Ensaio: Avaliação e Políticas Públicas em Educação

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https://edubase.sbu.unicamp.br/handle/EDUBASE/34

A revista Ensaio: Avaliação e Políticas Públicas em Educação tem por finalidade publicar artigos relacionados à Educação, tendo como temática questões sobre avaliação e políticas públicas em educação, priorizando os resultados de pesquisas, estudos teóricos e ensaios.

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Mantenedor: Cesgrario

Tipo: FAO

Região: Sudeste

Cidade: Rio de Janeiro | RJ

ISSN: 1809-4465

Qualis: A1

Periodicidade:Trimestral

E-mail: ensaio@cesgranrio.org.br

Título abrev.: Ens.: Aval. e Políticas Públicas em Educ.

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Agora exibindo 1 - 20 de 84

A (auto)avaliação das escolas: “virtudes” e “efeitos colaterais”
(2009) SA, Virgínio
Over the last two decades, in very different socio-political contexts, first in central countries, then in semi-peripheral and peripheral countries, the evaluative agenda, in its different configurations and domains of influence, has come to assume an enormous centrality. In the case of Portugal, the recent changes in the legislative framework that frame our schools and their professionals, with emphasis on the new status of the teaching career in non-higher education and the "indexation" of the much talked about autonomy contracts prior to the existence of self-evaluation processes and external evaluation, catapulted this issue to the front pages of the public agenda. The reasons for this (sudden) interest in issues of educational assessment in general, and institutional assessment in particular, are organized around a plurality of structuring axes affiliated with tensioned logics and rationalities, some more linked to concerns with control, others more in tune with an emancipatory agenda. In this text, we intend to discuss some of those logics and rationalities in tension, articulating them with the diversity of agents and agendas that evaluation can serve. More specifically, it seeks to highlight some of the "side effects" resulting from conceptions and evaluative practices that ignore, or despise, the assumption of the school as a "complex educational organization".
A categoria precisão na avaliação e na meta-avaliação: aspectos praticos e teóricos em um novo enfoque
(2005) VELLASCO, Marley Maria Bernardes Rebuzzi; LETICHEVSKY, Ana Carolina; TANSCHEIT, Ricardo; SOUZA, Reinaldo Castro
This article deals with the category precision of a true evaluation in the scope of evaluation and meta-evaluation (evaluation of evaluation). First, it presents the modern conceptualization of evaluation and meta-evaluation and then discusses the role of meta-evaluation to ensure the quality of an evaluation process, in its different approaches, from the four categories of a true evaluation (utility, viability, ethics and precision). The emphasis of the article is on the category precision: (1) its importance in a meta-evaluation, in all the phases or stages of an evaluation, with its advances and its limitations and; (2) its application in the meta-evaluation itself which, while an evaluative process, must also follow the four patterns of a true evaluation. In this sense, practical and theoretical aspects which merit attention in the negotiation, the design, the implementation and the conduction of a meta-evaluation are presented, when the paradigm of the treatment of the data of a meta-evaluation, through the classical logic and not the fuzzy logic, is discussed.
A cultura da repetência em escolas cariocas
(2009) EARP, Maria de Lourdes Sá
This article is based on a PhD's thesis on the Brazilian education system, that aimed to describe the flunking phenomenon, which is the main impediment to the conclusion of the elementary school in Brazil. For two years a case study was conducted in two public schools in Rio de Janeiro. According to the Brazilian school system culture, teachers do not feel responsible for their students learning and progress. The research showed that this culture can be noticed inside the classrooms, in their own structures, which can be described by the "center-periphery" metaphor. The students whose sits are located in the center of the classroom receive more teaching than the students who sit in the periphery. There are two kinds of "center" students: first, people who have better social condition which contribute to their privileged position in class and second, students with simpler social conditions. Theses students have been chosen to be taught by the teachers according to the "Pygmalion effect".
A docência e a violência estudantil no contexto atual
(2010) PIGATTO, Naime
