Planos de educação - processos, condições e situações (original) (raw)
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2020
The text analyzes the Brazilian educational policy from the last decades of the 20th century and early 21st century. It examines how the management and educational planning were set up in the different governments which took place during over the period from 1964 to 1985, corresponding to the military regime guided by the economic growth and national security ideology. It considers the democratic phase succeeded as a period of changes towards the country’s integration into the economic globalization process, which has affected school planning and management, notably in the context of the 1995 State Reform. The text also analyses the period 2003-2014, when a new type of school planning was instituted in 2007 by the Articulated Actions Plan (AAR). The Plan main objective is to establish a culture of planning in the DOI: http://dx.doi.org/10.1590/0104-4060.69766 1 Translated by Elita de Medeiros. 2 Artigo elaborado a partir de Projeto de Pesquisa financiado pela Fundação de Apoio ao De...
Os planos nacionais de educação (2001-2010 e 2014-2024) no campo da educação superior
Revista Internacional de Educação Superior, 2021
As reflexões, estudos e pesquisas sobre a educação superior são importantes especialmente aquelas que abordam as políticas públicas, quanto mais, quando a análise é feita em relação aos Planos Nacionais de Educação (PNEs) que são as diretrizes que fundamentam o desenvolvimento de políticas e ações para a educação brasileira durante o período de uma década. E isso é o que fazem as autoras Talita Zanferari e Maria de Lourdes Pinto de Almeida no livro “Os planos nacionais de educação (2001-2010 e 2014-2024) no campo da educação superior: avanços e/ou recuos”, publicado em agosto de 2019 pela Editora Mercado de Letras, em língua portuguesa e também disponível no idioma espanhol na Rede de bibliotecas virtuais do Conselho Latino-americano de Ciências Sociais – CLACSO. Fazendo uma breve apresentação das autoras da obra: a Professora Talita Zanferari é mestre em educação pela Universidade do Oeste de Santa Catarina – Unoesc, onde atua como professora, e é pesquisadora membro do Grupo de Es...
Challenges of Public Education in Brazil
International Journal for Innovation Education and Research
This paper proposed to delimit as an object of study the “Challenges faced by Public Education in Brazil”, without the purpose of verifying the quality of education in the national territory. We understand that it is necessary for the school, the family and the community to walk together, so that socio-educational quality can be achieved. Therefore, an analysis of the main productions available on the subject is necessary. Although access to Elementary Education is practically universal, Brazil still faces the great problem of the precarious quality of education offered in its schools. Thus, the general objective of this work is to analyze the strategies that can be used by the school, the family and the community to implement the qualification of public education, specifically in Paraíba. Thus, subsidies to exercise and studies on the subject arise. This work is bibliographic and documental, under a qualitative approach, since it is understood as a social quality strategy and legal...
EVALUATION OF BRAZILIAN EDUCATION PLAN
The National Education Plan (NEP) should pursue two main objectives: 1) to prepare at all levels of education (kindergarten, elementary, secondary, vocational and higher) citizens to build a better world and become active agents in the advancement of mankind; and, 2) to prepare citizens with the highest possible qualification to meet the needs of the working world. These objectives should constitute the basis on which it should be structured NEP. In other words, the education system to be structured in Brazil, based on NEP should prepare Brazilian citizens committed to building a better world from childhood to adult life and qualified for the world of work.
Challenges of Education for Brazil : Indicators and Management Models
2019
This article discusses the crucial role of educational managers in Brazilian municipalities, considering that public resources should be applied in the light of the principle of efficiency and, in the light of the world order of education of the 21st century. The concern with the quality of basic education is among the main focuses of attention of public managers in Brazil and among the main causes of mobilization of civil society. In this sense, it is imperative to find the determinants of quality and establish more realistic goals and objectives, allowing them to be judged in terms of efficiency and effectiveness by stakeholders.
Brazilian Education, National Education Parameters and Quality for Education
International Journal for Innovation Education and Research, 2021
Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.
Planning and educational management in Brazil: government hegemony and local autonomy building
Educar em Revista, 2020
The text analyzes the Brazilian educational policy from the last decades of the 20 th century and early 21 st century. It examines how the management and educational planning were set up in the different governments which took place during over the period from 1964 to 1985, corresponding to the military regime guided by the economic growth and national security ideology. It considers the democratic phase succeeded as a period of changes towards the country's integration into the economic globalization process, which has affected school planning and management, notably in the context of the 1995 State Reform. The text also analyses the period 2003-2014, when a new type of school planning was instituted in 2007 by the Articulated Actions Plan (AAR). The Plan main objective is to establish a culture of planning in the
Educação Pública no Brasil: a democratização inconclusa
Araucaria
Como forma de pensar a educação brasileira na efeméride dos 200 anos de independência do Brasil, elegemos como objeto de analise a trajetória da educação pública no Brasil a partir da expansão da sua rede escolar. Com base no método de investigação histórica a partir de pesquisa bibliográfica e documental e tendo por fontes, leis, decretos e dados estatísticos, o artigo foi dividido em duas partes: A primeira, dedicada aos irresolutos percursos da Educação pública do Brasil, depois de sua anunciada Independência política do Reino Português. Na sequência, discorre sobre o longo trajeto de conquista da universalização do ensino fundamental no século XX. O resultado nos faz questionar o futuro da educação pública frente as eleições do emblemático ano de 2022.
Políticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas
education policy analysis archives
Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lesso...