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Item Estado e planejamento educacional no contexto do federalismo: o processo de elaboração dos planos municipais de educação em Goiás(Universidade Federal de Goiás, 2020-03-05) Alves, Edson Ferreira; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Ferreira, João Roberto Resende; Silva, Luís Gustavo Alexandre da; Oliveira, João Ferreira de; Dourado, Luiz FernandesThe present thesis’ main objective is to study the elaboration process of the Municipal Education Plans (or Planos Municipais de Educação, PMEs), considering the involvement of the political society and of civil society to the end of this research, understanding them as a State policy. As the selection criteria determined, the cities chosen were of Itaberaí (Central Goiás Mesoregion), Luziânia (East Goiás), Minaçu (North Goiás), São Miguel do Araguaia (Northwest Goiás) e Silvânia (South Goiás). Methodologically, the investigation was configured as a case study developed as a converging parallel project of mixed methods, outlining as qualitative sources documents and interview with the coordinators of the commissions of elaboration of the PMEs. As quantitative sources, the resources were the application of questionnaires with other members of the commissions. The theoretical basis for analysis was the concept of State (political society plus civil society) by Antonio Gramsci, which situated the elaborating of the PMEs, as well as the interstate sets instituted in the context of the Brazilian federalism, which should become effective by the means of a cooperative regime. Municipal documents were situated in the context of educational planning and its variations, by means of the historical course of this strategy throughout the entire republican period. As a final focus point, this thesis presents two National Education Plans approved by law, the PNE 2001-2010 and the PNE 2014-2024. The latter, materialized in the law nº13.005/2014, determined that the subnational entities approved the correlated ten-year-plans within a year, according to the national document (article 8º). This imperative, by means of the cooperative action of the Articulation Secretary with the Teaching Systems/Ministry of Education (Sistemas de Ensino/Ministério da Educação - Sase/MEC), was the motivator for the municipalities to elaborate their PMEs. The framework of this research’s analysis is based in authors such as Abrúcio (2010), Araújo (2010), Bordignon (2014), Buci-Glucksmann (1980), Coutinho (1992, 2006), Cueto and Guardamagna (2012), Cury (2009, 2010, 2015), Dourado (2011, 2013, 2017), Gramsci (1999, 2004a, 2004b, 2007), Horta (1982, 1997), Matus (1993) and Saviani (2007, 2014, 2016a). The data indicate difficulties in mobilization of civil society and also on political society to participate in the elaboration of the PMEs, also indicate short deadlines for its implementation, as well as the overwhelming use of the materials produced by Sase/MEC and the PNE 2014-2024 itself as references to the municipal coordinations. About the management of these commissions, it became evident in a systematic and organized way, with distinct dynamics effectuated in each case, but with a similar standard of referrals and operationalization, the management focus on the representatives of the Municipal Secretaries of Education. It means to focus on the political society, using democratic and participative indicators, with its limitations and contradictions. It is identified as a challenge to the municipalities the materialization of the PMEs as a State policy, in a scenery where the PNE 2014-2024 itself has been put in the secondary plan because of neoliberal policies of budget restriction and because of the Constitutional Amendment nº 95/2016.Item A lógica do mercado na educação pública municipal – a parceria público-privada em Catalão/Goiás(Universidade Federal de Goiás, 2014-02-11) Belo, Fernanda Ferreira; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Carvalho, Roberto Francisco de; Sguissardi, Valdemar; Oliveira, João Ferreira de; Machado, Maria MargaridaThis study is part of the line of research State, Policy and History of Education and has been developed in the Post-Graduation Program in Education at the Federal University of Goiás. It aims to analyze the logic of the educational market in the context of (public) municipal education, in Catalão, Goiás, from the perspective of public- private partnerships in education - PPPE . The partnership between the City Department of Education of Catalão (Secretaria Municipal de Educação de Catalão – SMEC) with Positive Publishing House Ltd was formalised after 2008 and occurred by providing teaching materials called Teaching System Learn Brazil (Sistema de Ensino Aprende Brasil– SABE), monitoring and educational advisory services and access to this Publisher house’s website. To develop this study it was accomplished a literature review, documentary survey and analysis of relevant legislation, semi-structured interviews with individuals involved with the implementation of PPPE, using questionnaires with workers of the municipal public education, from pre-school and syndical leaders in this category. In this study, we question the educational policies of privatizing and economist character that enable PPPE to take effect as the standard of organization of public school education across from the historic proposal for public, free and democratic education, combined with the plurality of ideas and different pedagogical concepts. This study found that the insertion of educational market