This article presents a reflection about the teachers' actions towards the student violence. We present a theoretical study about the role of the teachers concerning to the resolution of the conflicts that occur among the students, as we also try to characterize the violence in the school. The study was based on the qualitative approach and it was characterized for being a bibliographical research as well as a field research. By the collected data we could identify that the teachers' actions to solve the student violence in a pacific way require the support of the State and also the support of the whole society. The affectiveness, the reflexive dialogue and the flexibility of the pedagogical planning constitute a kind of teaching that seeks the students' learning based on the principles of an education for peace.Este artículo presenta una reflexión acerca de las acciones de los profesores ante la violencia estudiantil. Con este fin, se presenta el marco teórico sobre el papel de los docentes en la solución de los conflictos que ocurren entre los alumnos, y trata de caracterizar la violencia en la escuela. El estudio exploratorio se basa en la hipótesis de la aproximación cualitativa y una búsqueda bibliográfica y de campo. A partir de los datos recogidos, fue posible identificar que las acciones de los profesores a la solución pacífica para la violencia de los estudiantes requieren el apoyo del Estado y de la sociedad en su conjunto. El afecto, el diálogo reflexivo y la flexibilidad de la planificación del proceso educativo permean el trabajo del profesor, que busca el aprendizaje de los alumnos, basada en los principios de la educación para la paz.
A escola de qualidade para todos: abrindo as camadas da cebola
(2005) GOMES, Candido Alberto
Educational research presents numerous findings today on how to build a qualified school for all. This paper recognizes the importance of the social origins of the students, educational management, evaluation, curricular organization etc. However, if focuses on selected features related to the differences among and within schools, on the basis of the national and international literature. Considering that the peculiar structure of the educational systems is similar to an onion, with its successive peels, this work analyses factors affecting learning, such as expenditure, facilities and equipment, time, teachers, school climate and management, peer effects, enrollment procedures, space management, student grouping, and other factors that affect effectively in the classroom. Therefore, it is possible to shape such a school, particularly in developing countries, where its impact is stronger than in developed countries.
A influência da qualidade na atratividade de instituições de ensino superior com capital aberto
(2008) GRAMANI, Maria Cristina N.
When the yield is connected to the quality of a Higher Education Institution (HEI), its attractiveness for future investors is larger. In general, the yield data of the HEI's is available in prospects, quarterly results and relations with investors (RI). However, less effort is placed to demonstrations of quality indicators. So, this article intends to identify factors that reflect the quality of HEI's, presenting twelve pointers, some of them benefit quality and others can point out risks of quality reduction. A positioning map was also built by using these twelve pointers and placing them in the variables yield and quality, in order to identify the attractiveness level of an HEI.
A judicialização das relações escolares e a responsabilidade civil dos educadores
(2008) CHRISPINO, Alvaro; CHRISPINO, Raquel S. P.
This report presents the phenomenon called judicial school relations, which is characterized by the Justice act in the school and in its relations environment, having as a result the most variable in sentences, trying to show that the education main actors don't know how to deal with all the variables which characterize these relations. It presents the educators duties established by the New Civil Code, the Statute of Children and Teenagers and the Customer Defense Code which, generally, are not educators' study target. It exemplifies the school relation problems that are taken to the Justice and demands jurisprudence. Finally, it proposes a new deal with the educational performers (teachers, managers and community) in order to prepare them, so that they become able to give directions and make decisions about the school environment, becoming effective school relations protagonists.
A política neoliberal e a educação superior na América Latina e Caribe
(2003) LAMPERT, Ermâni
The work, divided into three interconnected parts, covers the theme "neoliberal policy and higher education in Latin America and the Caribbean". At first, with the objective of contextualizing the problem through a summarized view, the author locates the chronic problems in Latin America and the Caribbean, within the current world situation. In a second instance, in light of the new paradigm of capitalist production and State reform, the metamorphosis of the public university is analyzed, which, at the same time that it is scrapped and its working conditions deteriorate, is forced to attend to new demands arising from the demands of different social segments. Finally, based on the new demands of society, they propose some directions to the university to be pursued in the 21st century.
