiabá (MISC); 9th Battalion of Construction Engineering (9th B.E.CNST), National Service of Commercial Learning of Mato Grosso (SENAC / MT), and Center for Research Libraries (CLR). It considers the possible influences to the fact that the country is experiencing a period of great turbulence at national level, carried out by the military government. It analyzes the various structural transformations through which the Institution has passed until the creation of the first group of the Technical Course on Roads at the Federal Technical School of Mato Grosso, now called the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT). It relates the creation of the course with some influences related to the expansionist needs of both the federal government and the state government since the beginning of the twentieth century, culminating with the need to introduce skilled labor to support the developmental plans that propelled the state in opening up and the colonization of the northern region of the state of Mato Grosso, which began in the 1950s. The analyzes produced allow us to affirm that the implementation of the Technical Course on Roads was designed to form a quality technical workforce in the process of expansion of the road network of the implemented by the Strategic Development Program in the 1960s and 1970s.Item Políticas de formação continuada de professores: um estudo de caso da rede municipal de ensino de Anápolis(Universidade Federal de Goiás, 2014-07-09) Carniello, Luciana Barbosa Candido; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Dourado, Luiz Fernandes; Silva, Marcelo Soares Pereira daThis work, entitled Politics of Continuing Education of Teachers: a study of case of the Anápolis Municipal Education Network, is inserted in the research line State, Politics and Education History, of the Post-Graduation Program of the Federal University of Goiás. It is about a research characterized as a quali-quantitative study of case, a documental, empirical research, whose main objective was to analyse the public policies of continuing education offered to the instructor of this teaching network by the formative actions developed by the Anápolis Formation Centre of Education Professionals (Cefope, in Portuguese), the main environment of concretizing of these public policies in the city and the very locus of our research. Such investigation was given under the optics of the national guidelines for continuing Education offered to them. The specific objectives of this work were: identifying the actions of continuing education executed in the Anápolis Municipal Network of Education (in Portuguese, Rmea) and relating them to what is preconized in federal level; analysing the profile of the teachers of Rmea concerning the frequency, conclusion and participation or not in the Cefope courses; analysing the case of the teachers which already got the maxima workload which is required to the entitlement predicted in the Statute and Plan of Carrier and Remuneration of the Anápolis Public, Municipal Training of Teachers, their relation with the continuing education, their working locus and the way how it is concretized in the policy of public incentive to the continuing education in Rmea and relating the continuing education which is realized in Cefope to the guidelines of continuing education of the federal government. The documental research was based in the Cefope archives; in the Statute and Plan of Carrier and Remuneration of the Anápolis Public, Municipal Training of Teachers and in all the electronic archives of the Education Ministry (in Portuguese, MEC), Official Union Diary, Civil Cabinet and the Legislation Virtual Portal of the Federal Government. The empirical research was materialized by the application of questionnaires in all the 65 schools which has the early series of Rmea, totalizing 685 professors, and objecting to investigate the evaluation of these ones concerning the actions of continued education of Cefope. From this total of teachers, 590 answered the questionnaires, there is, we worked with a data analysis arising from 86% of the active teachers of the initial series of Rmea. The results of the research indicate a scenario of disputes, in a federal level, concerning the proposals of standardizing of continuing education. In the context of the city of Anápolis, the policies of continuing formation of teachers are being materialized almost completely in Cefope, and this fact brings some positive and some contradictory aspects to the matter, both stated in our work, as, for example, the fact that some Rmea teachers reach the maxima entitlement without having ever concluded a course in this formation centre. The research revealed the way how the continuing education offered by Cefope is seen by its audience: the teachers of Rmea. Furthermore, it also signalized some intersections between the formation policies developed in Rmea and what is preconized in the federal level.Item Disputas de poder e organização pedagógica: a escola normal Nossa Senhora Auxiliadora de Anápolis/Goiás (1937-1946)(Universidade Federal de Goiás, 2023-05-09) Fort, Manael Ben Elshad Jennifer St; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Valdez, Diane; Abreu, Sandra Elaine Aires deThis dissertation has the general objective of characterizing the formation of the students of the Normal Nossa Senhora Auxiliadora School- NNSAS from 1937-1946 through its contextualization within a power dispute in the city of Anápolis and the analysis of its pedagogical organization in relation to the different publics that attended specifically the normal school and the domestic