logic in the (public) municipal education in Catalão has led to the internalization and naturalization of everything that involves public education can be converted into marketable products. The acceptance of this logic promotes changes in conceptions of public school, because the incorporation of a new ethical-moral justification and privatization policy in the project of education occurs. This process enables the expansion of large business groups in the education sector to find new niches of economic exploration, which allow the private appropriation of public property, the continued concentration of capital in large companies in the education industry, without, however effectively generate improvement of public school system, once the capitalist society, being contradictory, provides the means to ensure class differences and educational privileges for the elite. With this process there has been a “fetishization” of products, services and educational technologies that are marketed in agreements with local, visible in schools overvaluation that goes beyond the reality of these objects and their relationship to labor and human knowledge.Item As relações e os desdobramentos da dupla avaliação (CEE/GO e Sinaes) na administração central da Universidade Estadual de Goiás(Universidade Federal de Goiás, 2019-06-24) Campos, Valter Gomes; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Chaves, Sandramara Matias; Carvalho, Renata Ramos da Silva; Oliveira, João Ferreira de; Assis, Lúcia Maria deThis study is part of the field of higher education, in the subfield of institutional evaluation, and aims to analyze the results of the double evaluation (CEE/GO and Sinaes) in the State University of Goiás (UEG) central administration. The research sought to capture what moves the individual and collective agents, who in relations, participate in the constitution of the institutional evaluation habitus, which has a close connection with the managerial habitus of the University. In this sense, it was taken as a cut and sought to be understood the association of the double evaluation with the resolutions of the higher collegiate bodies and with the decisions and actions of the central administration, in the period from 2011 to 2017. From the bibliographical readings and theories used emerged the following categories of analysis: relations, field, habitus, capital, symbolic violence, totality, contradiction and historicity. The work is characterized as a case study, with bibliographical, documentary and field research, which through this broad approach sought to understand the object of study in its totality. For the analysis and understanding of the object, the study was based on the contributions of Pierre Bourdieu and the works of authors of the field of higher education and the subfield of institutional evaluation, among others, Catani, Oliveira, Dourado and Dias Sobrinho. The following results are worth highlighting: the demonstration of the adherence to the political field defining the managerial habitus and assessment of UEG; the proof of the double and mixed evaluation demonstrated by the evaluation processes (CEE/GO and Sinaes) taken jointly, often as sides of the same coin, but with Sinaes as official guider and reference for actions of evaluation and regulation of CEE/GO; the use of the evaluation processes results, in particular the scores of Enade, the CPC and the IGC to support the resolutions and decisions of UEG central administration, changing the habitus of UEG assessment and management; the search for the improvement of these grades and indexes as an expression of the quality of the courses and of the Institution, which together with the financing, budgetary and financial issues set the tone for the planning and decisions of UEG central administration in the covered period; The study also revealed that the concern with ranking is due to the quest for distinction and positioning in the field of higher education, which, in turn, becomes an element for evaluation of the institution's own central administration and for the benefit of managers’ relationships with internal and external communities, especially with political field and the state government. Finally, checked that as an internalized structure, the ranking and positioning in the field are incorporated into the way of using the double institutional evaluation and its unfolding in the University central administration, externalized as practices, discourses and relations between the internal and external agents of the Institution.Item O PNE e as universidades estaduais brasileiras: assimetrias institucionais, expansão e financiamento(Universidade Federal de Goiás, 2018-04-10) Carvalho, Renata Ramos da Silva; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Sguissardi, Valdemar; Guimarães, André Rodrigues; Dourado, Luiz Fernandes; Oliveira, João Ferreira deThe main goal of this study is to investigate and to present what would be the necessary enlargement of undergraduate and strictu sensu graduate enrollments, and of the expansion funds, so that the SUs, by the state of the federation, could contribute to the success of the NEP goals (2014-2024) for higher education. Furthermore, this study also aims to evaluate the first two years of the implementation of the targets 12, 13 and 14, and to carry out the projection of its challenges for the country by the year 2024; to comprehend how the SUs are inserted in the context of higher education in Brazil; to identify the main institutional and academic characteristics and the main asymmetries in the set