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Item Políticas de expansão e acesso à educação superior: criação e trajetória do IF Goiano – Campus Urutaí(Universidade Federal de Goiás, 2019-08-27) Almeida, Indiara Cristina Pereira de; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Lima, Daniela da Costa Britto Pereira; Moraes, Karine Nunes de; Assis, Lúcia Maria deThis study is linked to the research line State, Politics and History of Education of the Graduate Program in Education of the Federal University of Goiás, and its title is “The policies of Expansion and Access to Higher Education: creation and trajectory of IF Goiano - Urutaí campus”. . The policies of access to higher education have gone through innumerable formulations in different times and spaces to meet the social demands that arise. These changes are a reflection of the conjuncture of the political decisions of the incumbent minister, while maintaining the current policy, and then making new proposals. In this process of constant transition, this study has as general objective, to understand the trajectory and the context of implementation of the policies of access to higher education and to analyze them in the Federal Institute 2 of Education, Science and Technology - IF Goiano - campus Urutaí in the period understood between 2008 and 2014. The following problematic is presented: which policies of access to higher education are in force in Brazil, and of these, which are being used in the higher courses offered at the Goiano Federal Institute - campus Urutaí? As specific objectives: to present the context of the Brazilian State in the 1990s, to understand how it was the insertion of neoliberal politics at the time and its reflexes for higher education and related public policies; analyze and characterize the context of public educational policy and access to higher education in Brazil in the Lula (2003-2010) and Dilma (2011-2014) Governments; describe the legal, structure and organizational reality of the Goiano Federal Institute - Urutaí campus; to characterize the policies of access to Higher Education in the Goiano Federal Institute - Urutaí campus between 2008 and 2014. As main theoretical subsidies we highlight Silva Júnior and Sguissardi (1997); Carvalho (2006, 2008); Saviani (2001, 2008, 2010) Dias (2009); Morosini (2006); Gentili (1994); Amaral (2003, 2005, 2012); Campello (2015); Dourado (2004); Corbucci (2004); Fávero and Sguissardi (2012); Rosa (2016); Pereira (2010); Gomes (2001); Manfredi (2002) and others. This is a bibliographic research articulated to documentary research with a qualitative exploratory approach.As a result, this study shows that the public policies for access to higher education adopted by IF Goiano - Campus Urutaí, such as: the Enem / Sisu grade as a mechanism for enrollment in higher education courses offered by the institution and the Law of Quotas, expanded access to graduation greatly, as they contributed to the increase of the contingent of people of various social strata to enter higher education of this campus in the period between 2008 and 2014.Item Educação e tecnologia no estado de Goiás: o projeto formativo de professores multiplicadores do Programa Nacional de Informática na Educação na concepção dos formadores(Universidade Federal de Goiás, 2017-08-22) Bueno, Denise Cristina; Peixoto, Joana; http://lattes.cnpq.br/5636200472384576; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Toschi , Mirza Seabra; Rosa, Sandra Valéria LimontaThis study is associated with the research line "State, Policies and History of Education" of the Postgraduate Program in Education of the Federal University of Goiás, whose objective is to identify and analyze a conception of trainers about the NTE Goiás, with the next problem: "What is the training project of the multiplier teacher in the perspective of the teachers who train the NTE multipliers for the insertion of technologies in education in Goiás?" Its object is the training project of multiplier teachers from the perspective of the trainers. For this study, the dialectical method is adopted, since it is considered a synthesis of multiple determinations, it is not homogeneous, but a field of conflicts, expressing the different interests of classes. In this sense, this research does not seek to identify the opposition between the proclaimed and the realized, between the policies and the formative practices of the teacher trainer in forming the teacher multiplier, but takes all these elements as constituents of a unit as a hegemonic process oriented by the concrete conditions. As a reference, Marx (1974, 1979, 1985, 2010, 2013), Marcuse (1973), Marx and Engels (2010), Saviani (2007) (UFG, UFRPE, PUC-RIO, PUC-SP) from different regions of the country, using as standardized questionnaires and semi-structured interviews aimed at apprehending a conception of trainers about the formative processes for an insertion of technologies in Goiás (Proinfo), proposed by policies of insertion of technologies in