school. The time frame was justified by the fact that 1937-1946 marked a period of approximately 10 years of the institution's performance since the process of transferring the Normal School of Annapolis to the sisters of the Salesian Congregation and was located within the dictatorial context of the Estado Novo and the educational dispute between pioneers and Catholics in the country. It was a bibliographical and documentary research, in which, through screening and analysis of selected documents, we were able to critically dialogue with NNSAS's sources. For the problematization of data and expansion of critical reflection on this institution and the training offered within a sociopolitical context, we relied on authors such as: Fernandes (2019); Hahner (2011); Cunha (2013); Barrozo (2016); Daros, (2013); Alves (2014); Borges (2011); Reimer D’abadia and Freitas (2022); Costa and Gonçalves (2019); Borges (2011); Ferreira (2011); Canezin and Loureiro (1994); Frago (2011); Oliveira (2020); Röhrich Ferreira and Souza Arco-Verde (2011); Silveira (2003); Foucault (1999); Ferreira Lopes (2019), among others. The results indicated that ENNSA offered at least two types of training: an elitist training for wealthy class girls and home schooling for poor girls. Her educational vision was based on Don Bosco's preventive system, in which religion served as a pretext to control and tame the students' bodies. Their imposed morality and religiosity were justified by the argument of ensuring the salvation or the transformation of girls into good Christians and honest citizens. However, he realized that this religiosity was devoid of respect and acceptance of the other, where the difference in all aspects were reasons for exclusion.Item Contrariando a sina - da educação de jovens e adultos ao ensino superior: escolaridades exitosas de alunas-trabalhadoras(Universidade Federal de Goiás, 2013-09-28) Jesus Filho, Rubem Teixeira de; Alves, Miriam Fábia; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708620E6This research, linked to the research line 'State and Education Policy', seeks to find explanations for cases of prolonged education of students who attended some stage of their academic career in the sport of Education Youth and Adults who managed to join a course Superior undergraduate at UFG. To use both the contributions of French authors such as Lahire (1997) and Forquin (1995), who conducted studies on extended schooling trajectories of individuals from grassroots level of society, and also in Brazilian literature, where the reflections on this issue are recent and still scarce, we use the contributions of Portes (2001), Viana (2007), Nogueira (2000), among others. Regarding methodology, our choice was the research case study, qualitative approach, believing that its characteristics enable a better understanding of the object of study. As methodological resources, beyond the relevant literatures, we sent questionnaires to 211 students over the age of 30 years enrolled in undergraduate UFG and semi-structured interviews with three students who met the research profile. It was found that for these trajectories successful academic requires a base structures we consider fundamental that will support this student in overcoming the difficulties that arise in their journey to higher education, including the support of family, a support economic, usually from work, interpersonal relations and a willingness and dedication to the importance of their education and in relation to its own time necessary to achieve their goals.Item Educação popular e acesso à educação superior: um estudo de caso com as juventudes do Trilha Uni do Cajueiro(Universidade Federal de Goiás, 2022-10-03) Monteiro, Hélia Marina; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Oliveira, João Ferreira de; Rêses, Erlando da SilvaEsta investigación tiene como objetivo establecer cómo los jóvenes del curso “En la Trilha de la Universidad” (En el Sendero de la Universidad), conocido como Trilha Uni. (Sendero Uni.), perciben y enfrentan el lugar que la sociedad les tiene destinado. Ganan foco en la investigación jóvenes de la periferia de Goiânia que buscan la continuidad de los estudios, en la educación universitaria, a través de la aprobación del Examen Nacional de Enseñanza Media (ENEM) y el Centro de Formación, Investigación y Atención a la Juventud (CAJUEIRO), que trabaja desde la perspectiva de la educación popular. El problema se puede plantear de la siguiente manera: ¿Cuáles son las percepciones de los jóvenes que llegan a la Trilha Uni. (Sendero Uni.) en relación a su lugar en la sociedad? La investigación se basará en el análisis bibliográfico y documental. La investigación documental se organizará con un marco temporal entre los años 2016 y 2019, para eso se considerarán los datos del INEP y la documentación de la Trilha Uni. (Sendero Uni.): como los formularios de inscripción y evaluación de los alumnos, información del sitio web y de las redes sociales del CAJUEIRO, además de informes del equipo de coordinación del curso. Como fundamento teórico tenemos los autores: Alves (2016, 2018, 2022), Brandão (2013), Freire (2005, 2006, 2011, 2014, 2021), Silva y Teixeira (2011, 2012). Finalmente, se concluye que el proceso por el que atraviesan los jóvenes para ingresar a la universidad engloba múltiples factores que deben ser reflexionados y analizados en su totalidad, y para ello son fundamentales estudios que hagan aflorar las voces de los jóvenes sobre sus realidades.Item A eleição para diretores em Aparecida de Goiânia e a gestão democrática: desdobramentos na gestão da escola(Universidade