of Brazilian State Universities; to detect the main existing asymmetries in the group of Brazilian SUs; to analyze the content of the goals for higher education of the State Education Plans (SEPs), to investigate the average cost and expense per student of the SUs; to estimate what would be the necessary increase of resources, as a percentage of national and state GDP, so that the states, through their SUs, can contribute to the achievement of these goals. From the methodological point of view, the first step of this research has shown to be an exploratory study which later developed into a descriptive, critical interpretative study that has been subsidized by documental and bibliographic research, collection and analysis of statistical data for the accomplishment of projection estimation presented here. This study is composed of four main categories of analysis: the expansion of Brazilian higher education, the education plans (national and state), the institutional and academic profile of the UEs, and, finally, the funding of the SUs. These categories are theoretically supported by the studies of Aguiar (2010), Amaral e Pinto (2005), Amaral (2016), Dourado (2010, 2011, 2016, 2017), Fialho (2011, 2012), Martins (2000), Oliveira and Dourado (2016), Oliveira (2011), Ranieri (2000), Sguissardi (2000, 2014), among others. The data collected by this study reveal that the challenges of expansion and funding are audacious for the states to contribute to the PNE (2014-2024) goals for higher education. Therefore, it is defended as a thesis that although the SUs integrate the same administrative category as "state public universities", they are constituted by a set of HEIs marked by institutional asymmetries in several aspects: as to its architecture of spatial organization; to the characteristics of offer of their undergraduate enrollments, as to the qualification of its academic staff; as regarding the offer and performance in the stricto sensu post-graduate course ; its statutory regulations; in terms of their funding; and regarding its challenges of expansion towards the goals of the PNE (2014-2024) for higher education. This study understands that the asymmetries identified in the set of the SUs are mainly due to the fact that they have very different contexts regarding their creation, structuring, and functioning, and because they are subordinated to different maintainers (states of the federation) and to distinct academic, institutional regulations and financial capacity. Moreover, it is argued that the challenges of the SUs in front of the PNE (2014-2024) goals for higher education explicit the present contradictions in terms of the higher education offer promoted by these institutions, in terms of its funding, and in terms of the regional inequalities of this group of HEIs. These contradictions and the imperative challenges of enrollment expansion and the increase in the funding, necessary for the SUs to contribute to the success of these goals, allows us to affirm that there are objective limits which compromise the effective participation of the states in reaching these goals for higher education in brazil, through their SUs. Moreover, it is possible to affirm that the effectiveness of the content proposed by the PNE strategy 12.18 (2014-2024) is of fundamental importance for the states of the federation to contribute to the achievement of these goals for higher education, through their SUs.Item Universidade estadual de goiás: histórico, realidade e desafios(Universidade Federal de Goiás, 2013-07-05) Carvalho, Renata Ramos da Silva; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Bittar, Mariluce; Oliveira, João Ferreira deThis research integrates the State Line of Research, Policy and History of Education Program of Postgraduate Education, Federal University of Goias, and aims to make a study of the conditions and academic materials in the Goias State University (UEG) seeks to build and realize its teaching, research and extension, using, where possible, references to other state universities in Brazil. For the analysis, discussion and definition of the indicators used in this study was the statistical database of the National Institute for Educational Studies Anisio Teixeira (INEP) listed in the Census of Higher Education and the National Assessment of Higher Education (SINAES); database of the Coordination of Improvement of Higher Education Personnel (CAPES) and the legislation that defines and standardizes the criteria for a Higher Education Institution (IES) be university. The research starts from the understanding that the UEG has to be analyzed and understood within its administrative category: A state public university. Therefore, we performed a study of the participation of state HEIs in the context of public higher education in the country and Brazilian regions identified that these institutions are present in all regions of the country played an important participation in the provision of enrollments in higher education where public are inserted. The UEG, established in 1999, is an institution maintained by the state public power dilemmas and experiences for the exercise of their academic purposes from various sources ranging from infrastructure problems, reduced public funding to low quantity of servers (teachers and administrative technician) effective. The questions that guided the study were: What are the limits and possibilities for the consolidation of the UEG as public university? What are the challenges experienced by UEG for its consolidation? As is the UEG in the context of public