education to constitute the formative process of the multiplier, offered by the specialist trainer, to incorporate a technological rationality marked either by instrumentalization or by determinism, or both, always aligned with neoliberal ideals. Therefore, from the analysis of the data, we understand an inclination, from the development of the trainer's work, to a technological rationality, through actions aimed at individualizing and technifying the pedagogical process of the formative work. Finally, the corpus was submitted to the analysis based on the categories: rationalization and technological rationality. This analysis provided for the organization of data into two thematic blocks: the role of technology in education and a conception of teacher education. It can be affirmed that technological rationality obstructs the mediation of the formative processes, considering as structural conditions constituent of the relations between the subjects.Item A criação da Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT) e a origem do Instituto Federal de Mato Grosso (IFMT)(Universidade Federal de Goiás, 2018-02-27) Lima, Katia Valeria Alves de; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Paz, Suelayne Lima da; Amaral, Nelson Cardoso; Assis, Lúcia Maria deThe present study is linked to the State, Policies, and History of Education research line from the graduate program in Education of UFG. Its main theme is “the creation of the Federal Education Network of Scientific and Technological Professional Education (RFECPT) and the creation of the Federal Institute of Mato Grosso (IFMT)”. This process is considered important because it allows the access to the professional education targeted to the socioeconomic reality of each region served by the institute. In this sense, this research focuses not only to the consolidation of the Federal Network in the state of Mato Grosso but it also questions: which were the political-administrative elements that influenced the expansion in the process of implementation of the IFMT in Mato Grosso? Thus, the research aims to identify and problematize such public policies and its implications in the IFMT area of influence, and also to analyze the objectives of diversification of formation areas, arising from the restructuring of the Federal Education Network of Education, Science and Technology of Mato Grosso, and to examine if the expansion to the countryside coheres with the reality of the socioeconomic aspects of the regions in which it was installed. That way, this is a bibliographic study of qualitative approach, for which were realized a survey of documental information made available by the institutions and legislation available in the government database. The study of authors who studied the theme, such as Pacheco, Machado, Bordignon, Grabowski, Jucá, Padim, Ramos, Silva, Schmidt, Frigotto, Libâneo, Oliveira and Toschi, among others, were also important for the researching basis. It was found that the expansion process was strategically treated by the federal government and institutional managers so that the institution would comply with the purpose to which it was created. Therefore, all the movement on behalf of the expansion were targeted to local and regional aspects.Item A avaliação e a formação continuada no município de Goiânia na vigência do Índice de Desenvolvimento da Educação Básica – IDEB(Universidade Federal de Goiás, 2019-06-17) Luíz, Sarah Rízzia Campos; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Barra, Valdeniza Maria Lopes; Toschi, Mirza SeabraAbstract: This research, titled "Evaluation and Continuing Education in the Municipality of Goiânia under the Basic Education Development Index (IDEB)", is linked to the research line State, Policies, and History of Education of the Graduate Program in Education from the Federal University of Goiás. Its main objective is to analyze the role of large scale evaluations in the process of continuing education of teachers who work in basic education in the city of Goiânia. The research was carried out in articulated stages, covering the bibliographical survey, theoretical research and an empirical stage, in which two questionnaires were used - for teachers and for the coordination of GERFOR - containing open and closed questions, applied to the Training Management of SME (GERFOR) Professionals , covering relative aspects predominantly related to evaluation and continuing education. The research was guided by the following specific objectives: a) to analyze the public policies that have subsidized the continuing education of teachers in Brazil between the years 2008 and 2016; b) to analyze the concept of initial and continuing teacher education expressed in these policies; c) to characterize the SME Professional Training Management; d) to identify the theoretical and methodological foundations that support the continuing education of the teachers in the Management of the SME Professionals; e) to analyze the history of the SME Professional Training