Programa de Pós-graduação em Educação
URI Permanente desta comunidade
Navegar
Navegando Programa de Pós-graduação em Educação por Por Orientador "Alves, Miriam Fábia"
Agora exibindo 1 - 17 de 17
Resultados por página
Opções de Ordenação
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 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 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 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 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.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.