higher education and state universities? What is the current scenario of higher education and Goias which the participation of the UEG in this scenario? What is the situation of the UEG, compared with other state universities in Brazil? After all, the UEG is still under construction as a university? The analysis of empirical data enabled trace some features of institutional and academic profile of the UEG and also found that the institution has several challenges to establish and consolidate itself as a university as prescribed by laws and norms specific.Item Relações e condições de trabalho docente em IES privadas da grande Goiânia: análise relacional de rescindidos no contexto do Sinaes(Universidade Federal de Goiás, 2019-08-23) Costa, Aline Fagner de Carvalho e; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Sguissardi, Valdemar; Aguiar, Márcia Ângela da Silva; Ferreira, Suely; Oliveira, João Ferreira deRelational analysis of private Higher Education Institutions (IES) managements in the Metropolitan Region of Goiânia (RMG) with Brazilian politics regarding evaluation, regulation and supervision of the field, that constitute the Federal System of Education (SFE). The observed practice was in the work relations and conditions, a relatively dynamic set of durable dispositions; manifested in this subfield and presented by the documental base extracted from the Higher Education Census, from the e-MEC system (MEC, Inep) and by the voices of teachers that worked in private IES in the RMG that had their contract termination assisted by the Goiás Teachers Syndicate (Sinpro – Go), in the period between 2004 and 2017. The group of 126 teachers responded to the questionnaire link forwarded by e-mail and Whatsapp. In the questionnaire with 34 multiple choice and 8 open questions, three moments of their professional trajectories were highlighted: in the ‘present’, about the types of work relations and conditions that these teachers experienced in 2018; in the past, about the experience lived in the terminated contract between 2004 and 2017; and in the future, with vestiges of glimpses and strategies for their careers. The comprehension of the subfield of private higher education, undertaken here, demanded to be observed in relation to the field of power, where politics are established in legal and normative prescriptions and to the economic field, especially when private IES expand and diversify as private market, as they participate in the massification of enrollment by means of the service sector. The intention was to search for evidence of teaching practice in their modus operandi, looking toward the articulated management among three agents, taken as categories in this study: the State, the private IES and the teaching practice. In the context of the relations of evaluation, regulation and supervision by the State, as a consecration (production of belief) and (re)production system of a given cultural capital, that happen in the academic field. Hence, the elements and criteria present in the questionnaire were suggested, in part, by the National Higher Education Evaluation System’s instruments (Sinaes) in regards to the quality of the teaching body itself (titles, work regimen, accumulated experiences). On the other hand, the private IES, or not, also present their processes of production and their “products” as fundamental to the economy of symbolic goods, that does not put aside and conforms to the professional class that materializes it. The construction of the object that stems from possible dialogues among Bourdieu’s sociology (and the sociology of education), Adorno and Horkheimer’s the cultural industry, Thoompson and Williams’ cultural materialism, and even the contributions of Clot and Schwartz’s work sciences. Apart from the national reference that discuss higher education and its evaluation specifically, such as Dias Sobrinho, Sguissardi, Barreyro, Rothen, Amaral, Oliveira, Hey, Moraes and Ferreira. It was verified that in the expansion of the Goiás private subfield, according to information from Sinaes and teacher reports, better indicators regarding the quality of the teaching body dealing with felixibilization, intensification and precariousness of work relations and conditions in the private IES in the RMG. The study suggests new questions about higher education and the emancipatory possibilities of the teaching practice in its most political dimension (public and institutional policies and individual strategies), regarding the different managements of the teaching practice, understood as academic activity that produces this important cultural capital. The researcher was a recipient of a doctorate scholarship, given by the Social Demand Program of the Coordination for the Enhancement of Higher Education Personnel (Capes).Item Modo de regulação neoliberal e o fundo público no Brasil (2010-2020): a Emenda Constitucional n. 95/2016 e o financiamento do Ministério da Educação(Universidade Federal de Goiás, 2022-01-31) Ferreira, Diana Regina dos Santos Alves; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Oliveira, João Ferreira de; Moraes, Karine Nunes de; Sguissardi, Valdemar; Guimarães, André RodriguesThis is a Doctoral Thesis in Education, linked to the State, Policies and History of Education line of research, developed in the Graduate Program in Education, College of Education, Federal University of Goiás (PPGE/FE/UFG). The general objective of this work is to analyze the financing of Budgetary Functions and of MEC in the period from 2010 to 2020. Thus, the following Specific Objectives are presented: 1) analyze the changes caused by neoliberalism in Brazil, especially in the last ten years. 