Management; f) to characterize and analyze how the continuing training of teachers in the municipality of Goiânia has been carried out in the context of the IDEB; h) to identify the expectations of the teachers regarding the courses of the SME Professional Training Management, in relation to their formation; and i) to identify the implications of the IDEB in the ongoing training processes of GERFOR. In this sense, this exposition is based on the following theoretical foundations: Janela (2000), Saviani (2008), Sobrinho (2003), Luckesi (2010), Libâneo (2015), Guimarães (2004), among others. This research is divided into three chapters. The first one shows the history of the processes of teacher education in Brazil, considering public policies for teacher education after the constitution of 1988, as well as the influence of political and economic neoliberalism on the composition of educational policies for basic education. The second presents the historical and political context of initial and continuing teacher education in a time that large-scale evaluations gain centrality in basic education. Chapter 3 presents the policy of continuous teacher training in the city of Goiânia, through documentary analysis and study of publications that deal with the Training Center, characterizing it as responsible for the implementation of these policies. Chapter 3 also presents and analyzes the teachers' view on the training promoted by GERFOR and IDEB, obtained through the answers to the questionnaires. It was concluded that GEFOR plans its courses based on the demand raised by the gestors and teachers, covering aspects of large-scale assessments, either the national IDEB or the other state and municipal evaluations. Therefore it is noticed that the courses contents are closer to the main contents of the exam Prova Brasil (Portiguese and Maths).Item Sistema de Avaliação da Educação Básica (Saeb): trajetória e alterações no período de 1990 a 2021(Universidade Federal de Goiás, 2022-03-25) Magalhães, Wesley Brito; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Silva, Andréia Ferreira da; Faria, Gina Glaydes Guimarães de; Oliveira, João Ferreira deThis master's thesis was developed with the Graduate Program in Education (PPGE) of the Fac-ulty of Education of the Federal University of Goiás (FE/UFG) and is linked to the research line State, Policies, and History of Education. This is a study on Brazil's first and longest-running large-scale external national assessment: the Basic Education Assessment System (Saeb), which corresponds to a set of assessments carried out periodically through the application of cognitive and questionnaires for specific stages of basic education. Over its more than thirty years of existence, Saeb has undergone several changes that shows a vicious circle in politics. From this perspective, the general objective of the research was to identify, describe and ana-lyze the historical trajectory of Saeb, with emphasis on changes in methodological formats and resulting educational implications. The research was guided by the following specific objectives: a) Identify and characterize the social, political, and economic context that made evaluation one of the structuring axes of educational policies, based on the concept of neoliberalism; b) Identify and analyze the purposes of Saeb and its relationship with other educational policies, from its creation to the present day; c) Identify and problematize the concepts of educational quality present in the Saeb in contrast to the socially referenced quality perspective. Adopting a qualitative approach as a methodological framework, this research is of a descriptive-analyt- ical nature, based on a bibliographic survey and documental research. The exhibition is theo-retically based on reference authors in the field of evaluation, among them: Afonso (2009), Dias Sobrinho (2003), Gatti (2013), Freitas D. (2013), Freitas L. (2013), Horta Neto (2018), Sousa (2020), among others, and is divided into three chapters. The first chapter highlights that ne-oliberal thought submits society to competitive dynamics, by inserting the market logic into all social relations and all spheres of life, both objective and subjective, in the case of education, inserting market mechanisms through of external and large-scale evaluations. The second chap-ter describes and analyzes the historical trajectory of the policy, highlighting its changes and its influence on other educational policies, such as the PNE 2014-2024, the BNCC, and the new Fundeb, as well as its presence in the National Evaluation Policy. The third chapter discusses the concepts of accountability in education, evaluation culture, equity, efficiency, and quality, present in Saeb's objectives, with emphasis on the last one, the target of constant disputes and discourses: on the one hand, the managerial quality and on the other, the social, which takes into account a multiplicity of intra and extra-school factors that permeate the educational pro-cess. It is concluded