Navegando por Autor "WERLE, Flávia Obino Corrêa"

Agora exibindo 1 - 3 de 3
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    Avaliação e qualidade social da educação
    (2012) WERLE, Flávia Obino Corrêa; SCHEFFER, Lisandra Scheneider; MOREIRA, Marilan de Carvalho
    Conceptual overview that places the importance of knowledge as an element of reality school for institutional reorganization and evaluation as a subsidy for this reflection and action for reorganization. Located public policies in different contexts highlighting the practice as the locus of insubordination bureaucratic processes which emerge in a counter-regulation to the extent that articulate the efforts of different actors of the educational scene. It is organized into captions highlighting the social quality of education as a concept discussed synthesis including the different dimensions of quality and contained in the negotiated quality. Finally discusses how the indicators of age-grade gap instigate the search for a higher quality social education.
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    Das evidências: a leitura de Raymundo Faoro como pano de fundo para a problematização das políticas públicas no campo da educação
    (2004) WERLE, Flávia Obino Corrêa; ESQUINSANI, Rosimar Serena Siqueira
    The text points to the permanence and topicality of the Faorian concepts of patrimonialism and status, crediting the reading of Os Donos do Poder with vigor, in order to seek analytical keys for national thought and problematize how public policies are proposed, debated, applied in the field of education and the legitimacy of the constant changes in work schedules, agendas of actions and theoretical discussions in the educational sphere, caused by changes in parties and names. The discussion is: who owns the power to gain legitimacy from public policies implemented in the field of education, which leads to the concept of participation and to what extent the theoretical and practical presence (or absence) of such a concept would determine the direction of education, thanks the conditioning factors of Brazilian political culture, marked by centralizing and patrimonialist traditions and, therefore, by patronage and meritocratic relationship patterns; as well as the necessary opening of new spaces for popular participation in executive decisions.
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    Plano Municipal de Educação e a afirmação de princípios para a educação local
    (2008) WERLE, Flávia Obino Corrêa; BARCELLOS, Jorge Alberto Soares
    The text discusses an element of public politics, the Municipal Education Plan (PME) of the city of Porto Alegre, Rio Grande do Sul, Brazil. It analyzes the Plan in its different stages and in its Legislative and Municipal Education Council process. It considers the actors involved in the different moments of the process, the affirmed and denied speeches, ideologies and world's point of views. The text's content is important because it suggests elements to evaluate the PME as an educational policy paper in a reflexive perspective. It indicates how the speeches in PME are maintained