A pós-graduação em engenharia no Brasil: uma perspectiva histórica no âmbito das políticas públicas
(2007) Almeida, Nival Nunes; BORGES, Mário Neto
This paper presents a report on the engineering post-graduation in Brazil based on some important landmarks in the history of the Brazilian higher education. The work takes into account the legislation established in different studied periods of time and the context of the academic and scientific institutions during the development of the Brazilian post-graduate courses. Furthermore, the main national sponsoring agencies for the development of science and technology, as well as the first years of the engineering post-graduation and the associated evaluation system are introduced and analyzed.
A tecnocultura e a educação
(2004) WENEEK, Vera Rudge
El artículo pretende analizar desde una perspectiva filosófico-pedagógica la relación entre tecnocultura y educación. Toma como marco metodológico los supuestos de la Teoría de los Valores, conceptualizando la educación como un proceso de aprehensión y jerarquización de valores de manera adecuada y adecuada para el logro humano como "personalidad". Admitiendo que la aprehensión de valores se debe a la sensibilidad, analiza el papel de los medios de comunicación en general, lo que apela especialmente a esta facultad, como agente educador. Entiende, entonces, que hoy se denomina multimedia a una instancia de educación cuya función no es solo comunicar, sino proponer una jerarquía de valores que conduzca al perfeccionamiento de la asignatura. Analiza las características de la multimedia, la denotación y connotación de sus mensajes, la imaginería y el significado de su lenguaje. Muestra que la producción de tecnología no es neutra, su acción pedagógica no se debe precisamente al contenido que transmite, sino al sentido en que se presenta. También aborda el tema de la censura y la ética en la producción de medios. Se concluye por la necesidad de profundizar en la reflexión sobre los conceptos de cultura, tecnocultura y educación a través de la ética.
Alfabetizações: desafios da nova mídia
(2007) DEMO, Pedro
Literacy challenge gained new dimension with the digital world, particularly with new virtual texts. Traditional literacy - reading, writing and to count - becomes simple preamble, since no child doesn't use computer because he
Ambientes de aprendizagem com suporte das TIC: o caso do Centro de Ciências Sociais Aplicadas da UFRN
(2003) ARAÚJO, Maria Arlete Duarte de; BORGES, Djalma Freire
In a context of extended learning and socialization, higher education institutions need to create new learning environments supported by the intensive use of new information and communication technologies. The creation of such environments and their efficient action require not only the implementation of a computer lab infrastructure, the installation of Internet points and the acquisition and formulation of new applications that facilitate learning, but especially changes in the role of the main actors in the teaching-learning process: the teacher and the student. The teacher must quickly and profoundly master the new material instruments made available to him for the educational task; and the student must leave an old passive position, adopting a more reflective and investigative posture. Reflecting on such problems, the Center for Applied Social Sciences, at the Federal University of Rio Grande do Norte, with more than 4000 enrolled students, is taking the first steps towards the creation of learning environments supported by information and communication technologies, overcoming, on the one hand, the natural resistances of both students and teachers; and on the other, the limitations imposed by the scarcity of funding resources for Brazilian public universities.
As ciências no ensino médio e os parâmetros curriculares nacionais: da proposta à prática
(2002) RICARDO, Elio Carlos
The article reports a case study carried out at the State Institute of Education and at the State Department of Education and Sports, in Florianópolis - Santa Catarina, with a group of teachers from the area of Natural Sciences, Mathematics and its Technologies in High School and technicians the pedagogical area and the Secretariat. The main objective was to identify the perception that this group of teachers and technicians in the pedagogical area have of the teaching reform proposed by the National Curriculum Parameters and to verify if any changes are being implemented in the classroom. The main conclusion was that few actions took place for the implementation of PCNs in schools and that no opportunities were given for teachers to have an understanding of the reform as a whole. Some of the difficulties pointed out by the professors are presented and discussed, as well as the context of the intended reform. Some paths that can contribute to the implementation of the NCPs in an articulated way with the initial and continued formation are suggested.