that the constant changes of Saeb throughout its period of validity config-ure a vicious circle of "more of the same", and contribute to reaffirming, intensifying and con-solidating a logic of educational management guided by the control of results, with a regulatory purpose, classification, and competition, and that this policy does little to address the situation of inequalities in Brazilian education.Item Avaliação em larga escala: repercussões do IDEB na visão dos diretores de escolas da rede estadual de Goiás(Universidade Federal de Goiás, 2018-05-07) Melo, Viviane Pereira da Silva; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Moraes, Karine Nunes de; Dourado, Luiz FernandesThis reserach entitled “Large Scale Evaluations: Repercussions of IDEB The Vision of School Directors in the State System of Goiás ” is liked to the research line State, Politics and History of Education of the Postgraduate in Education of the Education University of Federal University of Goiás. The objective is to know and to analyze the repercussions of the student performance evaluations performed by Basic Education Evaluation National System (SAEB) and the results of the of Basic Education Performance Index (IDEB) in the school management in the state of Goiás. The research was carried out in articulated stages, including bibliographic survey, theoretical research and empirical stage, in which a questionnaire containing open and closed questions was used, contemplating aspects related to the conception of predominant management; the way managers view external evaluations in management; the actions implanted by Secretary of State of Education, Culture and Sport (Seduce) in favor of the results of these evaluations, as well as the fulfillment of the goals established by IDEB, among others aspects that shows how these evaluations have been interfering or modifying the school management. The research was guided by the objectives: to identify under which references Seduce has oriented the school management since the implementation of this policy; to identify predominant management concepts in schools and how the processes and results of large scale evaluations are being conducted by managers; to characterize how the work of the school manager has been carried out and whether their attributions have been modified or intensified since the adoption of these tests. In this sense, this research field was based on the following theoretical contributions: Afonso (2000, 2001), Assis (2013, 2016); Dias Sobrinho (2003); Lima, (2001,2014); Paro (2002, 2010); Freitas (2005, 2012); Freitas (2013); Gatti (2013); Harvey (2000); Sander (2005, 2007, 2009); Oliveira (2001, 2008, 2009, 2015) among others. The first chapter of this research presents the advances of neoliberal policies and of the multilateral organisms in the educational policies, especially the impact of these policies on external evaluations and school management in the development of the "Evaluating State" from the 1990s (Afonso, 2012). The second chapter presents a historical perspective of the conceptions of administration and school, highlighting the ways they were institutionalized in Brazil. The third chapter presents the emergence of large scale external evaluations of basic education and the establishment of the Basic Education Evaluation System (SAEB); the implications of these evaluations for their results being used by the State, defining standards of proficiency and functioning as indicators of quality of education, reinforcing the control policies and regulation of education. Finally, in the fourth and last chapter is analyzed the data of the empirical research carried out with the school directors of state school system of Goiás, who showed their perception about evaluation policies on their influence on school management of the state of Goiás. The study shows that IDEB caused changes in school management and the directors' concern is focused on executing actions to achieve the goals projected by INEP and established by Seduce, in other words, the directors' autonomy in conducting management has been limited, controlled and regulated by Seduce.Item O acesso da população negra à graduação da UFG: um estudo sobre a Lei 12.711/2012(Universidade Federal de Goiás, 2021-09-28) Pacheco, Jakeline de Andrade; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Alves, Amone Inácia; Vilasboas, Jaqueline Pereira de OliveiraThe essay circumscribes aspects of the Research Line “State, Policies and History of Education”, of the Graduate Program in Education, in the Faculty of Education - Federal University of Goiás (UFG). This study designates as a broad objective to know the repercussions of the Law nº 12.711/2012 regarding the inclusion of black people in the most competitive careers at UFG, in each of the major areas of the Brazilian National Council for Scientific and Technological Development (CNPq). As specific objectives: discuss the myth of racial democracy in Brazil; discuss the process of miscegenation in the