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‣ A articulação da educação infantil com o ensino fundamental I: a voz das crianças, dos professores e da família em relação ao ingresso no 1º ano; The articulation of early childhood education and elementary education (Y1-Y5): the voice of children, teachers and family in relation to admission to the 1st school year.

Rabinovich, Shelly Blecher
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 13/08/2012 Português
Relevância na Pesquisa
68.56336%
O objetivo desta pesquisa consiste em conhecer as expectativas das crianças, dos pais, dos professores e da gestão em relação ao processo de implantação do Ensino Fundamental de 9 anos e verificar como as escolas estão se organizando para receber as crianças de seis anos. Essa pesquisa foi motivada, portanto, pela necessidade de buscar respostas a um problema que presenciamos enquanto professora de Educação Infantil e Ensino Fundamental I da rede pública e particular da cidade de São Paulo: a falta de articulação entre o último ano do infantil e o primeiro ano do Ensino Fundamental, após à aprovação da lei que altera o Ensino Fundamental de oito para nove anos (lei nº 11.114/05 e lei nº 11.274/06). Para cumprir os objetivos do estudo, realizamos primeiramente a coleta dos dados numa Escola Municipal de Educação Infantil (EMEI), localizada no bairro da Bela Vista, na cidade de São Paulo, durante o período de junho 2008 a dezembro de 2008 e, num segundo momento acompanhamos algumas das crianças que frequentaram o 3º estágio da Educação Infantil para uma escola Estadual de Ensino Fundamental I, localizada no bairro da Bela Vista, na cidade de São Paulo, durante o período de fevereiro de 2009 a julho de 2009. Trata-se de uma pesquisa de natureza qualitativa...

‣ Aprender matemática na educação de jovens e adultos : a arte de sentir e dos sentidos; Learning mathematics in the brazilian youth and adult education system : the art of sensibility and the senses

Adriana Aparecida Molina Gomes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/07/2012 Português
Relevância na Pesquisa
67.56707%
Os objetivos desse trabalho são: (1) compreender as práticas pedagógicas que geram discursos produtores e mobilizadores de conhecimentos e saberes nas aulas de matemática da Educação de Jovens e Adultos (EJA); (2) identificar as contribuições trazidas para o processo de ensino da matemática. Os sujeitos da pesquisa são alunos e alunas 1º termo, 2º termo e 4º termo do Ensino Fundamental da Educação de Jovens e Adultos (EJA) e 1º termo A do Ensino Médio da EJA, da rede pública de Louveira/SP. Tem-se como questão central: "Em um contexto de diversas culturas e de múltiplos (con)textos, que práticas pedagógicas podem produzir discursos produtores de conhecimentos e saberes em aulas de matemática da EJA?". Trata-se de uma pesquisa qualitativa, cujos instrumentos adotados para construção da documentação são: videograções e audiogravações das discussões em grupos e no coletivo da sala de aula, produções escritas, relatórios, entrevistas semiestruturadas, diário e notas de campo. As produções escritas incluem questionários, cartas, registro de jogo, exercícios, tarefas exploratório-investigativas, memoriais e formulação de problemas. Para análise, cruzaram-se instrumentos e informações. Define-se...

‣ O processo avaliativo institucional de desempenho do sistema público municipal de Teresina-PI (2001 a 2005): entre a lógica da excelência e a lógica da aprendizagem

Raposo, Edna Maria dos Santos
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
57.895664%
This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piauí (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection...

‣ O Ideb nas escolas da rede municipal de ensino de Jataí-GO: qualidade, avaliação e interferências; The Ideb in municipal education system schools of Jataí-GO: quality, evaluation and interference

Assis, Renata Machado de
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG)
Tipo: Tese de Doutorado Formato: application/pdf
Português
Relevância na Pesquisa
58.19269%
This research has attempted to understand the reality experienced by municipal schools in Jataí - GO, regarding possible interference caused by the Basic Education Development Index (Ideb). In this sense, we analyzed the results submitted by public schools from Jataí, identifying changes in compliance with established goals, in particular those relating to the organization, school management and teaching practice. It tried to further comprise: a) how Ideb was received by the municipal schools in Jataí; b) what has changed in schools with the new content, c) what actions were planned and achieved by schools and the municipal education system to improve the score obtained in Ideb and d) what are the conceptions, perceptions and evaluations of school subjects (directors, coordinators and teachers) regarding the creation of Ideb, the quality of education and possible interference of this index in school evaluation. The research process included theoretical and conceptual research on the subject of study and also examination of policies, programs, actions, legal frameworks indicators on the primary education starting from the 1990s. The research involved 27 municipal elementary schools in Jataí. Questionnaires and semi-structured interviews were used as instruments to collect the data. We interviewed three directors selected from schools that showed the highest score...