Federal de Goiás, 2016-03-30) Morares, Lucyana Martins de; Alves, Miriam Fábia; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708620E6; Alves, Miriam Fábia; Libâneo, José Carlos; Oliveira, João Ferreira deThis work integrates the research line "State Policy and History of Education", the Graduate Program, Faculty of Education, Federal University of Goiás. The aim of the study focused on analyzing the election for directors in Aparecida de Goiania and democratic management, with its consequences in the management of schools. The empirical research was conducted in 2015 and had as methodological strategies questionnaire in three municipal schools in Aparecida de Goiania. With the research aimed to understand the following aspects of the investigated object: the legal regulation which established the direct election of directors in Aparecida teaching municipal system of Goiânia; the participation of education professionals in the process of direct election of directors; the process of election of directors, as the possibility of the establishment of democratic management. The categories of analysis form defined in: education policy, democratic, election of directors and Educational Legislation. Understanding the democratic management and achievement that deserves mention in the history of education in Brazil, analyzing the national trajectory that produced the democratization of education and management, refers to the intensification and the formation of the company and its development in the public school. The municipality studied in this work, only in 2009, through Law No. 2861 provides for the election of directors as a means of choice of school managers. Given this extensive delay after the Federal Constitution to ensure a democratic choice as managers , research allowed us to understand the election for directors as a way for the construction of democratic management , also highlighting the limits of this model of choice of managers and possible consequences of this democratic practice in school management within the analyzed reality.Item Militarização das escolas públicas no Brasil: expansão, significados e tendências(Universidade Federal de Goiás, 2020-10-30) Santos, Eduardo Junio Ferreira; Alves, Miriam Fábia; http://lattes.cnpq.br/4002600044640352; Alves, Miriam Fábia; Santos, Catarina de Almeida; Oliveira, João Ferreira deEsta investigación se desarrolló en el ámbito del Programa de Posgrado en Educación de la Facultad de Educación de la Universidad Federal de Goiás (PPGE/UFG), en la línea de investigación Estado, Políticas e Historia de la Educación. Su objetivo principal es mapear y analizar la expansión de la militarización de escuelas públicas de educación básica en Brasil. Este mapeo es entendido como la contabilización de esas escuelas y el registro de sus respectivas ubicaciones, del año en que ocurrieron las intervenciones militares y de la esfera administrativa en la cual las escuelas se insertan. Los problemas de investigación se relacionan a los siguientes cuestionamientos: ¿En cuales unidades federativas (UUFF) hay escuelas militarizadas y o militares de educación básica? ¿Cuál es la dimensión de la militarización en cada una de esas UUFF? ¿ Sería posible encontrar rasgos característicos en común en relación a la constitución de esas unidades escolares que permitirían establecer generalizaciones? Cuáles son los significados de la militarización de escuelas para la educación pública? Los datos que componen la investigación fueron recopilados hasta diciembre de 2019, por medio de búsquedas en portales académicos y en site Google, utilizando descriptores compuestos por los términos “militar”, “militarizado” y sus congéneres y el nombre de las UF. Como resultado de esas búsquedas, se catalogaron trabajos académicos, actos legales y textos periodísticos como fuentes. Por lo tanto, se trata de una investigación de tipo bibliográfico y documental. La forma y el orden de la exposición de los datos obedecen a criterios teóricos, geográficos y cronológicos. La clasificación de esos datos se orienta inicialmente por las reflexiones de Alves et al. (2018), Cabral (2018), Jesus (2011), Sauer (2017) y otros autores que apuntaron criterios para definir cuales escuelas entre las catalogadas en esta investigación son militares y cuales son militarizadas. Al fin, se concluye que, en 2019, la militarización de escuelas públicas de educación básica se hizo presente en 14 de las 27 unidades federativas brasileñas: Acre, Amapá, Amazonas, Bahia, Distrito Federal, Goiás, Maranhão, Mato Grosso, Pará, Paraná, Piauí, Rondônia, Roraima, e Tocantins. La militarización no se hace presente en ningún estado de la región Sudeste. Se concluye también que tal cuadro contrasta con la política de creación de escuelas militares, pues esta se manifiesta principalmente en el Sudeste. Se demuestra al largo del texto que la militarización de escuelas públicas no está resguardada en la legislación educacional vigente, es llevada a cabo por medio de diferentes instrumentos administrativos en cada UUFF e involucra, actualmente, tanto la militarización de escuelas estaduales como la militarización de escuelas municipales. La militarización de escuelas públicas fue registrada por la primera vez en 1990 en Mato Grosso y se expandió principalmente en los últimos cinco años, y actualmente los estados con más escuelas militarizadas son Bahia y Goiás. Por fin, por medio de los aportes teóricos de Aquino (2014), Freitas (2018) y Teixeira (1996;2002), se demuestra que la militarización es una amenaza a los principios y finalidades de la escuela pública y resulta en su debilitamiento.