Programa de Pós-graduação em Educação
URI Permanente desta comunidade
Navegar
Navegando Programa de Pós-graduação em Educação por Por Área do CNPQ "CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL"
Agora exibindo 1 - 10 de 10
Resultados por página
Opções de Ordenação
Item A expansão das licenciaturas e da Educação Superior em Goiás: privatização, interiorização e estadualização (1997-2006)(Universidade Federal de Goiás, 2008-12-09) ADORNO, Patrícia da Silva Fernandes; LOUREIRO, Walderes Nunes; http://lattes.cnpq.br/4818348915488872This dissertation takes part of the research line State and Educational Policies and has as aim to understand the expansion of Higher Education, specially of majoring in teaching courses, in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of Guidelines and Basis of Brazilian Education). The research begins with the contextualization of political and educational reforms implemented by MEC (Ministry of Education in Brazil) which carried out several changes in the organization, structuring and working of Higher Education institutions and redefined their role in Brazil. The subject matter is approached by means of a documental research, reflections about public policies for Higher Education in Brazil supported by the analysis of theoretical works in the area and documents which allowed establishing a dialogue with the researched facts. The conclusion of this investigation leads to the difference between Goiás and other Brazilian States: the expansion of majoring in teaching for Basic Education courses occurred both by means of a state controlled university movement into inner lands, which brought higher education courses to a lot of cities in the State, and by means of the offer of courses by Goiás State University (Universidade Estadual de Goiás - UEG), a public institution founded in 1999. This University made it possible to establish many Higher Education courses all over the state and is also responsible for the highest number of majoring in teaching courses in GoiásItem Nas trilhas do fazer e do saber a possibilidade de ser: os caminhos do trabalho e da educação na prisão(Universidade Federal de Goiás, 2009-08-28) ALMEIDA, Luciana Maria de; MACHADO, Maria Margarida; http://lattes.cnpq.br/3133555536143694This study lies within the State and Educational Policies line of research. It aims to analyze school education in the Education of Youth and Adults modality at secondary level in the Lourdes Estivalete Teixeira State School and work activities at the Odenir Guimarães Penitentiary (OGP). It set out to understand the concepts of education and work for the social actors who make up the research scenario: managers, teachers, prison wardens and full-time detainees, who attend the school and workshops within the OGP, as well as the context in which education and work are integrated into the penitentiary system. The theoretical background for the text are made up of analyses of the State Constitution starting from John Locke s liberalism, the structuring of the neo-liberal current and its classics, based on a critique of this social and political structuring starting from an analysis of the real and its contradictions. Conceptions of Karl Marx are used in order to situate the text at the dawn of historical-dialectical materialism to reveal the meanderings of actions for education and work in the penitentiary system. The research procedures involved the application of mixed questionnaires and semi-structured interviews with the subject of the research, as well as arranged visits and observation in loco. It could be seen that education and work are not allied in the penitentiary system and that the detainees hope that education and work, as well as reducing their sentence, will provide possibilities for constituting their subjectivities or simply occupying their minds, which in practice the services offered do not completely achieve. Managers and civil servants (wardens and teachers) see education and work as a possibility for humanizing the prison space and instruments of socialization of the detainees. However, the social policies for undertaking improvements in the penitentiary system are not clearly and concisely delineated. This happens because the penitentiary system is rooted in the logic of the Neo-liberal State whose priority is market relations and not human relationsItem A política de cotas da Universidade Federal do Tocantins: concepção e implicações para a permanência dos estudantes indígenas(Universidade Federal de Goiás, 2010-06-30) CARVALHO, Doracy Dias Aguiar de; FONSECA, Marília; http://lattes.cnpq.br/7970059760748515This study is part of the State and Educational Policies Line Research, from Post Graduation Program in Education - School of Education, Federal University of Goiás. Takes as its object of study the Federal University of Tocantins‟s quotas policy for indigenous people and seeks to understand its concept of inclusion and its implications for the permanence of indigenous students. The research constitutes a case study and is