Navegando por Autor "SARTURI, Rosane Carneiro"
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- ItemApresentação(2018) CORTE, Marilene Gabriel Dalla; SARTURI, Rosane Carneiro; MOROSINI, Marília Costa
- ItemDescentralização do Estado, controle e participação social na educação no Brasil, Argentina e Colômbia(2019) TORMES, Diego Dartagnan da Silva; SARTURI, Rosane Carneiro; DALLA CORTE, Marilene GabrielApproaches and distances in the process of decentralization of the State in Argentina, Brazil and Colombia were analyzed, focusing on the existence of legal control and social participation devices in these educational systems. The analysis uses comparative education concepts from Bray and Kai (2010) and Ferreira (2008), from Centeno (2015), Casassus (1990) and Di Gropello (1999) on decentralization in Latin America. Different levels of decentralization and different elements of control and social participation were found. In Brazil and Colombia, decentralization reached the management of schools and the pedagogical project. In Argentina, the process was less profound, taking place more rapidly in the 1990s, but also reaching schools.
- ItemFases de submissão do processo de reconhecimento de cursos superiores: o caso do Instituto Federal Farroupilha(2018) RIGHES, Antônio Carlos Minussi; TREVISAN, Mônica de Souza; SARTURI, Rosane Carneiro; CORTE, Marilene Gabriel DallaThis paper and to presents the phases of the process for requesting recognition of the Degree Courses of Technology in Public Management of the Federal Institute Farroupilha, considering the regulations of the e-MEC’s platform. A case-study investigation was conducted with a semi-structured interview and subsidized by the theoretical basis of authors, specific legislation, among others. . It was verified that the programs implemented by the MEC, at each favorable moment, had important and positive contributions according to the context of the time of its validity. It was verified that, in respect of the questions about the process of course evaluation, the system has the transparency as priority for the continuous improvement of the process, however, the study showed some difficulties of insertion of data in the e-MEC platform and the rigidity of the process regarding the deadlines of each phase.
- ItemFases de submissão do processo de reconhecimento de cursos superiores: o caso do Instituto Federal Farroupilha(2018) RIGHES, Antônio Carlos Minussi; TREVISAN, Mônica de Souza; SARTURI, Rosane Carneiro; DALLA CORTE, Marilene GabrielThis article aims to problematize the processes of recognition of the Higher Courses of Technology in Public Management of the Federal Institute Farroupilha, considering the norms of the National System of Evaluation of Higher Education. A case-study investigation supported by a semi-structured interview (GIL, 2011) was carried out, subsidized by the theoretical basis of the authors: Barreyro and Rothen (2008), Ristoff (1997), specific legislation, among others. It was verified that the programs implemented by the Ministry of Education and Culture -MEC, at each favorable moment, had important and positive contributions according to the context of the time of its validity. It was verified, with respect to the questions about the process of course evaluation, that the system has as priority the transparency for the continuous improvement of the process and a need for a critical analysis of its results by the institution.
- ItemInterlocuções entre educação básica e superior: políticas públicas como reguladoras da educação/dialogues between basic and higher education: public policies as regulatory of education(2015) SARTURI, Rosane Carneiro; CORTE, Marilene Gabriel DallaObjetivou-se analisar os limites e as possibilidades das ações pedagógicas no contexto da gestão educacional, a partir dos impactos, impasses e desafios enfrentados pelos sistemas e respectivas instituições no contexto de implementação das políticas públicas educacionais nas reformas educacionais, a partir da interlocução entre Educação Básica e Superior. Utilizou-se pesquisa documental, consulta à base de dados do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, entrevistas semiestruturadas e observação participante. Conclui-se que todos os sujeitos envolvidos precisam se apoderar dos conceitos basilares que promovem as reformas, evitando uma pseudogestão democrática, que acaba por mascarar o interesse em regulação e controle que perpassa sua formulação das mesmas.
- ItemPolíticas de formação de professores no Brasil: desdobramentos e interlocução com diretrizes dos organismos internacionais(2018) CORTE, Marilene Gabriel Dalla; SARTURI, Rosane Carneiro; NUNES, Janilse FernandesNo texto analisam-se as políticas de formação dos professores no Brasil em seus desdobramentos e recomendações de organismos internacionais. O artigo é fruto de pesquisa bibliográfica e documental, à luz de marcos teóricos e legais que subsidiam reflexões acerca das prioridades, orientações e programas de governo subjacentes à formação de professores. Entre os principais resultados, destacam-se: as reformas educacionais observam as recomendações dos organismos internacionais; as políticas educativas atuais reafirmam a centralidade da formação para o/no exercício da docência; os programas de formação estão relacionados à natureza das funções docentes; e as instituições formadoras atuam como mecanismos para atender às demandas de processos produtivos e performativos oriundos da lógica global.
- ItemPolíticas públicas para a formação de professores e contextos emergentes na educação superior(2015) CORTE, Marilene Gabriel Dalla; SARTURI, Rosane CarneiroThis text refers to training policies for teachers and the rebound in emerging contexts in higher education, from the development of programs such as Fellowship Program Introduction to Teaching (PIBID) Training Program of Municipal Directors of Education (PRO -Board) and Centre of Education (OBEDUC). The objective is, in this sense, analyzing the policies of teacher training (initial and ongoing), developed by the Education Center of the Federal University of Santa Maria, and emerging contexts in higher education. It is a qualitative research from the case study, and the data analysis is grounded inthe collection and building data from regulatory frameworks and allusive reports to Government programs already mentioned implemented by the Education Center the Federal University of Santa Maria (CE / UFSM). The study has contributed to the understandingof public policies for teacher training (initial / continuous) in close interrelation with emerging contexts in higher education; recognition and understanding of the organizational culture and management processes of the programs analyzed from the experiences developed by CE / UFSM and its impact on quality of initial and continuing teacher training; a critical reflection on the understanding and involvement of teachers / managers on emerging contexts in higher education.
- ItemRegulação e qualidade: conceitos imbricados nas políticas de avaliação e de formação de professores(2016) TREVISAN, Mônica de Souza; SARTURI, Rosane CarneiroThis article aims to identify the concepts of regulation and quality present in legal documents, which govern the public policies for the evaluation of higher education and teacher training, aiming to establish the relationships between these policies. The research problem is: how can public education policies for teachers of basic education and higher education be related to regulation and quality? The work is based on bibliographical and documentary research, therefore, we use documents such as: The National Curricular Guidelines for the teachers initial and continuing training of basic education, According to CNE / CP.n.º 2/2015; The Instrument for the Evaluation of Distance and Online Undergraduate Courses, and the evaluation policy for Higher Education, specifically the law n.º 10.861/2004 Which establishes the National System of Evaluation of Higher Education (Sinaes). The concept of quality is based mainly on Morosini, and the regulation in Barroso. We observed that regulation and quality are present in both policies and are related to the way in which it is proposed to evaluate the degrees. The evaluation gains importance in the current policy of teacher training that brings in Resolution CNE / CPnº 2/2015 the explicit concern with a quality standard for undergraduate courses.