2) show the events in Brazil that culminated in the approval of EC N° 95/2016 and its consequences for social policies and expenditure on education in accordance with Article 212 of the Federal Constitution of 1988; 3) verify and analyze the set of expenses of the Union; 4) verify and analyze Other Current Expenses and Investments in sectors of MEC. This is a documentary research that collected data from the Union's Budget Execution primary source, available on the Chamber of Deputies website, and secondary sources: Budget Execution Summary Reports (RREO), books and scientific articles, among others. This research analyzes the settled values corrected by the IPCA, at January 2021 prices. The theoretical-methodological aspects are based on Marx's dialectical-historical materialism. The research categories are: Federal Public Fund; EC No. 95/2016, which instituted the New Tax Regime; and Budgetary evolution of the Union and MEC. It was found that after the impeachment of President Dilma Rousseff, in 2016, Michel Temer took on the presidency of the country and put into practice fiscal adjustment policies based on the document A Bridge to the Future, which resulted in EC N° 95/2016 and a set of reforms that continued under Jair Bolsonaro. With the approval and implementation of EC N° 95/2016, associated with the deepening of a neoliberal policy, some Functions faced an exaggerated reduction in expenses, namely: Education, Culture, Sanitation, Sports and Leisure, Agrarian Organization, Housing, Sanitation, Urban Planning, Labour, Science and Technology, Industry, Agriculture, Environmental Management and Transport. Other Functions had their expenses increased, such as: Judiciary, National Defense (which it is worth mentioning, grew enormously as of 2016), Foreign Affairs, Special Charges. Expenditures in the Social Welfare and Health Functions increased exceptionally due to the pandemic caused by COVID-19. The sectors of the Ministry of Education, with the exception of the Brazilian Hospital Services Company (EBSERH), had a sharp reduction in expenses from 2015 onwards, which were aggravated mainly in the years following the implementation of EC N° 95/2016.Item O financiamento do Programa Nacional de Alimentação Escolar - PNAE no período de 2010-2022: o caso da rede municipal de Goiânia(Universidade Federal de Goiás, 2023-11-01) Gomes, Fernanda Ferreira; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Mesquita, Maria Cristina das Graças Dutra; Oliveira, João Ferreira deThis is a study on the financing of the National School Feeding Program (PNAE) in the context of the public school system in the municipality of Goiânia, with a time frame of 2010 to 2022. The research correlates financial data with the number of students served and seeks to highlight the difficulties and challenges faced in implementing the program. A qualitative approach with a case study was used, as this is appropriate for examining the financing of the PNAE in the municipal context of Goiânia. It collected primary data through transparency platforms and formal requests to the municipality analyzed to obtain specific and up-to-date information. It correlates the financial data with the number of students enrolled in order to understand how the resources are being distributed and to analyze whether the amounts are compatible with the needs of the student population. A literature review was also used to understand the theoretical and historical context of the PNAE, as this is fundamental to the analysis and conclusions. Overall, this research addresses an important and complex area of educational policy and public funding, especially considering the dynamics of neoliberal policies. The results show that the PNAE plays a crucial role in promoting educational equity, ensuring that all students, regardless of their socioeconomic situation, have access to quality meals. However, the lack of adequate adjustments can hinder the program's implementation. In addition, the research highlights the lack of strategic planning in the financing of the program and the increasing dependence on states and municipalities to finance the PNAE.Item Prescrito e o vivido: estudo da política de ampliação da jornada escolar em escolas de tempo integral da rede municipal de educação de Goiânia(Universidade Federal de Goiás, 2016-10-13) Gomes, Marcilene Pelegrine; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Libâneo, José Carlos; Oliveira, João Ferreira de; Rezende Pinto, José Marcelino de; Barra, Valdeniza Maria Lopes daThis thesis is linked to the line research State, Policies and History of Education of the Program of Post-graduation in Education of the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). The study object is the extended school time policy in the Full Time Schools (EMTI) of the Municipal Secretary of Education of Goiânia (SME). The general objective is to investigate the effectiveness of this policy by the analysis of the financial, administrative and pedagogical capacity of the educational system to guarantee the material and human conditions for the quality of the teaching and learning process in Full Time Schools. This is a case study carried out with the first five (05) schools that implemented the EMTI in the Municipal Education System in 2015. The procedures used in this research were documental, bibliographic and field research. The main analyses consisted on the following areas: the financing, the school infrastructure, the