country; present the process of adherence to affirmative actions by Higher Education Institutions in Brazil (IES); portray the academic profile of students in terms of skin color and race, seeking to examine the trajectory of black quota students regarding performance, fulfillment, and permanence in the University. As for the methodological aspects, qualitative and quantitative approaches (quali-quantitative) were used, since it seeks to express a quantitative relationship, but also to compose an object plus results broad analysis of the UFG research case study. As for the theoretical foundations, the following mainly authors and essays were used to assist in the study analysis: Kabengele Munanga, Nilma Lino Gomes, Jessé de Souza (A elite do atraso), Florestan Fernandes, Thomas Skidmore (Preto no Branco), Silvio Almeida in contrast with the studies of Gilberto Freyre in the book “Casa Grande e Senzala” (1933). This work pursues to be relevant according to academic and social perspectives, as it sheds light on certain issues that were denied for a long time, which, as a matter of fact, made it impossible to create strategies for their solving and overcoming, since the existence of these problems was not even recognized. Thus, this dissertation contributes to the evaluation of an affirmative action public policy, the Law nº 12.711/2012, through a diagnosis regarded to access of the black population to UFG's high competition careers, hence building a series of important indicators that the Institution can evaluate and use for their decision making. In the first part of the study, the myth of racial democracy in Brazil will be addressed; in the second part, affirmative actions and their repercussions on Higher Education; and, finally, a historical and Institutional contextualization of the UFG is presented, about the implementation of affirmative actions and the Quota Policy (Law nº 12,711/2012). Considering the developed analysis, it will be concluded that the previously mentioned Law contributed to the access of students from public schools, and also to the access of black people to the analyzed careers. Since, before this, the occupation of spots by students of this profile was low or even non-existent during the period of 2010 to 2012. This fact contributes to the support of the thesis that the Quota Law was and is being of great importance for the access of black and "pardo" students to the high-demand careers at UFG. However, this access – when compared to the size of the black population and its educational deficit in Higher Education – can still be considered not very expressive on a regional scale. Given the timidness expressed by the inclusion of this group in the UFG, it is detected a need for renewing and continuing the Law nº 12.711/2012, besides the adoption of other actions that contribute to the decrease of racial inequalities, such as the access of black people to socially privileged places.Item O acesso da população negra à graduação da UFG: um estudo sobre a Lei 12.711/2012(Universidade Federal de Goiás, 2021-09-28) Pacheco, Jakeline de Andrade; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Vilasboas, Jaqueline Pereira de Oliveira; Alves, Amone InáciaThe essay circumscribes aspects of the Research Line “State, Policies and History of Education”, of the Graduate Program in Education, in the Faculty of Education - Federal University of Goiás (UFG). This study designates as a broad objective to know the repercussions of the Law nº 12.711/2012 regarding the inclusion of black people in the most competitive careers at UFG, in each of the major areas of the Brazilian National Council for Scientific and Technological Development (CNPq). As specific objectives: discuss the myth of racial democracy in Brazil; discuss the process of miscegenation in the country; present the process of adherence to affirmative actions by Higher Education Institutions in Brazil (IES); portray the academic profile of students in terms of skin color and race, seeking to examine the trajectory of black quota students regarding performance, fulfillment, and permanence in the University. As for the methodological aspects, qualitative and quantitative approaches (quali-quantitative) were used, since it seeks to express a quantitative relationship, but also to compose an object plus results broad analysis of the UFG research case study. As for the theoretical foundations, the following mainly authors and essays were used to assist in the study analysis: Kabengele Munanga, Nilma Lino Gomes, Jessé de Souza (A elite do atraso), Florestan Fernandes, Thomas Skidmore (Preto no Branco), Silvio Almeida in contrast with the studies of Gilberto Freyre in the book “Casa Grande e Senzala” (1933). This work pursues to be relevant according to academic and social perspectives, as it sheds light on certain issues that were denied for a long time, which, as a matter of fact, made it impossible to create strategies for their solving and overcoming, since the existence of these problems was