RCAAP Repository

Este artigo analisa a implementação de um projeto pela Secretaria de Estado da Educação de Minas Gerais, em termos dos entraves que enfrentou e das modificações pelas quais passou ao longo de seu desenrolar. Dentre o conjunto de fatores que estimularam ou inibiram sua implementação, são analisadas as questões dos recursos disponíveis, da comunicação interna e interorganizacional, da interferência política, da estrutura burocrática e da disposição dos implementa dores face àquela política. Mostra também que, se tratando do setor educacional, esses aspectos ver-se-iam potencializados pela alta fragmentação das comunidades de especialistas, existência de poucos paradigmas sobre os quais há consenso, tecnologia soft, amplitude e ambigüidade de objetivos e baixa prioridade política efetiva. Tal falta de estruturação relativa afetaria a estabilidade da agenda do setor, deixando-a livre para ser alterada ao sabor de novos dirigentes, sem que realmente ocorressem mudanças significativas.

Este artigo retraça a evolução da preocupação de estudiosos brasileiros com a discriminação racial tal como aparece em produções didáticas e paradidáticas destinadas à infância e à adolescência, e propõe um início de debate sobre as políticas públicas concernentes à questão.

Os meios de comunicação de massa oferecem inegáveis vantagens se utilizados para fins educativos. Através deles se pode atingir um grande contingente populacional com cursos de elevado nível técnico e didático, elaborados por um número reduzido de especialistas. Mas boas propostas e alta tecnologia, por si só, não garantem um ótimo aprendizado. Entre outras coisas, deve-se levar em conta a necessidade de uma interação do aluno com seus colegas e os professores, as diferentes carências pedagógicas de cada grupo de aluno, assim como seu horário disponível para estudar. Este artigo procura desnudar as contradições entre o discurso e a prática de dois cursos supletivos, veiculados pela televisão brasileira entre 1978 e 1984.

Se é verdade que o número de pesquisas sobre as causas da repetência e da evasão na escola pública de primeiro grau, em suas primeiras séries, vem crescendo nas últimas duas décadas, é verdade também que esta linha de investigação vem mostrando sinais de cansaço: uma repetida aplicação de um modelo experimental de investigação tem produzido como resultado uma visão reificada da escola e de sua problemática. Mais do que isso, é visível que a crença na menor capacidade da criança pobre para aprender os conteúdos escolares tem sido uma constante nessas pesquisas, tanto mais presente quanto mais a “teoria da carência cultural” se estabelece no pensamento educacional brasileiro a partir do início dos anos setenta.

Este artigo expõe alguns resultados de pesquisa sobre a Associação Brasileira de Educação (A.B.E.) e seu projeto pedagógico nos anos de 1920 e 1930, sugerindo algumas retificações às interpretações dominantes na historiografia educacional sobre o período. Sustenta que o refluxo das campanhas de alfabetização e a valorização do que era entendidocomo "educação integral" não significavam uma despolitização do campo educacional, mas sua politização em novos termos. Situa a campanha educacional no âmbito de uma vasta empresa de reforma dos costumes que aliava médicos, higienistas e engenheiros aos educadores. Evidencia a subordinação dos programas de modernização da escola e da sociedade a projetos de controle social cuja configuração busca no tema da "organização do trabalho". Articula este tema como programa de reorganização da escola sob o modelo da fábrica para, em seguida, inscrevê-lo em projeto nacionalista de marcado autoritarismo.

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This article covers the most important inferential aspects of the Generalized Partial Credit Model (GPCM) of the Item Response Theory (IRT). It presents a study on one of the main difficulties encountered in the process of estimation and inference of the IRT models, which is the lack of identifiability. In addition, it presents the interpretation of the model parameters and the information function of the item and the test.