situated within the debate about the democratization of the access to higher education in Brazil, through affirmative actions. The studies of Foracchi (1982); Castel (1998 2008); Pierucci (1999); Giddens (2005); Brandão (2005); Guimarães (2008); Neves (2002, 2005 2006); Romanelli (2002); Chauí (2001); Cappellin (2000); Carnoy (1988); Fiori (1997); Mészáros (2008); Vieira (2003); Fávero (2000); e Lima (2007) were taken as theoretical references. From a historical-structural-dialectic approach, the specificities and the complexity of the object of study were taken into account without losing sight of its connections with a wider social reality from economic, social, political and cultural, points of views. The study had as its empirical locus the Federal University of Tocantins, Palmas Campus, and as interlocutors indigenous students, teachers, managers and technical and administrative staff directly involved with the quota policy of the University. Reports minutes, newsletters, resolutions, plans, laws, ordinances, federal constitutions, decrees, brochures, electronic materials, among other official documents and related institutionals were reviewed as source material. From the interlacement of the empirical data with the theoretical formulations, it was evident that the notion of inclusion behind the quota policy of the university has as its focus the access, leaving to the background the permanence of indigenous students, which has been made feasible by fragmented, specific and unstable actions. It is an inclusion, somehow, exclusionary, considering that, on one hand, it absorbs the demands of indigenous people as far as ensuring access is concerned, and, on the other hand, does not provide the basic conditions of maintenance and study. Nonetheless, it is important to recognize that the initiative of the university, from the viewpoint of indigenous peoples' access to higher education is relevant, but, the inclusion of minorities requires a substantial improvement of the policy in regard to the permanence, with quality, of indigenous students at that institution.Item O processo de implantação e implementação do PROEJA no IFG Campus Goiânia: contradições, limites e perspectivas(Universidade Federal de Goiás, 2011-06-28) CASTRO, Mad Ana Desiree Ribeiro de; MACHADO, Maria Margarida; http://lattes.cnpq.br/3133555536143694This work is linked to the line of research entitled State, Policies and History Education of the Post-Graduation Program in Education of the Faculty Education of the Federal University of Goiás. It is a case study on the implantation and implementation process of the National Program for Integration of Professional/Vocational Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA), from 2006 to 2010, at current Federal Institute of Goiás, Goiânia Campus. This work had as starting point: on one hand, the identification of the structural aspects of the State, of the Brazilian education and of the economic and political conjuncture which contextualized the direction of educational policies at the time of launch of that program and, on the other, the understanding that educational institutions are also constitutive and constituent parts of this structure and conjuncture. Contributions of Karl Marx, Antonio Gramsci, Florestan Fernandes, Octavio Ianni, Francisco de Oliveira, Luiz Filgueiras, Reinaldo Gonçalves, David Maciel, Otaiza Romanelli, José Willington Germano, Gaudencio Frigotto, Maria Ciavatta, Acácia Kuenzer, Domingos Leite Lima Filho, Dante Moura, Jacqueline Moll, Gilda Guimarães, Sonia Rummert, Jane Paiva, Maria Margarida Machado, Miguel Arroyo, Luiz Fernandes Dourado, Vitor Paro, Erasto Mendonca, among others, were sought in this work. In order to carry out the qualitative research, documents relating to educational policy and procedures for the creation of the PROEJA at Goiânia Campus were examined; questionnaires were applied to students and teachers; managers who somehow were involved in the implantation and implementation of the PROEJA at Goiânia Campus were interviewed; statements given by students, teachers and administrators during the meeting named PROEJA Dialogues, held on the Goiânia Campus in August 2010, were analyzed; and the dissertations linked to research groups that are part of the Edict PROEJA-Capes/Setec were also investigated. Findings reveal the contradictions in the process of implantation and implementation of the PROEJA program, thus constituting its limits and also the possibilities that the perspectives signal at Goiânia Campus.Item A universidade do século XXI: concepções, finalidades e contradições(Universidade Federal de Goiás, 2009-12-21) FERREIRA, Suely; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623This investigation is inserted in the research line State and Educational Policies of the Post-graduate Program in Education of the Universidade Federal de Goiás, Brazil, and had as aim to discuss the building of new social conceptions and roles requested to public universities by the reformation of Brazilian higher education (1995-2008) and