Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1762 |
Resumo: | In 2012, the federal government launched the National Pact for Literacy at the Proper Age (PNAIC), which in its scope intended to provide continuing education for public school teachers to help them provide literacy to all children up to the age of eight, based on an agreement with the respective education networks. The neighboring municipalities of S??o Bernardo do Campo and Santo Andre, in the Metropolitan Region of S??o Paulo, which hold historical and sociocultural similarities, have joined the program and implemented it. However, they did so in different ways, which led us to work with the conjecture that such differences derive from a different understanding of the objectives and scope of PNAIC, according to the characteristics of the universes in which they are being implemented, especially the specificities and readings of the managers of each network. Thus, this paper aims to identify and understand the reasons for these distinct interpretations of both these municipal networks that led to diverse implementation practices of PNAIC in the education systems of these municipalities, solidifying, in that process, distinct pedagogical management practices. This study has a qualitative and comparative nature and uses as methodology of data collection the interview with the managers responsible for the implementation of the Program in both municipalities, through the Discourse Analysis technique, taking the categories public policy, literacy and pedagogic management as conceptual north of research. In order to construct the interview script and to have a critical perception of the process of establishing the public policy studied here, we use the Policy Cycle approach. Which allows us to reconstruct the nexuses that articulate the formulation of such a policy, the context of global and national influence on the relevance and conceptions of school literacy, the context of text production, which generates the public policy studied here, and the context of the implementation practice, which this work seeks to understand. The main theoretical references utilized are the theorizations made by national researchers of literacy policies such as Freire, Cagliari, Ferraro. Gontijo, Mortatti and Ribeiro. The analysis of the interviews showed us that the local autonomy enjoyed by the federative municipal figure implicates directly into the discontinuity of the education propositions formulated at the Union, since the strategies employed by the municipal to strengthen the education quality require not only in the fields of ingressing and permanency , but also require actions to generate opportunities in basic education, which presupposes conditions linked to the political history and to local pedagogical management. Who reinterpret federal politics according to their own realities. |
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Santos, Jos?? Eduardo de OliveiraSantos, Jos?? Eduardo de OliveiraTeixeira, Rosiley AparecidaPalma Filho, Jo??o CardosoVercelli, Ligia de Carvalho Ab??esHaas, C??lia Mariahttp://lattes.cnpq.br/5684654835851002Pereira, Siclay2018-04-23T18:48:11Z2018-03-26Pereira, Siclay. Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica. 2018. 302 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1762In 2012, the federal government launched the National Pact for Literacy at the Proper Age (PNAIC), which in its scope intended to provide continuing education for public school teachers to help them provide literacy to all children up to the age of eight, based on an agreement with the respective education networks. The neighboring municipalities of S??o Bernardo do Campo and Santo Andre, in the Metropolitan Region of S??o Paulo, which hold historical and sociocultural similarities, have joined the program and implemented it. However, they did so in different ways, which led us to work with the conjecture that such differences derive from a different understanding of the objectives and scope of PNAIC, according to the characteristics of the universes in which they are being implemented, especially the specificities and readings of the managers of each network. Thus, this paper aims to identify and understand the reasons for these distinct interpretations of both these municipal networks that led to diverse implementation practices of PNAIC in the education systems of these municipalities, solidifying, in that process, distinct pedagogical management practices. This study has a qualitative and comparative nature and uses as methodology of data collection the interview with the managers responsible for the implementation of the Program in both municipalities, through the Discourse Analysis technique, taking the categories public policy, literacy and pedagogic management as conceptual north of research. In order to construct the interview script and to have a critical perception of the process of establishing the public policy studied here, we use the Policy Cycle approach. Which allows us to reconstruct the nexuses that articulate the formulation of such a policy, the context of global and national influence on the relevance and conceptions of school literacy, the context of text production, which generates the public policy studied here, and the context of the implementation practice, which this work seeks to understand. The main theoretical references utilized are the theorizations made by national researchers of literacy policies such as Freire, Cagliari, Ferraro. Gontijo, Mortatti and Ribeiro. The analysis of the interviews showed us that the local autonomy enjoyed by the federative municipal figure implicates directly into the discontinuity of the education propositions formulated at the Union, since the strategies