not even recognized. Thus, this dissertation contributes to the evaluation of an affirmative action public policy, the Law nº 12.711/2012, through a diagnosis regarded to access of the black population to UFG's high competition careers, hence building a series of important indicators that the Institution can evaluate and use for their decision making. In the first part of the study, the myth of racial democracy in Brazil will be addressed; in the second part, affirmative actions and their repercussions on Higher Education; and, finally, a historical and Institutional contextualization of the UFG is presented, about the implementation of affirmative actions and the Quota Policy (Law nº 12,711/2012). Considering the developed analysis, it will be concluded that the previously mentioned Law contributed to the access of students from public schools, and also to the access of black people to the analyzed careers. Since, before this, the occupation of spots by students of this profile was low or even non-existent during the period of 2010 to 2012. This fact contributes to the support of the thesis that the Quota Law was and is being of great importance for the access of black and "pardo" students to the high-demand careers at UFG. However, this access – when compared to the size of the black population and its educational deficit in Higher Education – can still be considered not very expressive on a regional scale. Given the timidness expressed by the inclusion of this group in the UFG, it is detected a need for renewing and continuing the Law nº 12.711/2012, besides the adoption of other actions that contribute to the decrease of racial inequalities, such as the access of black people to socially privileged places.Item Políticas neoliberais e acesso à educação superior: uma análise do PROUNI(Universidade Federal de Goiás, 2020-11-12) Pereira, Christiane Fagundes Guimarães; Assis, Lúcia Maria de; http://lattes.cnpq.br/8169985059176655; Assis, Lúcia Maria de; Miranda , Marilia Gouvea de; Ferreira, SuelyThis study is located in the Research Line State, Policies, and History of Education of the Graduate Program in Education from the Faculty of Education at UFG and has as its theme the Programa Universidade para Todos (Prouni), a policy of access to higher education from the federal government. Because the program fulfills two apparently antagonistic functions, namely: to meet the demands of the labor market and big capital and the social demands related to the inclusion of low-income young people in higher education, and considering the challenging scenario in the formulation and effectiveness of educational social policies in Brazil, it is questioned whether the Program contributes to the process of democratizing access to higher education in Brazil. In order to answer this question, this bibliographical and documentary research aims to investigate and unveil the contradictions presented by Prouni, in the context of neoliberalism and social inequalities in Brazil. The following specific objectives are established: a) to contextualize and analyze neoliberalism in Brazil and the process of reform of the Brazilian State; b) to contextualize and analyze Prouni in the set of policies for access to higher education in Brazil; c) to investigate and analyze the scope of the program in terms of democratizing access to higher education in Brazil. For the contextualized apprehension of the object in question, a dialectical approach to reality is used, in which the educational phenomenon in the political, historical, and social context is not detached. In view of the categories of analysis raised, namely: Neoliberalism and Reform of the Brazilian State; Brazilian Higher Education and Access to Higher Education Policies, the theoretical framework was composed of authors considered to be a reference in the area. As for the literature review on Prouni, the selection of works was carried out through an online bibliographic search on Scielo. Analysis of the legislation concerning the program and data collection was carried out using the Sinopses Estatísticas da Educação Superior. The dissertation is organized in 3 chapters: the first deals with the context of the emergence of neoliberalism and the Reform of the Brazilian State under the neoliberal molds; the second presents a historical overview of higher education in Brazil; the third presents a detailed analysis of Prouni, in the light of the theoretical framework, the literature review, the legislation, and the data collected. The research revealed that Prouni alone is not able to guarantee the democratization of access to higher education in Brazil, as the expansion of access is not enough to alter Brazilian structural inequalities and other factors must also be considered, such as the guarantee of permanence and quality of education offered, as well as access and quality of basic education. The research also revealed that despite the qualifications regarding quality and although it is configured as a fundamental element of