‣ Addressing Educational Disparity : Using District Level Education Development Indices for Equitable Resource Allocations in India

Jhingran, Dhir; Sankar, Deepa
Fonte: Banco Mundial Publicador: Banco Mundial
Português
Relevância na Pesquisa
58.243027%
The challenge of development work in the social sector in India today is one of bridging huge disparities across regions of the country, gender and social groups. Unless national and state policies specifically target resources to address these disparities, achieving higher level outcomes in an inclusive manner, which is the real goal for human development in education and health, will be a distant dream. This paper takes up the case of the Indian government s Elementary Education for All Mission to understand how this flagship program relates investments to spatial and social disparities. For identifying the most deprived districts in terms of educational inputs, outputs and overall development, the authors estimate district level education development indices for 2003-2004. The contribution of the largest investment program is measured by "per child allocations" and expenditures at the state and district levels for 2005-2006. An analysis of comparing the ratio of allocations to expenditures with the ratio of district level indices to sub-dimensional indices shows that there is an apparent disconnect between the "real investment needs" of the districts...

‣ Secondary Education in India

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
58.108506%
Secondary education is increasingly becoming an area of focus in developing countries, which have thus far concentrated on achieving universal elementary education. This policy note on secondary education in India discusses issues and aspects critical for the development of this subsector. Secondary education, in terms of policy, is a concurrent item in that it is within the purview of both State and Central governments. State level implications and strategies for developing this sub-sector are critical. The Central government involvement in secondary education thus far has been through discrete programs, such as computer and vocational education. The 10th Five-Year Plan (2002-2007) intends a much more strategic role for the Central government in improving secondary education in the country. This policy note supports this national vision and highlights the issues and constraints in implementing this vision. The policy note concludes with a summary of issues and aspects critical for this sub-sector relating to four areas: planning in secondary and higher secondary education; administrative reform; improving the quality of education and financing of secondary education.

‣ O currículo escolar e as reformas na rede pública municipal de São Paulo; School curriculum and reforms in the education system in the city of São Paulo

Cunha, Isabela Bilecki da
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 28/08/2015 Português
Relevância na Pesquisa
58.044253%
Esta pesquisa busca desvelar em que medida o currículo implantado nas escolas da rede municipal de São Paulo vem garantindo ou não o direito à educação dos alunos a partir da concepção de justiça escolar. O estudo realizado parte da revisão histórica sobre o percurso no Brasil e, mais especificamente, no município de São Paulo, das reformas curriculares voltadas aos anos iniciais do ensino fundamental, tendo como foco as medidas adotadas na gestão Kassab (2005-2012) que levaram a elaboração do documento de orientação curricular da rede. Também foi realizada uma pesquisa de campo em duas escolas de ensino fundamental, envolvendo a análise documental e entrevistas com professores, coordenadoras pedagógicas, além de técnicos que atuaram na gestão referida. A pesquisa identifica que o rendimento dos alunos e suas condições de aprendizagem não garantem a equidade necessária à sua formação e que o currículo possui grande influência nesse quadro. No entanto, também foi possível observar que há avanços na rede e nas escolas investigadas no sentido de considerar a necessidade do atendimento à diversidade dos alunos incluídos no sistema de ensino, principalmente com a proposição de currículos que levem em conta a superação do insucesso escolar daqueles com maiores dificuldades.; This research intends to reveal to what extent the curriculum implemented in the schools of the education system in the city of São Paulo has been able or not to enforce the student´s right to education based on the concept of school justice. The study I have conducted starts with the historical review of the path taken in Brazil and...

‣ Turkey—Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
Português
Relevância na Pesquisa
67.87451%
This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.