by the Bologna Process in European Union (1999-2008). Watching the particularities of both Brazilian and European contexts, the interest of the research was driven to university as a social institution face to face the new requests put by State, by society and by the market which have been shaping its social aims. Since the last decades of twentieth century, the traditional social aims of the university came to be under questioning, suffering several censures, which has been putting in argument the need of restructuring this institution in order to arrogate new social roles according to the accelerated transformations due to productive rebuilding of capital. In this manner, in a scenery of great wrangling for global competition and of globalization of the capital, the accelerated transformations provoked by the flexible accumulation, face to the process of financiering of the economy and by the technical-scientific revolution (HARVEY, 2006; CHESNAIS, 1996; SANTOS, 1997; LOJKINE, 1995), new social, cultural, economic and political requests emerge linked to this process and the new relationship of State, market and civil society to the public university and its aims. The process of internalization of higher education has been becoming possible the introduction of new agents, regulations and requests to the academic formation and to the production of knowledge, what causes important transformations to the universities. For the realization of the study, was chosen the documental theoretical investigation joined to a macrossocial analysis. In this trajectory, has been used the bibliographic research on studies produced about the theme within Brazilian ambit (OLIVEIRA, 2000; CUNHA, 2004; COÊLHO, 2004; SGUISSARDI, 2008; DIAS SOBRINHO, 2007; AMARAL, 2008; DOURADO, 2008; GOMES, 2008; among others) and within European context (PACHECO, 2003; CHARLE et al., 2004; BARROSO, 2005; ANTUNES, 2007; MAGALHÃES, 2006; DALE, 2008; among others). Documents produced by Brazilian governments and within the ambit of European Union which regulate and guide the process of reformulation in Brazil and Europe have been collected and analyzed. Furthermore, documents elaborated by transnational organisms and by institutions of the civil society as well as documents produced and made disposable by institutions of higher education in Brazil and in European Union have been collected and analyzed too. The research shows that the process of restructuring the higher education in Brazil as well as in European Union, begun in the nineties of the last century has been causing significant changes in the identity, in the conception, in the relevance and social pertinence criteria of the universities, what has been making possible some naturalization of the new social aims and of the new forms of conceiving them more gotten along with the requests of the productive globalization and of the competitive interests of the national stateItem A expansão dos cursos de pedagogia em Goiânia: um estudo comparativo(Universidade Federal de Goiás, 2005-09-05) OLIVEIRA, Danúsia Arantes Ferreira Batista de; MACEDO FILHA, Maurides Batista; http://lattes.cnpq.br/8107202394331830This work presents an analyze of the expansion of private higher education with profit ends in the context of educational politics in Brazil and also the process of expansion of the pedagogy course in national, regional and local scope. The research objects are the pedagogy course of private sector with profit ends in the city of Goiânia and a comparative study of the pedagogy course from two institutions: Catholic University of Goiás and Faculdades Alves Faria. The study is done through documental research (oral and written sources) in a broader sense, with the perspective of social and historical context, analyzing its macrostructure and respecting its historical particularities and specificities. The research shows the way private higher education with profit ends, that offers pedagogy course in a context of expansion, organizes itself to take part of the competitive market of education in Goiania. The analyses identifies a process of expansion in the higher education sector, especially in the late nineties, with the establishment of new institutions and pedagogy course as well as increase of vacancies. The flux and reflux phenomenon emerges as a response to this expansion boom, which changes the competitive logic of the market. This phenomenon is observed through the number of vacancies, demand, enrolments and the number of graduated students.Item atuação da união nacional dos estudantes UNE: do inconformismo à submissão ao Estado (1960 a 2009)(Universidade Federal de Goiás, 2009-09-24) PAULA, Gil Cesar Costa de; MACEDO FILHA, Maurides Batista; http://lattes.cnpq.br/8107202394331830This work follows the research method of The State and Educational Policies of the after-graduation program in Education of Federal University of Goiás. It addresses the importance of the participation of the university students in Brazil, from 1960 to 2009. The base is the hypothesis is