Aspectos da política educacional carioca: trajetórias da educação infantil
(2010) TATAGIBA, Ana Paula
The objective of this study is to reveal the trajectory of the public policies destined to children from 0 to 6 years old in the city of Rio de Janeiro, situating the actions developed in the areas of Education and Social Assistance. Considering the repercussion of the Lei de Diretrizes e Bases da Educação Nacional, valid since 1996, analysis of the contemporary context are presented, in which the childhood education is considered a social right. Such right is still to be completely effective for, despite the binding of the daycare centers (crèches) to the municipal educational systems, the obligatorily of the professionals that deal directly with children being educators is a challenge yet to be overcome.El objetivo del presente trabajo es divulgar la trayectoria de las políticas públicas dirigidas a los niños de 0 a 6 años en la ciudad de Rio de Janeiro, situando las acciones desarrolladas en las áreas de Educación y Asistencia Social. Considerando las repercusiones de la Ley de Directrices y Bases de la Educación Nacional vigente a partir de 1996, es presentado el análisis del contexto contemporáneo en que la educación infantil figura como un derecho social. Derecho este aún en vía de implementación, puesto que, a pesar de la vinculación de las guarderías a los sistemas municipales de enseñanza, la obligatoriedad de que los profesionales que actúan directamente junto a los niños sean profesores es un desafío que hay que superar.
Aula não e necessariamente aprendizagem
(2004) DEMO, Pedro
In this text, I search to polemizar on the lesson, does not stop finishing with it - goes to continue as trophy the teachers - but to place it in its due place. It has its place, but he is characteristic supplementary. It cannot, in hypothesis some, to be the center of the didactics. In this center it is the learning of the pupil, never the lesson of the professor. Childbirth of the notion of that pupil fits to the teachers to take care of of the learning so as fatal commitment. E I remove the conclusion from there that I now intend to argue in the best possible way: who of truth wants to take care of of the learning of the pupil, does not give lesson, but it makes possible and the possible one so that it can learn well; there the lesson fits, but as addition gesture, not as essence of an authoritarian and instrucionista relation. One of the excrescencs clamoroussest of the teachers is considers the lesson as maximum expression of the "pedagogical relation", that these heights, forgets it pupil, therefore decorative figure in a process leaves it as where it would have to occupy nothing more than the center.
Avaliação das relações cognitivas e motoras na aquisição instrucional das habilidades para a aprendizagem da linguagem escrita
(2002) BERESFORD, Heron; QUEIROZ, Magda; NOGUEIRA, Ana Beatriz
The objective of this work was to help with the resolution of the laek of information about the possible relationship between the combined influency of the motor and cognitive performance in the aquisition of the abilities for writting learning. For so, authors like BOCK (1991), CAMPOS (1986), PIAGET (1987), among others were studied and yours theoris help to base this work, wich was done in a ex-post-facto descryng type metodology,allowing a interpretaton about the causative or antecedence links, or currency and purpose of those dificulties in the aquisition of the abilities for writing learning. As evaluation for the writting learning. From these both tests a variancy analises and the mean comparation by the TUKEY test was mad. The result showed that the writting learning dificulties presented can be eased for cognitive or declarative and motor activies, alone or together. Also it was showed, tht there is a relationship between the presented dificulties with the school efficiency, financial situation and social-economic aspect.
Avaliação do desempenho dos estudantes da educação superior: a questão da eqüidade e obrigatoriedade no Provão e Enade
(2008) PAIVA, Giovanni Silva
The education quality issue in Brazil is emphasized by the Law of Guidelines and Bases of Education. The evaluation of higher education has been highlighted among the educational policies by the creation of periodic evaluations of institutions and higher education courses, which has started with the beginning of annual national examinations. The evaluation of the students' performance in Brazilian education is an evaluation method implemented since the mid-90. Initially, it was operated by the National Examination Course, and it was consisted of eight yearly exams during the period of 1996-2003, it was recast with the deployment of National Examination Performance of Students, which is part of the National System of Evaluation of the Higher Education, established by the Law no. 10.861
Avaliação educacional: considerações teóricas
