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Item A redução do déficit e da desigualdade na cobertura de docentes licenciados na educação básica no Brasil: uma análise do período 2010-2015(Fundação João Pinheiro, 2018-03-20) Santos, Thatiana Marques dos; Costa, Bruno Lazarotti Diniz; http://lattes.cnpq.br/2084604177044476; Ferreira Junior, Silvio; http://lattes.cnpq.br/7789533222493903; Bronzo, Carla; Fidalgo, Fernando Selmar RochaEducation is an indicator of human development in any country and in Brazil it is a social right provided for in the Federal Constitution of 1988 and the responsibility of the state, which should guarantee it to every citizen, so as to enable him to qualify for work and its preparation for the exercise of citizenship, aiming at its full development. In this context, this study sought to analyze the reduction of the deficit of licensed teachers of basic education, the inequality of their coverage and the role of the country's educational policy, including the Open University of Brazil (UAB) program. The general objective was to evaluate the extent to which the public policies concerning the National Education Plan in Brazil, especially the UAB Program, have been able to reduce the deficit of qualified teachers for basic education, especially with regard to its purpose of reducing interregional inequities in the coverage of licensed teachers. Thus, the research focused on analyzing whether, during the period analyzed from 2010 to 2015, the evolution in basic education teacher training grew in the regions and priority microregions in the country, regions with low Gross Domestic Product, low Human Development Index (HDI) and low teacher training. The methodological proposal was through a bibliographical and documentary research with a quantitative approach through the use of statistical instruments for interpretation and analysis of the data found. In this way, the evolution of the number and percentage of teachers working in basic education who have a bachelor's degree course, the evolution of enrollment in undergraduate courses (in face-to-face and distance modalities) in public and private institutions and the evolution of teachers in the most deprived areas of the country, trying to detect the possible differences of evolution between the regions of the country. The results show that Brazil was able to reduce the deficit of licensed teachers in basic education, since there was an increase in the number of teachers with a degree, despite the small reduction in the number of enrollments in higher education caused by the decrease in enrollments in private institutions. The North and Northeast regions presented the best result of the country in terms of the increase in the number of teachers with higher education, as well as the increase of their coverage in relation to the referenced population. This means that the evolution in the training of basic education teachers is concentrated in the priority regions for the country and its educational policy, that is, regions with low HDI and low GDP and low teacher training. And the main means used for this expansion in the public sector was preferentially through the modality of face-to-face education, while in the private sector it was primarily through the distance modality.Item Estado, mercado e desigualdades na política educacional : uma discussão de Parcerias Público-Privadas e mecanismos de mercado na educação pública, do ponto de vista da equidade(Fundação João Pinheiro, 2025) Costa, Bruno Lazzarotti Diniz; Lacerda, Miguel Coelho de; Amaral, Clarice Miranda do; Saraiva, Ágnez de LélisO presente artigo investiga a interação entre mercado e setor privado na provisão da educação no Brasil e suas consequências para a reprodução de desigualdades. Embora a rede pública ainda seja a principal responsável pela oferta educacional no país, reformas recentes, influenciadas pela Nova Gestão Pública e pelo neoliberalismo, têm introduzido modelos como vouchers, Escolas Charter, bônus por desempenho e maior autonomia escolar. Nesse contexto, analisa-se a crescente adoção de mecanismos mercadológicos e a atuação de agentes privados na formulação e na implementação da política de educação básica, especialmente por meio de Parcerias Público-Privadas (PPPs). Diante disso, o trabalho examina a suposta superioridade do setor privado, questionando as justificativas à crescente introdução de elementos de mercado nas políticas educacionais — especialmente considerando que a ampliação do acesso à educação básica no Brasil foi majoritariamente promovida pela rede pública. A alegada vantagem intrínseca do setor privado se fragiliza quando confrontada com evidências que destacam o peso dos determinantes socioeconômicos no desempenho escolar e os possíveis efeitos perversos da competição entre instituições sobre a equidade educacional.Item Artes e as pessoas com deficiência visual: análise da política estadual na educação básica e a introdução de artes nas escolas(2019) Duarte, Francisco Correia; Saraiva, Ágnez de Lélis; Shikida, Aparecida Maciel da SilvaEste estudo de caso analisou a política educacional brasileira, sua legislação e a política de inclusão promovida pelo governo do estado de Minas Gerais para as pessoas com deficiência visual. As normas estaduais para a educação básica e para as pessoas com deficiência, especificamente a visual, foram analisadas no seu âmbito legal. A partir da inclusão social e da educação inclusiva, foi analisado o aspecto legal e político-pedagógico da inclusão. A partir da análise de conteúdo foi apresentada, neste estudo de caso, a experiência bem-sucedida da artista-educadora Eni D'Carvalho com sua produção artística voltada para pessoas com deficiência visual.Item Eficácia e equidade nas políticas públicas de educação: estudo de caso de escolas do Alto Jequitinhonha(Fundação João Pinheiro, 2011-07-29) Soares, Leonardo Aparecida; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Sousa, Rosânia Rodrigues de; Costa, Vânia AparecidaThis case study was developed from an approach to the problem of unequal educational opportunities which affects a large part of humanity and represents achallenge