This articles aims at exploring the ambivalences created in the process of producing meanings about Saerjinho – the official evaluation comprising the Educational Evaluation System of Rio Janeiro – by the State Department of Education of Rio de Janeiro, from the Center for Public Policy and Evaluation of Education, and of teachers in the system. The approach to information and official documents on the referred evaluation and interviews with teachers is inscribed within an epistemological discursive approach operating within the post-foundational framework which leads to understanding of the process of assigning meaning as a political act. The analysis showed that there are disputes among the three agents chosen for the production of meaning about Saerjinho, and that the terms internal evaluation, external evaluation and diagnostic evaluation have their borders blurred according the political interests involved. 

Based on reports conducted over a six-year period of evaluations on a large  scale, carried out by a private educational system, students’ performance in Geometry as well as the way teachers identified and represented their difficulties were analyzed. Twenty-four fifth grade teachers, from 18 schools in the state of São Paulo, were interviewed. The study was developed based on the Theory of Social Representations of  the  van  Hiele  model  and  the  evaluation  criteria  proposed  the  Programme for International Student Assessment of 2003 and 2012. The results showed a representation of the impossibility of fifth grade students to learn, resulting in the displacement of the aim of instruction which, reduced to its practical application and the immediate context of the student, did not support the development of skills to represent and theoretically deal with everyday life.  

The Prova Brasil, in addition to assess student performance by means of standardized tests, collects data to enable studies of factors associated with student performance using contextual questionnaires. The aim of this article is to explore elements of democratic school management in the responses of directors from the public schools in Guarulhos (SP) in the questionnaire from the 2011 Prova Brasil. There were responses to 227 questionnaires, with 212 multiple-choice questions, from 165 directors of state schools and 62 directors of city schools. The concepts of participation, autonomy and access and permanence were compared to the responses of the directors to questions approaching these themes. The information obtained and analyzed made it possible to understand the forms and contours of democratic management practices or, in some cases, lack thereof, in the daily life of the state and city schools studied.  

Confronted with the increased number of traffic accidents (TA), the purpose of the present study was to program, apply and evaluate a piece of educational software for university students regarding the prevention of TA – speed. Forty-six graduates of Systems Analysis participated in the activities: 24 in the experimental group (EG) and 22 in the control group (CG). The educational software and a computer program to store the data were created. All students performed pre- and post-tests, and the EG used the software and also did the follow-up after six months. It appeared that the EG had an increased number of correct responses in the post-test and the follow- up, but it was not significantly different from the CG. It was concluded that the educational software has good potential for increasing knowledge of university students regarding TA.

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In this interview, professor Livio Amaral, who held the position of Director of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior [Evaluation of the Coordination for the Improvement of Higher Education Personnel] (Capes) from 2009 to 2015, addresses questions about the validity and reliability of the evaluation of graduate programs, the criticism towards the predominantly quantitative view of the evaluation model adopted, as well as the relationship between the good productivity of professors, measured through their bibliographic production, and the grade obtained by graduate programs.

School Physical education contributes to the enrichment of students’ experience in basic education, giving them access to a large cultural universe. Therefore, for teachers to exploit its content and students to benefit from the experience, the material conditions and infrastructure are important. We would conventionally call this the school environment for physical education. Thus, the purpose of this study consisted in developing an instrument for gathering information to monitor this school environment, for the teaching and practice of physical education. It uses the content proposed in the national curriculum parameters as a reference. The methodology for developing the instrument involved two steps: 1) theoretical procedures, from a literature review and a theoretical systematization and operationalization of items of the questionnaire; 2) submission to expert analysis for semantic and theoretical validation.

Our study aimed to gather teachers’ perspectives regarding the contribution of self-assessment to the evaluation system of Portuguese teacher performance, for the improvement of pedagogic practices. Using an exploratory case study, we outlined a qualitative research methodology that was completed by the analysis of the legislation on the evaluation of teaching performance in Portugal as well as by semi-structured interviews of five teachers from a group of schools. The data obtained showed that teachers perceive teaching performance assessment as a diagnosis process to identify strengths as well as what should be improved in their teaching practices. The self-assessment of teachers, through a reflection on their own teaching practices throughout the school year, constitutes a contribution to this process, although it is not clear whether it leads to effective change in terms of practices that promote their professional development.