EVALUATION OF BRAZILIAN EDUCATION PLAN (original) (raw)

Sistema Nacional de Educação e Planejamento no Brasil

Revista Brasileira de Educação, 2017

This article discusses the meanings attributed to the term "national" from the New Education Pioneers' Manifesto (Manifesto dos Pioneiros da Educação Nova) from 1932 until the approval of the new National Education Plan (Plano Nacional de Educação) in 2014. Our analysis uses history to expose how different discursive formations of political and constitutive sociability of Nation-States produced different means of regulating education systems. In Brazil, a tutelary State has been responsible for forming and recognizing the people of the nation and educational science, through a discursive construction legitimating attempts to plan an educational system under the regulation of a professional bureaucratic matrix. The use of the term national system refers to the voicing of actors and the territorial coverage of institutional mechanisms of educational management. In the National Education Plan 2014-2024, the term "national" refers to the proposal of regulation mechanisms and devices that evaluate the extension of distributive policies based on performance.

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.

BASES OF THE EDUCATION SYSTEM FOR BRAZIL IN THE CONTEMPORARY AGE

Brazilian education is going through an unprecedented crisis. This crisis results, on the one hand, from the lack of an efficient and effective education system and, on the other, from the lack of government policies that contribute to overcoming the current problems of education and their adaptation to the ongoing technological changes that impact on the world of work and society in general. The fact that Brazil's education system is inefficient and ineffective prevents it from functioning as a factor of economic and social development and contributes to the social ascent of the lower classes of the population. The lack of a new education policy adjusted to the current technological changes prevents Brazil from increasing the productivity of its workers and jeopardizing their future economic and social development. These are the reasons why it is imperative to implement a new education system in Brazil.

Education Policy Outlook: Brazil

OECD Publishing eBooks, 2015

This policy profile on education in Brazil is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy. This country policy profile is an update of the first policy profile of Brazil (2015[1]) and provides: analysis of the educational context, strengths, challenges and policies; analysis of international trends; and insight into policies and reforms on selected topics in Brazil and other education systems. It is an opportunity to take stock of progress and where the education system stands today from the perspective of the OECD through synthetic, evidencebased and comparable analysis. This country policy profile has been prepared in two versions. Both offer an analysis of current strengths, challenges and policy priorities for Brazil, each with a respective focus on: Students  Brazil continues a long period of growth in educational participation and attainment since 2000, with more recent progress in participation in early childhood education and care (ECEC) and higher education. For the latter, this has also benefitted disadvantaged students. In PISA, Brazil has also maintained performance in reading, with some improvements in mathematics and science while considerably increasing the number of students covered by the test.  Several system-level practices have the potential to address ongoing equity challenges as students move through the system, including the extended duration of compulsory education and recent efforts to increase the flexibility of student pathways. The new National Common Curricular Base (Base Nacional Comum Curricular, BNCC, 2017/18) is also crucial in supporting equity through establishing universal minimum learning requirements regardless of background. Institutions  In Brazil, students view their teachers positively and perceive them to be enthusiastic; according to evidence from PISA, this is strongly related to higher student outcomes at school level in Brazil.  Within a context of expansion of schooling, Brazil's teachers are qualified to a higher level than eight years ago, with most now holding a tertiary qualification. Recent initiatives aim to raise quality further, establishing national guidelines for initial teacher education (ITE), continuous professional development (CPD) and, currently under development, school leaders.  Brazil has a well-renowned programme of system evaluation of student outcomes, which feeds into school improvement plans. Emerging national and subnational practices aim to strengthen evaluation in ECEC and vocational education and training (VET), and, in some cases, enhance improvement-focused career progression for teachers. System  Brazil's education system has a highly decentralised governance structure across the federal government, 26 states and 1 federal district 2 , and 5 570 municipalities.  In this context, collaboration and consultation are key: Brazil has several formal spaces for stakeholder engagement and there are promising emergent or small-scale initiatives for horizontal collaboration at federal and subnational level.  A relatively high share of national wealth is dedicated to education. School funding is largely decentralised, but a commitment to redistributive mechanisms goes some way to reducing the inequalities this creates.

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.

Planos de educação - processos, condições e situações

Revista Ibero-Americana de Estudos em Educação

The Study and Research Group on the Municipal Council of Education in Brazil, GEP-CMEBr, develops researches, reflections and debates on the Education Plans at its federal, state and municipal levels. The group brings together researchers from various federal institutions. Presented by the Revista Ibero-Americana de Estudos em Educação (RIAEE), this dossier contains 10 papers, either in the format of a theoretical essay, bibliographical review, research report or documentary analysis, each one with its local and contextual characteristics, enriching this publication. There are texts by researchers from the

Basic Education in Brazil, Performance and Indicators about Resources, Management and Projects

This article proposes an analysis for solving problems in a system of continuous change to improve the results, in a typical Brazilian school. As a result of public policies for basic and high school education in Brazil, public schools are increasingly absorbed by the logic of efficiency. Following this guideline managers must work with goals, build partnerships, identify political alignments, seek data, establish a compensation plan and select performance measures for their units. In this way, educational management must implement successful strategies in the medium and long term. This article intends to suggest a promising approach for public education that compose in a process of continuous improvement.

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...