to be faced by public policies. The impressive results of some schools in the High Jequitinhonha, stigmatized by inequality in assessments PROALFA stimulated the search for answers about the features present in those schools that have limited differentiation of their performance. The empirical analysis of the interaction of external and internal environment of these schools enabled us to identify what really matters to explain why one school is more effective than another in producing results, even if subjected to similar structural and institutional conditionalities.Item Conflitos e constrangimentos que cercam a implementação de políticas educacionais voltadas para a equidade: o caso da Escola Plural(Fundação João Pinheiro, 2007-11-22) Saraiva, Ágnez de Lélis; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Carneiro, Ricardo; Somarriba, Maria das Mercês GomesThis paper analyzed the problems and conflicts generated in the implementation of the Plural School, educational policy of Belo Horizonte in 1995. He showed that this policy was part of a context of reforms that crossed the various nations of Latin America, at a time where educational systems had inefficient and ineffective. And contributed to the creation and deterioration of educational inequalities between rich and poor. The Plural School was considered a policy for equity understood as recognition of the diversity of educational pathways for students. Educational policies for this purpose proved to be difficult to implement, as required changes in the organization of schools and educational systems, changing routines and amplamentes technologies accepted and rooted historicamentes culture of the population. In addition, they identified other variables that could interfere in the implementation process. Were highlighted the design of municipal managers on the implementation process of the Plural School, the way of its implementation, its organization and management model, the distribution of costs and benefits, the conflicts generated and the intensity of them. The analysis found that there was, among the municipal managers of Belo Horizonte, the certainty of the complexity and difficulty of the implementation process of the Plural School and, therefore, mobilized a lot of resources. However, optimism about the reception of the proposal by the school actors led to an underestimation of conflict and resistance to the new educational policy. The management and management model were adequate. But, for generating a high cost on teachers who should be the implementers, the Plural School faced strong resistance of this actor. Among the costs, there is the need for changes in the organization of schools and teaching work routine, causing the sense of loss and consequently various forms of resistance to its implementation. In three schools analyzed changes were identified. In two of the organizational changes were higher and there was a significant rapprochement between your organization and the design of the Plural School. In one, the changes were small and preserved a lot of the traditional model. However, it was realized an adaptation of the design (macro implementation) and how municipal schools have been organizing and implementing the Plural School (micro). The model of organization and routines of the municipal schools of Belo Horizonte have changed in many ways, but preserved much of the model of education that the school Plural sought to combat.Item Análise do projeto Mãos Dadas : política de municipalização do ensino fundamental em Minas Gerais(Fundação João Pinheiro, 2024-06-28) Carvalho, Fábio Proença de; Ferreira Júnior, Sílvio; http://lattes.cnpq.br/7789533222493903; Costa, Bruno Lazzarotti Diniz; http://lattes.cnpq.br/2084604177044476; Costa, Bruno Lazzarotti Diniz; Ferreira Junior, Sílvio; Riani, Juliana Lucena Ruas Riani; Saraiva, Agnez de LélisThis dissertation analyzes the Mãos Dadas project, developed by the government of Minas Gerais in 2021, which focuses on the municipalization of enrollments for the early years of elementary education. It also examines the municipalities that are more likely to join the project, whether there was an increase in the number of students in participating municipalities, the impact on early childhood education due to the incorporation of elementary school enrollments, and whether municipal investment in elementary education changed after joining the project. Through a literature review, it was found that the decentralization of education policies must be accompanied by partnerships between government entities, especially when the transfer of enrollments is to a weaker entity, as is the case here. The research reveals that the transfer of responsibility for elementary education to municipalities was accompanied by significant problems, such as a lack of proper planning, insufficient infrastructure, and pressure on municipalities to adhere to state policies without the necessary support. During the 1980s and 1990s, the Minas Gerais government implemented a similar municipalization process, which only materialized with the implementation of Fundef. It was observed that many municipalities accepted municipalization to increase their revenues but were not prepared to accommodate the increase in enrollments, resulting in various difficulties. By analyzing data from 2019 and 2023, the dissertation shows that after joining the Mãos Dadas project, municipalities faced a challenging scenario. There was an increase in enrollments in the early years of elementary education, a reduction in early childhood education enrollments, and a decrease in per capita spending in the early years. The results indicate that although municipalization led to an increase in enrollments in the early years of elementary education, it also brought challenges such as reduced per capita spending and inadequate school infrastructure. The study concludes that for educational decentralization to be effective, continuous support and coordination between federal, state, and municipal governments are required, along with future qualitative studies to assess the impact of these policies on the quality of education.