that The Advent of the Social State , characterized by the constitutional inclusion of the fundamental personal guarantees and rights in the twentieth and twenty-first centuries, opened space to mediations that brought new light to the social question and does not denote either repression of social movements, especially the Student Movement and student representative institutions, or the perspective of violent transformation of the society, however it amounts to the negotiation of interests in conflict and to the establishment of commitments. Therefore, we believe the role of the União Nacional dos Estudantes UNE (National Student Union) leaders, evolved or metamorphosed from confront to commitment, producing a policy of submission to the State in Brazil from 1960 to 2009. The main idea which was developed is that the student movement acts as one of the most important elements or resistance against the totalitarianism in the period of the military dictatorship, evolving in the democratization period, into a posture of collaboration with the denominated democratic governments. The methodology utilized in order to demonstrate our hypothesis is based on the analysis of declarations issued by the principal university leadership and authorities from 1960 to 2009, focusing the historical reconstruction anchored on the aforementioned people s reports, as opposed to the existing sociological literature and the examination of papers which have been assembled by the student unions. The interpretation built by the historical subjects were contrasted with their political practices, illustrating the pendulum in the student action, which vary from dissent to submission to the State in the period previously mentioned, causing the desmobilization of the student unionsItem O papel do terceiro setor nas políticas públicas a partir dos anos 1990 no Brasil: análise da parceria Instituto Ayrton Senna e Seduc TO na oferta dos programas Se Liga e Acelera Brasil (2004 2009)(Universidade Federal de Goiás, 2010-08-27) QUEIROZ, Rozilane Soares do Nascimento; CRUZ, José Adelson da; http://lattes.cnpq.br/3603652407866783; FONSECA, Marília; http://lattes.cnpq.br/7970059760748515This research aimed to discuss the role of the Third Sector in the Brazilian public policies from the 1990s, taking as an emblematic case for analysis the partnership of the Ayrton Senna Institute (ASI) and Seduc of Tocantins State in the provision of the Se Liga and Accelerate Brazil programs of school flow. The study tried to reveal the impacts of these programs in management and organization of the pedagogical work in elementary schools that has the jurisdiction of TRB Miracema city as a represantative of Seduc in Tocantins State in partnership with ASI. From this perspective it relates this type of partnership to broader political, economic and wider social settings in discussing the state in the assumed configurations under the sign of capitalism, especially the state of the social well-being and the Neoliberal State. In line with the characteristics of qualitative research, this research consists of the following parts: literature review, documentary research and empirical research. In the literature research, we identify authors whose production presents the conceptual framework and dynamics of neoliberalism, of the Third Sector, as well constituent elements of the Brazilian educational policy of the 1990s: Pereira (1998), Montano (2002), Gentili (1998), Vieira (2001, 2008), Azevedo (2004), Laurell (2002), Bruno (2003, 2008), Snow (2002, 2005), Peroni (2007), Gohn (2008), Paoli (2002), Oliveira (1999), among others. In the documentary research, we identify and analyze the documents that show the path taken by the public educational policies from the 1990s and their national and international political constrainsts. In addition, we examine the legislation that sopports the Third Sector as a legitimate partner of the State in formulating and implemanting of the public policies, as well as the technical documents relating to the implemantation of Se Liga and Accelerates Brazzil in programs in the state of Tocantins. They survey results indicate that the partnership with the ASI responds to the emergence of a new pattern of state intervention designed from the 1990s in Brazil: the corporate social responsability. The examination of empirical data also showed that the actions of Third Sector entities represented here by ASI present a priori more efficient than the state action eminently public, especially considering the lack of state investment in universal policies that span the whole and not just part of the demand such as the programs of the ASI. The research showed the relationship of submission that the education professionals are submitted in the partnership in six years of operation in the state, and point to need see the real contribution of this partnership for the quality of the education in the Tocantins State.Item Cultura e instituição escolar: os processos de dominação e a organização, a gestão e as práticas docentes(Universidade