the strategy to support the expansion of the private-mercantile sector, the program has the merit of enabling access to higher education for the lower-class population. The policy is inclusive in terms of income and color/race, being partly responsible for the inclusion of historically excluded groups. We conclude that it is necessary to conduct a relativized and careful analysis of the program, due to the context of the Brazilian State's adherence to neoliberalism and to the disputes of interests that permeate and determine the political agenda in Brazil.Item Avaliação da educação infantil entre 2006 e 2018: fundamentos, concepções e políticas(Universidade Federal de Goiás, 2020-11-24) Rocha Neto, Ana Paula; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Toschi, Mirza Seabra; Lima, Daniela da Costa Brito PereiraThis research entitled “Evaluation of Early Childhood Education between 2006 and 2018: Fundamentals, Conceptions, and Policies” is linked to the research line State, Policies and History of Education, of the Graduate Program in Education from the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). Its general objective is to identify and analyze the conceptions and approaches for evaluating early childhood education in the studies and research published between from 2006 to 2018 in the journals evaluated by the Coordination for the Improvement of Higher Education Personnel (Capes) and on the digital platform Brazilian Digital Library Theses and Dissertations (BDTD). The research was carried out in articulated stages, covering the bibliographic survey, theoretical and documentary research, guided by the following specific objectives: describe and analyze the national public policies aimed at early childhood education in Brazil, identifying trends in the conceptions of children and childhood; identify and analyze the foundations and concepts in the field of educational assessment and its public policies, contextualizing them concerning early childhood education in Brazil; to verify the occurrences of research and studies on the evaluation of early childhood education, the regions covered, publications per year, linking institutions, approaches, main theoretical references of early childhood education and evaluation, external conceptions. In this sense, this exhibition is in dialogue with the following theoretical foundations: Kuhlmann Jr. (2015), Pestana (2013), Sobrinho (2003), Siqueira (2011), Afonso (2000), Abramowicz (2018), among others, and in four chapters. The first is the introduction of the work. The second shows the historical process of the constitution of the child and childhood that we know today. The third presents a brief history of early childhood education in Brazil, in addition to conceptualizing public policies and educational policies, understanding its relationship with the evaluation of early childhood education. It also presents the concept of evaluation in a broader perspective, starting with the particularities that involve the evaluation of early childhood education, as well as goal 1 of the National Education Plan (PNE) 2014-2024 and the current situation of the objectives established for that goal. Chapter IV presents the study of publications that address the concepts of evaluation of early childhood education in scientific productions. It is initially concluded that there is still a small number of specific productions aimed at analyzing the policies for evaluating early childhood education. Most of the studies found address topics related to didactic issues. We did not find, initially, studies that address the evaluation of early childhood education in the city of Goiânia. The conceptions of evaluation in the context of early childhood education present in the research converge to a participatory, formative, democratic evaluation that understands the child as a historical and social subject, thus valuing their singularities. There was a need for further studies on the evaluation of early childhood education, as it is a subject that causes many doubts and tensions, in addition to being marked by many concepts in dispute.Item Avaliação externa e qualidade da educação básica: concepções e práticas em disputa(Universidade Federal de Goiás, 2020-11-12) Souza, Thais Tolentino Santos; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Gabassa, Vanessa; Silva, Luis Gustavo Alexandre daThis work presents the results of a master's research that aimed to investigate the influence of external evaluation policies on a large scale, in particular the one that gives rise to IDEB, in the construction of teachers' quality conceptions, considering that this is a polysemic concept that is directly related to the subjects' worldview, in addition to the conceptions of education, purposes, and educational principles. The subjects of this research were teachers from seven public schools in Aparecida de Goiânia (GO). We seek to answer the following research question: Do the external evaluations that give rise to IDEB influence the