O programa FUNDESCOLA: concepções, objetivos, componentes e abrangência - a perspectiva de melhoria da gestão do sistema e das escolas públicas

Oliveira, João Ferreira de; Fonseca, Marília; Toschi, Mirza Seabra

doi:10.1590/s0101-73302005000100006

Cited by 8 publications

(3 citation statements)

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“…Far from simplistic accounts, national commentators of educational planning in the country notice underlying tensions between technical and humanistic rationality (Ferreira, 2009), compensatory volunteer work and democratic participation (Rezende, 2008), worldviews inspired on performancebased management and worldviews inspired on school autonomy (Oliveira, Fonseca, Toschi, 2005), support from civil society and support from corporations (Saviani, 2007) as well as competitive and cooperative federalism (Cury, 2008). Similarly, other authors contrast equity-driven and competitiveness-driven elements of these complex and ambitious initiatives (Beltrán, 2010).…”

Section: A Brief History Of Recent Education Policy In Brazilmentioning

confidence: 99%

‘Soft power’, educational governance and political consensus in Brazil

Rambla

2012

International Studies in Sociology of Education

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ABSTRACT.-The article analyses the 'soft power' that the Federal government of Brazil has gained by designing and implementing a very ambitious Plan for the Development of Education. It draws on fieldwork carried out in the country in 2009 and 2010 in order to conduct a discourse analysis of the strategy deployed by the key political agents. The results show to what extent the Federal government has used some catchwords to underpin a general consensus. It has also convinced the international organisations and civil society organisations that the 'programme ontology' of the programme (e.g. hypotheses on the beneficial impacts of multi-dimensional intervention) is reliable enough to wait for a decade until having a whole evaluation. However, since these agents eventually recall varied kinds of political mobilisation, some contradictions and tensions are already apparent. In general, the analysis unveils a complex interplay of national and supra-national politics of education.

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Section: A Brief History Of Recent Education Policy In Brazilmentioning

confidence: 99%

‘Soft power’, educational governance and political consensus in Brazil

Rambla

2012

International Studies in Sociology of Education

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“…A outra expressa "a aspiração da comunidade educativa por uma escola mais autônoma e de qualidade...", na qual se insere a proposta político-pedagógica da educação do campo (OLIVEIRA;FONSECA;TOSCHI, 2005, p. 143 Hage (2005), Jacqueline Freire também aponta como fonte inspiradora a experiência colombiana, dizendo que esta se expandiu por diversos países da América Latina, entre os quais o Brasil. Para essa autora, na realidade do Pará, elegeu-se como prioridade a questão metodológica para explicar os baixos índices de rendimento e de eficácia dos processos pedagógicos, principalmente as metodologias tradicionais voltadas mais à memorização do que à compreensão dos conteúdos trabalhados em sala de aula.…”

Section: O Programa Escola Ativa Em Confronto Com a Educação Do Campounclassified

Educação do campo: embate entre Movimento Camponês e Estado

Ribeiro

2012

Educ. rev.

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RESUMO: O artigo trata do embate entre os diferentes movimentos sociais populares do campo, identificados na unidade provisória Movimento Camponês, que demandam a educação do campo voltada aos seus modos de vida e de trabalho, e o Estado brasileiro, no que concerne aos programas governamentais oferecidos em resposta a essa demanda 1 . Visa a apontar potencialidades da educação do campo, enquanto conquista do Movimento Camponês, e os limites que esta enfrenta, no Brasil, em que o capital agrá-rio e financeiro, relacionado ao agronegócio, disputa a propriedade da terra e exerce pressão sobre o Estado. A importância deste trabalho está em promover uma reflexão sobre os desafios colocados ao Movimento Camponês, enquanto este orienta suas ações por um projeto societário em visível confronto com o modelo neoliberal de sociedade no qual se sustentam as ações do Estado brasileiro. Palavras-chave: Educação do Campo. Movimentos Sociais. Políticas Públicas. RURAL EDUCATION: CONFLICTS BETWEEN THE PEASANT MOVEMENT AND THE STATE ABSTRACT:The article discusses the conflicts between the Brazilian state and the different popular social movements of the countryside, especially the ones identified in the Peasant Movement's provisional unit, which call for education to support a return to a rural way of life and work, looking for government policies that respond to this demand. It also aims to point out the potential, (as a Peasant Movement of conquest), that the rural education movement has, and the limits it faces, in Brazil, where it comes head to head with (in direct conflict with) agrarian and financial capital (or funding, e.g. of the state), associated with agro-business. At the same time, agri-business's protagonists dispute the (peasant) movement's ownership of, or right to, land and put pressure on the State to back their agenda. The importance of this paper is in providing a reflection on the challenges facing the Peasant Movement as it directs its actions in accordance with a socially-geared project, clearly in opposition to the neoliberal model of society while this model continues to exercise its influence on the Brazilian state.

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“…Resultado de um convênio entre o MEC e o Banco Mundial, seu objetivo era desenvolver a gestão escolar para a melhoria da qualidade da educação (e não apenas promover o acesso à escola) e a permanência das crianças na escola em instituições públicas do ensino fundamental nas regiões Norte, Nordeste e Centro-Oeste. O projeto previa um fortalecimento da escola por meio de parcerias entre estados, municípios e escolas, que deveriam adotar uma metodologia de planejamento estratégico a partir da racionalização, eficácia e eficiência da gestão e do trabalho escolar (OLIVEIRA et al, 2005).…”

Section: As Temporalidades Do Movimento Reformista Educacionalunclassified

Formar para quê? Reformas curriculares em escolas de elite de São Paulo no século 21

Luciani¹

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This dissertation aims to analyze the movement of curriculum reforms in elite private schools in the city of São Paulo as part of the broader process of educational and curriculum reforms underway in Brazil and in the world, in the last two decades. Although new curricular proposals arise in specific local contexts, recent studies highlight that socioeconomic processes in an increasingly connected world impact educational policies and curricula at the local, regional or national level. Amid this growing exchange of people, texts, and discourses, this dissertation interprets how ideas and pedagogical materials are appropriated within the circuit of educational institutions instead of framing them either as a direct expression of rigid global hierarchies or as self-standing discourses independent of economic relations.Engaging studies on educational and curriculum reforms, global history, and sociology of education, this thesis explores a wide range of sources (from international agencies and educationrelated civil society organizations to selected elite schools). By doing so, I attempt to historically understand the external and internal forces that drive curriculum reforms in private schools in São Paulo; additionally, I seek to understand how educational principles that circulate through public and private instances across different scales of time and space are actively appropriated and recontextualized in each of the analyzed institutions. In this manner, when taking a global perspective to discuss the social function of schools revealed in the new curricular proposals of five elite private institutions in São Paulo, this thesis aims at contributing to the debate about the future of the school and the formation of elites within the broader context of internationalization (or de-nationalization) of education.

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O programa FUNDESCOLA: concepções, objetivos, componentes e abrangência - a perspectiva de melhoria da gestão do sistema e das escolas públicas

Cited by 8 publications

References 0 publications

‘Soft power’, educational governance and political consensus in Brazil

‘Soft power’, educational governance and political consensus in Brazil

Educação do campo: embate entre Movimento Camponês e Estado

Formar para quê? Reformas curriculares em escolas de elite de São Paulo no século 21

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