development of the teaching process and the school management conditions. Based on quantitative and qualitative and objective and subjective data, the investigation is epistemologically supported by the studies of Amaral (2012), Brasil (2006, 2009a, 2010a, 2010b), Carreira and Pinto (2007), Dourado, Santos and Oliveira (2007), Dourado and Oliveira (2009), Fineduca (2013) Oliveira and Araújo (2005), Oliveira (2007), Pinto (2014, 2015), Souza, Gouveia and Scheneider (2011), Scheneider (2012) and Barra et al. (2015). In the development of the exhibition registers, through data and analysis, in municipal policy falls within the set of policies for basic education in Brazil implemented over the last two decades with centrality in the expansion of the school day in order to ensure improvement in student academic performance and, at the same time, offer a full-time care for children in situations of social vulnerability. It is stated as a thesis that material and human conditions, objective and subjective, municipal policy implementation in the five in outline stresses and contradictions present in municipal law, in speeches and in everyday school officials who, in turn, show limits, challenges and possibilities for the effectiveness of the proposal on RME de Goiânia as State public policy.Item Carreira do magistério em municípios de Goiás e o potencial de financiamento educacional local(Universidade Federal de Goiás, 2015-08-22) Machado, Jarbas de Paula; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Gouveia, Andréa Barbosa; Oliveira, João Ferreira de; Camargo, Rubens Barbosa de; Alves, ThiagoThis thesis is part of the Research Line State, Politics and History of the Graduate Program in Education at the Education Faculty of Education of the Federal University of Goiás. The aim of the study was to analyze and understand the career policy for public school teachers in Brazil, especially in the production stages of the normative texts of federal and local levels, from the constituent elements of that career and his relationship with the potential for educational financing from 15 municipalities in the state of Goiás. With the methodological theoretical framework Stephen J. Ball policy cycle and its relationship to the modus operandi of research in Pierre Bourdieu, we analyzed the contexts of influence and production of normative texts of politics. In addition to the survey and the analysis of documents adopted as complementary procedures to collect data through specific forms sent to the municipal education departments and surveys and observations, in locus, carried out in three municipalities of the sample. The policy for the teaching career in Brazil is being built, more punctually from the second half of the 1990s, under the influence ofneoliberal ideas for education. At the federal scenario was observed in the guidance on the preparation of teaching career plans, set out in documents produced by the MEC, the presence of the ideas disseminated by the World Bank for developing countries. In contrast, the definition of federal regulation is the product of institutional disputes where the interests of key actors such as the MEC, the Undime, the CONSED and the CNTE, are not always consensual. In the municipal setting federal regulation is not accepted in its entirety. Federal, marked by general guidelines, without objectivity almost always go through an individual interpretation of each municipality. In the 2000s, the adoption of new regulatory frameworks at the federal scenario, characterized by constituent elements more objective teaching career bring new perspectives to the teaching professionals. The most important landmark of this new stage of building policy for the teaching career in Brazil was the approval of PSPN Act. However, plans for career developed from the approval of Fundeb Act, the PSPN Act and the Resolution CNE / CEB Nº 02/2009 had "side effects" such as reducing the spread of careers, the extinction of additional ownership and the emergence of bonuses / performance bonuses and productivity. The initial hypothesis of the study was that, considering the different policy contexts for building the career of basic education public school teachers in Brazil, municipalities with the highest potential of educational funding would have better represented teaching career proposals, in particular in the structure the salary scales and other compensation mechanisms. Contrary is hypothesis, the study shows, based on the analysis of the career structure and the way the constituent elements of teaching career are organized, the potential for local educational funding does not influence the definition of proposals more or less advantageous for professionals the magisteriumItem O financiamento da educação infantil: o Proinfância no período de 2011 a 2021(Universidade Federal de Goiás, 2022-10-24) Oliveira, Elisa do Nascimento; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Oliveira, João Ferreira de; Mesquita, Maria Cristina das Graças DutraThis is a Master's Dissertation in Education, linked to the research line State, Politics and History of Education, developed in the Graduate Program in Education, Faculty of Education, Federal University of Goiás (PPGE/FE/UFG). The work aims to analyze the evolution of the funding of the National Program for the Restructuring and Acquisition of Equipment for the Public School Network of Early Childhood Education (Proinfância) in the period from 2011 to 2021. The objective of the research was to evaluate how the funding of this policy behaved throughout the decade from 