conceptions of quality of education constructed by teachers of basic education? If so, how? The general objective of this work is to understand if, and how the large-scale external evaluation policy that gives rise to IDEB is appropriated by teachers in the construction of their conceptions of quality in education. Besides, we seek to contextualize the emergency scenario of external evaluations and their relationship with the quality of education; characterize the legal framework that underpins the basic education assessment policy and understand what is the concept of quality of education prevalent in this policy; investigate how the relationship between quality of education and external evaluation on a large scale basis is being addressed in academic production; understand the relationship between large-scale external evaluation and quality of education in the view of the teachers involved in the study; and to understand to what extent teachers take ownership of the concept of quality that the large-scale external evaluation policy translates. The proposal for the creation of IDEB (INEP/MEC, 2007) considers that the results of large-scale external evaluation, associated with school flow (failure, approval and dropout rates), are adequate data to assess the quality of education, while several authors and researchers question the ability of external assessments to reflect the educational situation, as Silva (2008), Casassus (2013), Afonso (2007), Freitas (2007), among others, that consider that this model of assessment is insufficient to assess the complex quality of education.Item Políticas de valorização dos Técnicos em Assuntos Educacionais (TAE) no estado de Mato Grosso: formação, salário e carreira(Universidade Federal de Goiás, 2022-10-18) Zimmermann, Jack Márcio Maria; Assis, Lúcia Maria de; http://lattes.cnpq.br/3762461583276086; Assis, Lúcia Maria de; Dourado, Luiz Fernandes; Moraes, Karine Nunes deThe present study has as its theme the public policies regarding initial and continuing education, career and salaries of the Professional Technical Educational Administrators (TAE's) of the state network of basic education of Mato Grosso. Its general objective is to learn about the public policies that have promoted the valorization of the TAE's of the state network of basic education, as well as to learn about the vision that this worker has of his/her professional performance. The specific objectives were defined as follows 1) Perform a literature review on the academic production, related to non-teaching professionals of basic education, published in the period from 1998 to 2019; 2) Perform a brief historical rescue of the position, with a main focus on the public policies of initial and continued training and salary and career valuation of these professionals in the state of Mato Grosso; 3) Analyze the federal and Mato Grosso legislation that involves public policies of career, salary valuation and training, involving the position of TAE; 4) To identify and analyze, along with the TAE's of the state network of basic education, the vision that this professional has of his career and training in the context of public educational policies; 5) To make a diagnosis of statistical data of the TAE's of the state network of basic education, regarding the number of professionals in the position; school/academic training; area of training and length of service in the position and school; type of employment relationship and other aspects. The central research question was thus outlined: how did the educational public policies of the State of Mato Grosso, in the period from 1998 to 2019, enable/allow the training and salary and professional valorization of the Technical Educational Administrator in the state network of basic education? What is the vision that the TAE has of their professional performance facing these public policies? The following authors and works were chosen as theoretical and methodological foundations: Aguiar and Scheibe (2010), Andrade (2015), Assis (2017), Barbosa (2018), Bessa (2017), Cabral (2019), Costa (2017), Dourado (2016), Dourado and Moraes (2009), Feiges (2003), Jesus (2016), Lopes (2014), Marchesan (2017), Melo (2009), Monlevade (1995, 2009, 2019), Nascimento (2006), Oliveira (2017), Penteado (2019), Prado, Oliveira and Chagas (2009), Salustiano et al (2009), Santos (2004, 2019), Souza (2017), Vieira (2009), Werle, Andrade and Scheneider (2009). It was also used the state and federal legislations that have repercussions on the TAE position in the state of MT. Another source of data was the empirical research, carried out with TAE's of the public network of the state of Mato Grosso, in order to investigate the vision of this professional about their training, performance and appreciation of the career. This study allowed us to better understand the scope of public policies already implemented, but also the challenges that still need to be overcome in order to fully achieve the expectations of appreciation and training of TAE's.