Federal de Goiás, 2009-04-03) SILVA, Luis Gustavo Alexandre da; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623Taking part of the research line State and educational policies of Post-graduate program in education of Federal University of Goiás (UFG), Brazil, this work analyzes the interference of cultural dimensions with inner dynamics of schools, putting out its implications on organization, management and effectiveness of teachers work. Further, the investigation identifies values, principles and symbolic connections shared in a determined society and, overall, how these elements are interpreted by the ensemble of school agents. These cultural aspects are analyzed with basis on works of many authors, especially from Social Anthropology an Educational Sociology. Hierarchy, personal relationships, political favoritism, religious moralism are important conceptual references of this work, produced with basis on works of the following authors: Raimundo Faoro, Roberto Damatta, José de Souza Martins, José Murilo de Carvalho and Carlos Rodrigues Brandão. The analyses of those concepts has as aim to demonstrate the established intersections between bureaucratic, political and religious power inside a schooling institution as well as to offer evidence to the symbolic articulation performed by political field, able to transform this set of cultural elements in meaningful domination processes inside schooling field. Pierre Bourdieu s theory of social fields turns these analysis deeper when it investigates the inner dynamics of articulated fields to schooling agents cultural universe force. In order to apprehend the interference of cultural dimensions and its mediations in schools, the option was an ethnographic research. From this view a study of a collective case, fulfilled in two public schools in Morrinhos, State of Goiás, Brazil, was the adequate strategy to identify singularities, differentiations and, at once, similarities between the studied cases. The data were collected by means of participant observation, semi structured interviews and analysis of schools documents. The results show that the actions developed in schooling institutions are mediated by cultural tradition, especially by personal relationships, by religious moralism, by hierarchy and by politic favoritism, all of them capable to define types of power relationships and to determine school agents behaviorsItem FINANCIAMENTO PÚBLICO ESTUDANTIL DO ENSINO SUPERIOR: UMA ANÁLISE COMPARATIVA DOS CASOS DO BRASIL E DE PORTUGAL(Universidade Federal de Goiás, 2008-08-22) SOUSA, Ana Maria Gonçalves de; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623This research has as its theme the student public funding in higher education in Brazil and in Portugal and it is inserted in the State and Educational Policies field in the Post-Graduation Education Program at Goiás Federal University (UFG). This research analyses the systems of public education financing in higher education for low income Brazilian and Portuguese students. It studies the public financing programs in both countries: the Portuguese scholarship, Bolsa Estudantil, and two Brazilian programs: Higher Education Student Loan Fund (FIES) and University for All Program (ProUni). It tries to identify, characterize and compare these programs to evaluate their contribution to the access to higher education democratization process in these countries. It performs a comparative analysis based on bibliographical and documental reviews and it is based on the research done by Nóvoa (1998), Pereyra (1990), Popkewitz (1997, 2000), Koifman (2004) and others. It prioritizes the studies about qualitative and quantitative practices made by Thiollent (1984), Lüdke e André (1986), Bogdan e Biklen (1994). The reflections on reform, equality, justice, regulation, public and private are based on studies made by Afonso (2003), Barroso (2003, 2006), Bobbio (2004, 2007), Sacristán e Gómez (1998), Popkewitz (1997, 2000), Montoro (1980), Carnoy (2002), Severino (2005) and other thinkers. The bibliographical review on higher education finance has the support of Cabrito (2002), Conceição et al. (1998) e Seixas s (2003) works and it also presents the reviews of the documents and laws about student loan public financing produced by international institutions and by Brazil s and Portugal s governments. The comparative analysis of the student loan programs in these countries allowed the identification of similarities and differences, considering the particularities of each country. The research shows the increasing public participation in the financing of private higher education institutions through scholarship programs justified by a democratization of access process. This alteration, in the last decades, occurred due to economical, social and political reforms, especially the neoliberal state policy reform. It concludes that the student loan public financing policies in Brazil and in Portugal have not achieved yet the goal of allowing low income students universal access to higher education.