A gestão educacional nos planos de educação: do nacional ao municipal

Alves, Andréia Vicência Vitor; Alves, Andressa; Viegas, Elis Regina dos Santos

doi:10.21723/riaee.v15iesp.1.13345

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…The conception and operationalization of the developed pedagogical-didactic sequence, as well as the interactive-reflective pedagogical supervision, were anchored in the action research methodology (ARM). This methodology puts the researcher and the participants on the same plane of action, and it is governed by the need to solve real problems, thus allowing for immediate application in the context (Cohen et al, 2000;Bogdan & Biklen, 2010;Bing-You et al, 2015;Engel, 2000;Esteves, 2008;Alves, 2020;González-Weil et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Training Future Kindergarten Teachers on Ecocentric Action

Ferreira,

Delgado,

Pitarma

2023

Journal of Teacher Education for Sustainability

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As education is a powerful means of promoting sustainability, it is necessary to think and act on the (trans)formation of the professional profile of the future kindergarten teacher. As ecocentric educational practices can be a crucial point, ecocentric action competence needs to be developed. In this context, pedagogical traineeship supervisors can play a meaningful role. Accordingly, this study analyzed the didactic-pedagogical potential of a training strategy in science teaching based on reflection-critical thinking about what effective science teaching is. Further, it investigated the mediating role of action research methodology in promoting trainee reflexivity. The findings highlighted the merits of the formative perspective adopted, given the learning evidenced by children and stated in the traineeship report. It is concluded that the role of the supervisor is relevant in the construction of a pedagogical outlook of science teaching aligned with environmental values. It is time to take the traineeship process as a space to understand and identify pathways for empowering ecocentric action.

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Section: Methodsmentioning

confidence: 99%

Training Future Kindergarten Teachers on Ecocentric Action

Ferreira,

Delgado,

Pitarma

2023

Journal of Teacher Education for Sustainability

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“…The parallel with the experiences led by Helena Antipoff 22 at the Escola de Aperfeiçoamento de Belo Horizonte (EA) 23 may provide us with nuances. The comparison, outlined by Alves in 1936, indicates that Helena Antipoff explained the low performance of the children she tested using the Dearborn Group Test by resorting to the “influence of the environment of poverty the great majority of students live in” (Alves, 1936, p. 60). In the state of Pernambuco, Anita Barreto and Celina Pessoa also used the version of the Dearborn test devised by Antipoff when experimentally applying it to public school students in Recife.…”

Section: Test Application In Public School Systems: Rio De Janeiro An...mentioning

confidence: 99%

Columbia Teachers College and Educational Psychology in Brazil: Circulation and Appropriation

Rocha

Warde

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In Brazil, the 1920s and 1930s were characterized by initiatives intended to reform public school systems at the state level. As in the case of both educators whose work we analyze in this article, Brazilian educators traveled abroad searching for experiences that could help them think about the modernization of education in their own country. Some, like Isaías Alves and Noemy Rudolfer, advocated for using psychological tests in schools as part of the change. They translated and adjusted the foreign tests, which were given to primary school students during the 1930s. Focus of Study: Our work deals with the experiences of two Brazilians who visited Teachers College (TC), Columbia University, in New York, in 1930: Isaías Alves and Noemy da Silveira Rudolfer. Both coordinated services of applied psychology when they returned to Brazil: Alves in Rio de Janeiro and Rudolfer in São Paulo. Research Design: Our work develops a historical analysis of the use of psychological tests in Brazil through the experiences of these two educators. Conclusions/Recommendations: Using Alves and Rudolfer as a reference this article intends to demonstrate the relationship that Brazilian educators developed with the American education theories. Along this process, TC was a significant space of mediation between the Brazilian educators and the American professors and authors. Although TC played a substantial role in Rudolfer’s and Alves’s work, both took different approaches to local conditions. In doing so, they produced another knowledge, showing some of the possibilities open to Brazilian educators when they looked at American authors discussed by TC professors.

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“…brasileira no período de 2001 a 2011. Em sua seção intitulada "Financiamento e Gestão" apresenta metas relacionadas à gestão educacional, que tem em vista, no âmbito do sistema, o aperfeiçoamento do Sistema Nacional de Avaliação e a criação de programa de avaliação de desempenho educacional, que, conforme Vicente e Oliveira (2023), vem "[...] estabelecendo competições, classificações e rankings, e, sobretudo, responsabilização dos professores pelos resultados alcançados".No âmbito da escola, objetiva autonomia administrativa, pedagógica e financeira das escolas; colaboração técnica na execução e elaboração da proposta pedagógica das escolas; informatização da administração das escolas, das secretarias estaduais e municipais de educação; programas de formação do pessoal técnico das secretarias, a fim de suprir as necessidades dos setores de informação e estatísticas educacionais, planejamento e avaliação; programas diversificados de formação continuada e atualização para a melhoria do desempenho dos diretores de escolas; e a ampliação da oferta de cursos de formação em administração escolar nas instituições públicas de nível superior (Alves, 2015;Alves, Alves, Viegas, 2020;Oliveira, 2011)…”

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Gestão Educacional No Plano Nacional De Educação Do Brasil E Do Paraguai: Similitudes, Divergências E Desafios

Alves,

Gimenes

2023

RLES

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Neste estudo busca-se apreender a concepção de gestão educacional apresentada no Plano Nacional de Educação (PNE) do Brasil e do Paraguai, procurando evidenciar suas similitudes, divergÇencias e desafios. Para tanto, realizamos pesquisa documental, tendo como fonte documental aporte normativo que abarca a gestão educacional e o Plano Nacional de Educação no Brasil e no Paraguai. Conclui-se que tanto no PNE do Brasil como no do Paraguai, há um hibridismo na concepção de gestão educacional, apresentando características da gestão democrática da educação ao buscar atender aos anseios de sua população, buscando a sua participação no processo educacional, com vista a sua formação para a cidadania; como também características da gestão gerencial ao buscar eficácia, controle e desempenho com vistas a resultados educacionais, como requer a agenda internacional da educação, que intenta a erradicação do analfabetismo, monitoramento, a modernização da educação nos países, parceria público privada e, principalmente, resultados educacionais.

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A gestão educacional nos planos de educação: do nacional ao municipal

Cited by 7 publications

References 3 publications

Training Future Kindergarten Teachers on Ecocentric Action

Training Future Kindergarten Teachers on Ecocentric Action

Columbia Teachers College and Educational Psychology in Brazil: Circulation and Appropriation

Gestão Educacional No Plano Nacional De Educação Do Brasil E Do Paraguai: Similitudes, Divergências E Desafios

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