‣ Expanding and Improving Upper Primary Education in India

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Pre-2003 Economic or Sector Report; Economic & Sector Work
Português
Relevância na Pesquisa
58.204746%
This report considers the current status of upper primary school education in India. It looks at future impacts and recognizes the national level focus on elementary education. The importance of specific contexts in defining how states fulfill their constitutional responsibilities in upper primary education are studied. The report is based upon two studies whose findings include: length, structure & organization vary across and within states; the transition rate between primary and upper primary is high; transition rates and enrollment are lower for girls; school place is provided for current, but not future, demand; private unaided school enrollment is increasing; state qualification policies for teachers are not always relevant to instruction needs; in-service teacher training is very limited; discontinuity exists for curricula and subject weight between primary and upper primary schools; information overloads exist in syllabi, textbooks, and classroom processes; upper primary grades are cheaper when combined within an elementary school; a constitutional requirement for decentralized educational management exists; and expenditures need to increase before universalization of elementary education. Specific recommendations are given. Expansion and improvement of upper primary schooling...

‣ How Much and What Kind of Teaching Is There in Elementary Education in India? Evidence from Three States

Sankar, Deepa; Linden, Toby
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper
Português
Relevância na Pesquisa
58.18894%
This study focuses on the link between teachers' 'time-on-task' (TOT) and the nature of tasks in classrooms. This study, carried out with concurrence from Ministry of Human Resource Development (MHRD), is built upon the independent study commissioned by MHRD to explore teacher attendance rates in schools. This study ventures beyond the quantitative dimensions of teacher attendance (physical presence) to look at the 'time-on-task' (TOT) and nature of tasks, that is, the quantity and quality of teacher presence and interaction. Most specifically, it will provide insight into the work environment of teachers who are the key to service delivery and suggest implications for both policy and program interventions to empower teachers and introduce more accountability into the system. The McKinsey and Company study (Barber & Mourshed, 2007) identified three things that matter most: (1) getting the right people to become teachers; (2) developing them into effective instructors; and (3) ensuring that the system is able to deliver the best possible instruction for every child. In the present study...

‣ India - Karnataka : Financing Education in the Context of Economic Restructuring

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Pre-2003 Economic or Sector Report; Economic & Sector Work
Português
Relevância na Pesquisa
58.230283%
The study addresses four major concerns within the Bank's Economic Restructuring Program in Karnataka: 1) identifying the priority issues facing the education sector; 2) indicating possible areas for expenditure reform, to improve the efficiency, and equity of public spending in education; 3) identifying measures to strengthen the effectiveness of public expenditure; and, 4) assessing the resource requirements for school education. The report reviews achievements, and educational trends in the nineties, looking at the factors shaping Karnataka's education development, to then examine public expenditures on education, and the efficiency of public spending. Improvements in the effectiveness of public expenditures in education are proposed, namely in the input utilization of teachers, and non-teachers; in management strengthening of the private sector; and, decentralization in the education system. To attain the elementary, and secondary education goals, considerable financial allocations will be required...

‣ Survey of ICT and Education in Africa : Senegal Country Report

Fall, Babacar
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
Português
Relevância na Pesquisa
58.28521%
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Senegal's hand on commitment to incorporating ICT in education is still in the beginning stages of progress and evaluation. Although Senegal's public officials and government bodies recognize ICT as a powerful engine for progress in economic expansion and modernization and have a national ICT policy in place, it has not yet been integrated into the education sector in any kind of formal policy. However, the Ministry of Education and several organizations have taken initiatives to launch and continue activities that will facilitate the modernization of schools and other educational institutions. Initiatives have also been made in the informal sector, such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Community Multimedia Center Scale-Up Project...

‣ Survey of ICT and Education in Africa : Eritrea Country Report

Hare, Harry
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
Português
Relevância na Pesquisa
57.982627%
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Eritrea has made significant efforts to reform its education system with the objective of providing its citizens with accessible and high-quality education that is modern, technologically advanced and that will create an internationally competitive human resource. The rise in the gross enrolment rates, the construction of new classrooms and reconstruction of those destroyed, and the capacity-building initiatives at the Ministry of Education all are indications of a country that is ready to learn. The government's acknowledgement that ICT has a role to play in improving both access and quality of education is commendable given the bigger challenges of poverty, hunger, disease and access to basic education. The National ICT for Education Policy and the completion of the implementation master plan is bound to generate the necessary momentum within government and other education sector players to seriously start integrating ICTs into education.