2011 to 2021. The study started with a bibliographic survey on the concept of childhood and child that guides the development of public policies for early childhood since the 1988 Constitution and the analysis of the legal support that supports the study of financing education, and more specifically early childhood education. To understand the financing of Proinfância, an analysis of the financing structure of basic education from the fund policies was carried out, as well as the consequences of the approval of the New Fiscal Regime - Constitutional Amendment No. 95/2016. A study of how early childhood education is treated in both education plans, especially the National Education Plan (PNE) 2014-2024, was also conducted. Finally, the functioning of the Federal System of Planning and Budget was examined and an analysis of the budget execution of Proinfância in the fiscal years 2011 to 2021 was carried out and what the contribution of the technical and financial support provided by the Federal Government to the Federal District and the Municipalities in the improvement of the physical infrastructure of the early childhood education network. The budget data survey was carried out in the Integrated System of Planning and Budgeting (SIOP), a computerized system that supports the federal government's budget processes in real time. It was also established that the analysis would be restricted to the budget action 12KU - Implementation of Schools for Early Childhood Education, as it is a specific budget action for the promotion of the policy under analysis. It was possible to identify that, since 2016, the program has suffered an emptying of its allocation, a fact that coincides with the adoption of neoliberal agendas, especially after the impeachment of President Dilma Roussef and the approval of Constitutional Amendment No. 95/2016. Therefore, if the spending cap imposed by this amendment persists, the continuity of this important policy for the access of children to early childhood education is at risk.Item O financiamento da Rede Federal de Educação Profissional, Científica e Tecnológica(Universidade Federal de Goiás, 2018-07-06) Pereira, Josué Vidal; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Pinto, José Marcelino; Gabrowski, Gabriel; Machado, Maria Margarida; Dourado, Luiz FernandesThis study has the porpouse of analyse the finance of the Federal Network of Professional, Scientific and Technological Education between 2009 and 2016, in order to identify the logic and trends that constitute the financing of VET in the country. This is an exploratory study carried out through documentary and bibliographic analysis. It presents the most important moments of history and financing of the modality in Brazil, taking as reference the studies of Celso Suckow da Fonseca (1986), Luiz Antônio Cunha (2005) and Silvia Maria Manfredi (2002). shows the process of changes of societies since the 1970s, with an overcoming of Fordism and the advent of the new model of accumulation of the captalism named Toyotism. With the analyses of Francisco de Oliveira (1998), Ricardo Antunes (2015) and David Harvey (2014), shows that productive restructuring associated with neoliberal orientation policies and the dynamics of globalization have profoundly impacted contemporary society, especially with the advent of structural unemployment. The analysis of the VET programs in the post-LDB context indicates that these are targeted primarily at the enormous public excluded from the efective opportunities for schooling and vocational training, by focusing more on certification policies than on the necessary socio-labor inclusion. By means of this rograms have been transferred large sums of money to non-state institutions, deprived of commitment with the good use of the public resources and much less with the quality education. The analysis of financing RFEPCT, shows trends of ampliation progressive of the resources of the public fund between years of 2009 and 2014, which have result increase in the number of campuses and the increase in the number of peoples attended at all levels and modalities. During this period, the increase in average expenses per student and the average cost per student of the Network was observed, due to the increase in investment resources for the construction of new buildings related to expansion, but also the implementation of a consistent student assistance policy, as well as policies of positions and salaries plans of the teaching and technical-administrative servers. In the years 2015 and 2016, there was a tendency of retraction of the resources of the Network, which is related to the reorientation of the government's macroeconomic policy, which led to the reduction of investment in education, tendency consolidated by the rupture of the democratic order of the New Republic, arising from the parliamentary-judicial-mediatic coup of 2016, which, by retaking policies of ultra-neoliberal adjustment, jeopardizes the consolidation of the EPCT Federal Network.Item A gestão democrática nas escolas de ensino fundamental da rede municipal de educação de Goiânia: desafios e possibilidades a partir da visão dos professores do conselho escolar(Universidade Federal de Goiás, 2015-08-31) Rincon, Hugo Alves; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Alves, Míriam Fábia; Santos, Paulo Eduardo dosThis dissertational work is part of the research line "State, policies and history of education" of the Graduate Program in Education of the Federal University of Goiás. The study aimed to analyze the process of participation