(2004) NASCIMENTO, Raimundo Benedito do; Mota, Francisco de Assis Alencar
The assessment of school learning is, in the field of education, one of the controversial issues that arouse curiosity in relation to its practice. It is noticeable, at the moment, the emphatic presence of this theme in educational forums and debates and in the discourses between educators, in the different institutional spaces, where teaching and learning are inserted, mainly with the advent of the Law of Guidelines and Bases of Education of 1996. It is true that the conceptual renewal, in which the contributions of numerous educational investigations of recent years are projected, are manifested through a remarkable enrichment of the areas over which the evaluation of the criteria with which judgments are produced extends. value and decisions admitted. Undoubtedly, there is currently a significant distance from the old concept of assessment as a verification of the student's level of learning. It is then necessary to assess not only the knowledge acquired, but also the skills and attitudes. It is essential to know the characteristics of continuous activities and not just the results. On the other hand, the assessment should focus on the teacher's activity, the planning of programs, the effectiveness of resources and on the influence of organizational and environmental environments. The evaluative activity must go beyond the study of everything that is manifested in order to also extend to the identification of the causes of deviations that may interfere with the results of some educational action. In this discussion environment, the way to improve teaching will surely be found. When thinking about this diversity, it is proposed to follow a work, based on the (re)visiting of renowned authors who contributed to the construction of the history of the evaluation, in an attempt to bring to light specific points of this theme.
Avaliação socioeconômica e de fatores que levam a violência com detentos de Cascavel/PR
(2010) ARMANI, Thiago Eugênio; CRUZ-SILVA, Claudia T. A.
Violence isn't just featured by kidnapping, robberies, onsets, but also by destroying the social, cultural and economical identity of a population. Violence shuts up the developing ability of a country, because puts its young people in the world of drugs, prostitution, illiteracy, marginalizing them because all people's development just happens thanks to a social, cultural, economical, psychologist and biologist evolution, which is told mainly by the education given at schools. Based on this, this work analyzed the social, educational and economic characteristics of guys between 18 and 60 years old, who were in private jail in the city of Cascavel- PR, through a filling out of a questionnaire, with objective questions and answers, directly done with the prisoners, that gave an idea about the possible elements that generates violence. It was verified that there is an educational, social and economic problem with the prisoners from Cascavel, because they have limited studies, suffer from unemployment, low salaries, among other problems that inclines them to get in the world of violence.La violencia no sólo se caracteriza por los secuestros, robos, asaltos, sino también por la destrucción de la identidad social, cultural y económica de las personas. La violencia aprisiona la capacidad de un país evolucionar por que coloca sus jóvenes en el mundo de las drogas, de la prostitución, del analfabetismo, en fin en la marginalización social, pues todo el desarrollo de un pueblo sólo pasa a través de la evolución social, cultural, económica, psicológica y biológica, que es dictada principalmente por la educación en las escuelas. Este trabajo analizó las características sociales, educacionales y económicas de sujetos entre 18 y 60 años que están en una casa de detención en la ciudad de Cascavel
Certificação e recertificação de pessoal de saúde: uma nova etapa nas prioridades do sistema único de saúde
(2004) CORDEIRO, Hésio; ROMANO, Valéria; SANTOS, Elaine Franco dos
The health reform in Brazil is, at the moment, with a lot of emphasis on reformulating the training of health personnel and with innovations in continuing education in this field. These priorities indicate that the certification and recertification of health professionals, in accordance with national health policies, point to Family Health doctors and nurses as a national strategy. The present work currently reviews the Brazilian and international literature on certification and recertification of these professionals, presenting different alternatives for evaluating professional skills and abilities, as well as potential benefits for continuing education and improving the quality of basic health care and of the health system. They propose basic principles for professional certification and recertification and establish stages and operational aspects thereof for doctors and nurses in Family Health.

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