‣ Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
Português
Relevância na Pesquisa
58.33084%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

‣ Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
Português
Relevância na Pesquisa
58.374067%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

‣ Impacts of an Early Stage Education Intervention on Students' Learning Achievement : Evidence from the Philippines

Yamauchi, Futoshi; Liu, Yanyan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
58.28383%
This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It finds that the program significantly increased student test scores at grades 4 to 6. The estimation indicates that two-year exposure to the program increases test scores by about 4.5 to 5 score points. Interestingly, the mathematics score is more responsive to the education reform than are other subjects. The analysis also finds that textbooks, instructional training of teachers, and new classroom construction particularly contributed to these outcomes. The empirical results imply that early-stage investment improves student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.

‣ India : Education Sector Development in the 1990s, A Country Assistance Evaluation

Abadzi, Helen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
58.02174%
World Bank lending in education has taken place through a unique working relationship in line with India's principle of self-sufficiency and domestic development. Until the late 1980s, the government of India strongly resisted external funding for education programs. Subsequently, the goal of universal elementary education resulted in demand for additional resources, leading the department of education (DOE) to review its policy on external funding in education. The Bank's continued efforts towards a dialogue with DOE aimed at confidence building also contributed to this change in policy. Since 1980, the Bank s investments in education in India have grown from an almost negligible amount to 2 billion dollars. The Bank has approved four vocational and technical education and training (TVET) projects and six basic education projects. Overall, their capacity increased more than 50 percent, by roughly 100,000 student places, and expansion often exceeded targets. The operations evaluation department (OED) has rated project performance as satisfactory or highly satisfactory...

‣ The status of drama in education in an Ontario school board

Hundert, Debra A.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
57.8927%
Drama in education has been describea- as a valuable pedagogical medium and methodology, enriching child development in the cognitive, skill, affective, and aesthetic domains, and spanning all areas of curriculum ~ oontent. However, despite its considerable versatility and cost-effectiveness, drama appears to maintain low status within the education system of ontario. This thesis investigated teacher perceptions of both the value and status of drama in education in one ontario school board. Data were gathered in the form of an attitude questionnaire, which was devised for the purpose of this research and administered to a stratified cluster sample of 126 teachers employed in the board's elementary schools. These data were then used to examine teacher perceptions based on their knowledge, attitudes, and self-reported behaviour in the classroom. Teacher characteristics of gender, teaching assignment, years experience, and courses taken in drama were also analyzed as potential determinants of teacher attitudes towards drama in education. Results of the study confirmed apparent discrepancy between teacher perceptions of the value of drama and its current educational status. It was indicated that what teachers value most about drama is its capacity to enhance creativity...

‣ Fractions in elementary education

Quinn, Frank
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 09/11/2013 Português
Relevância na Pesquisa
57.844507%
This paper is one of a series in which elementary-education practice is analyzed by comparison with the history of mathematics, mathematical structure, modern practice, and (occasionally) cognitive neuroscience. The primary concerns are: Why do so many children find elementary mathematics difficult? And, why are the ones who succeed still so poorly prepared for college material needed for technical careers? The answer provided by conventional wisdom is essentially that mathematics is difficult. Third-graders are not developmentally ready for the subtlety of fractions, for instance, and even high-performing students cannot be expected to develop the skills of experienced users. However we will see that this is far from the whole story and is probably wrong: elementary-education fractions are genuinely harder and less effective than the version employed by experienced users. Experts discard at least 90% of what is taught in schools. Our educational system is actually counterproductive for skill development, and the reasons for this are an important secondary concern.; Comment: 19 pages

‣ Brasil:educação para a elite e exclusão para a maioria (entrevista com Dermeval Saviani)

Paulino, Roseli Aparecida Fígaro
Fonte: Universidade de São Paulo. Escola de Comunicações e Artes Publicador: Universidade de São Paulo. Escola de Comunicações e Artes
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 30/04/1997 Português
Relevância na Pesquisa
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O Prof. Dr. Dermeval Saviani fala de qualidade de ensino e da falta de instalação, no Brasil, de um sistema nacional de educação básica capaz de atender toda a demanda existente e acompanhá-la durante o ciclo básico. Critica o sistema de exclusão das camadas populares do acesso e permanência na escola como resultado da falta de investimentos na Educação. Fala sobre os Parâmetros Curriculares e comenta os resultados do Sistema de Avaliação, SAEB.; Professor Dermeval Saviani talks about teaching quality and the lack, in Brazil, of a national elementary education system copable of attending an existing demand and of following it throught elementary school. He critisizes the system which excludes the low income classes from education as a result of the lack of investments on education. He also speaks about curricular parameters and comments on the results of the Avaliation System (SAEB).