in decision-making in municipal schools and the role of school boards in the implementation of democratic management in Municipal Education Network of Goiânia, in order to contribute to the knowledge of reality and build opportunities for advancement. To this end, it discusses the characteristics of democracy in Brazilian society that give contour to disputes between civil and political society about the principle and the consolidation of democratic management of public education. It is justified by the importance given to the school management for the democratization of public education in Brazil, especially from the democratic opening movement in the 1980s. The seizure and analysis of the object is guided in the design of Brazilian scholars on Gramsci, confronting the sustained participation of vision in the socialization of power and the other based on market assumptions. In this sense, the School Boards theoretically have a space that enables the democratization of power relations that are established in the school, bringing the expectation of promoting the inclusion of the school community in the decision making processes. The empirical survey was conducted in early 2015 and had as its methodological strategy the application of a questionnaire to all teachers who are part of the School Board of 25 schools of the Municipal Education Network of Goiânia offering each and every year of elementary school. The methodological approach and the survey results show the correlation of forces that interfere with the direction of public policies of State and point challenges and possibilities for the consolidation of a democratic participatory management.Item Institucionalização dos conselhos municipais de educação nas capitais brasileiras: a luta por uma nova hegemonia política(Universidade Federal de Goiás, 2014-07-11) Santos, Paulo Eduardo dos; Amaral, Nelson Cardoso; http://lattes.cnpq.br/3161592631250103; Amaral, Nelson Cardoso; Chaves, Vera Lúcia Jacob; Pinto, José Marcelino de Rezende; Alves, Míriam Fábia; Oliveira, João Ferreira deThis study is part of the research in State, Policies and History of Education of the Graduate Program of Education Department of the Federal University of Goiás (UFG). This larger research has as central axis an analysis of the State, the changes, impacts and effective developments of actions in the formulation of public policies, mainly in the educational field. Thus, the general objective of this investigation is to understand, based on legal documents and on the perception of the counselors’ who represent the educational workers and those of the executive branch, the institutionalization process of the Municipal Education Councils (MECs) of the Brazilian capitals, especially those from the Center-West Region. One must emphasize that the MCEs are considered here a State organ, of political articulation, located between the government and civil society to address education issues. This study used as analytical reference, mainly from the Gramscian theoretical perspective, concepts such as civil society, political society, State, hegemony, relation between forces, as well as, aspects of the political-administrative decentralization resulting from the Brazilian federalist model. In relation to the research, we chose to use a method of investigation, whose main differential was based on the analysis of dialectic approach. Thus, we sought to use a combination of different techniques of data collection and analysis of reality such as: bibliographic research, analysis of legal documents from MECs of all Brazilian capitals, as well as the application of questionnaires answered by the municipal educational counselors, representatives of the executive branch, and the educational workers in three capitals of the Center-West Region. It must be noted that these subjects were chosen based on what was found in the exploratory phase of this study which detected them as representative segments with higher representativeness in the MECs of the 26 Brazilian capitals. This study, when investigating the institutionalization process of the MECs of the Brazilian capitals, mainly, those from the capitals of the Center-West Region, showed that they are the stage of political conflicts and space of strong relations where the competition between a bureaucratic and a democratic character is constant. This finding seems to indicate that it is exactly in this contradictory movement between the bureaucratic and/or democratic action that lies the possibility of municipal educational advice becoming “advanced trenches”. It is a concrete fact that hegemonic battles are fought, that projects of society and education are confronted and constitute new relationships between civil society and political society, in the attempt to establish a new State and a new society. Finding out that the MECs act preferably in a bureaucratic way seems to indicate the strength of concrete reality acting over them. However, it does not mean that such a circumstance is fateful, for, at the same time in which objective reality imposes itself, it creates spaces for its overcoming. Therefore it is not possible to state that the MECs are only bureaucratic even though this aspect prevails, but such prevalence could be related to the structural limits that the capitalist system imposes on any social organization of democratic style. Certainly, there is no ready and finished advice, as it constitutes a specific process of institutionalization. Thus, it might be said that the advice is, in fact, a space of disputes, a place balance of power.