employed by the municipal to strengthen the education quality require not only in the fields of ingressing and permanency , but also require actions to generate opportunities in basic education, which presupposes conditions linked to the political history and to local pedagogical management. Who reinterpret federal politics according to their own realities.En 2012, el gobierno federal lanza el Pacto Nacional por la Alfabetizaci??n en la Edad Cierta (PNAIC), que en su objetivo pretend??a ofrecer formaci??n continuada a los docentes de las escuelas p??blicas para alfabetizar a todos los ni??os hasta los ocho a??os de edad, a partir de convenio con las redes de ense??anza. Los municipios vecinos de S??o Bernardo do Campo y Santo Andr??, en la Regi??n Metropolitana de S??o Paulo, que guardan semejanzas hist??ricas y socioculturales, se adhirieron al programa y lo implantaron. Sin embargo, lo hicieron de distintas formas, lo que nos llev?? a trabajar con la conjetura de que tales diferencias derivan de una comprensi??n tambi??n distinta de los objetivos y alcances del PNAIC, seg??n las caracter??sticas de los universos en que se est??n implantando, en especial las especificidades y las lecturas de los gestores de cada red. As??, este trabajo busca identificar y comprender los motivos de esas distintas interpretaciones de esas dos redes municipales que llevaron a pr??cticas diversas de implantaci??n del PNAIC en los sistemas de ense??anza de esos municipios, consolidando, en ese proceso, distintas pr??cticas de gesti??n pedag??gica. El estudio tiene naturaleza cualitativa y comparativa y utiliza como metodolog??a de recolecci??n de datos la entrevista con los gestores responsables de la implantaci??n del Programa en ambos municipios, a trav??s de la t??cnica de An??lisis del Discurso, tomando las categor??as pol??tica p??blica, alfabetizaci??n y gesti??n pedag??gica como norte conceptual de la investigaci??n. Para la construcci??n del gui??n de entrevista y para tener la percepci??n cr??tica del proceso de establecimiento de la pol??tica p??blica aqu?? estudiada -de alfabetizaci??n- utilizamos el abordaje del Ciclo de Pol??ticas, lo que nos permite reconstruir los nexos que articulan la formulaci??n de tal pol??tica, recorriendo el contexto de influencia, mundial y nacional, que dispone sobre la relevancia y las concepciones de la alfabetizaci??n escolar; el contexto de producci??n de texto, que genera la pol??tica p??blica aqu?? estudiada, y el contexto de la pr??ctica de implantaci??n, que este trabajo busca comprender. Las principales referencias te??ricas utilizadas son las teorizaciones de los investigadores nacionales de las pol??ticas de alfabetizaci??n como Freire, Cagliari, Ferraro, Gontijo, Mortatti y Ribeiro. El an??lisis de las entrevistas mostr?? que la autonom??a local de que disfruta el ente federativo municipal implica directamente en la discontinuidad de propuestas educativas formuladas en la Uni??n, ya que las estrategias que los municipios buscan para la mejora de la calidad de la educaci??n exigen medidas no s??lo en el campo del " el ingreso y la permanencia, pero requieren acciones que puedan oportunizar aprendizajes en la educaci??n b??sica, lo que presupone condicionantes vinculados a la historia pol??tica ya la gesti??n pedag??gica locales, que reinterpretan la pol??tica federal a la luz de sus realidades.Em 2012, o governo federal lan??a o Pacto Nacional pela Alfabetiza????o na Idade Certa (PNAIC), que em seu escopo visava oferecer forma????o continuada aos docentes das escolas p??blicas para alfabetizar a todas as crian??as at?? os oito anos de idade, a partir de conv??nio com as respectivas redes de ensino. Os munic??pios vizinhos de S??o Bernardo do Campo e Santo Andr??, na Regi??o Metropolitana de S??o Paulo, que guardam similaridades hist??ricas e socioculturais, aderiram ao programa e o implantaram. No entanto, o fizeram de distintas formas, o que nos levou a trabalhar com a conjectura de que tais diferen??as derivam de uma compreens??o tamb??m distinta dos objetivos e alcances do PNAIC, segundo as caracter??sticas dos universos em que est??o sendo implantados, em especial as especificidades e leituras dos gestores de cada rede. Assim, este trabalho visa identificar e compreender os motivos dessas distintas interpreta????es dessas duas redes municipais que levaram a pr??ticas diversas de implanta????o do PNAIC nos sistemas de ensino desses munic??pios, consolidando, nesse processo, distintas pr??ticas de gest??o pedag??gica. O estudo tem natureza qualitativa e comparativa e utiliza como metodologia de coleta de dados a entrevista com os gestores respons??veis pela implanta????o do Programa em ambos os munic??pios, por meio da t??cnica de An??lise do Discurso, tomando as categorias pol??tica p??blica, alfabetiza????o e gest??o pedag??gica como norte conceitual da pesquisa. Para a constru????o do roteiro de entrevista e para ter a percep????o cr??tica do processo de estabelecimento da pol??tica p??blica aqui estudada ??? de alfabetiza????o ??? utilizamos a abordagem do Ciclo de Pol??ticas, o que nos permite reconstruir os nexos que articulam a formula????o de tal pol??tica, percorrendo o contexto de influ??ncia, mundial e nacional, que disp??e sobre a relev??ncia e as concep????es da alfabetiza????o escolar; o contexto de produ????o de texto, que gera a pol??tica p??blica aqui estudada, e o contexto da pr??tica de implanta????o, que este trabalho busca compreender. As principais refer??ncias te??ricas utilizadas s??o as teoriza????es dos pesquisadores nacionais das pol??ticas de alfabetiza????o como Freire, Cagliari, Ferraro, Gontijo, Mortatti e Ribeiro. A an??lise das entrevistas mostrou que a autonomia local de que desfruta o ente federativo municipal implica diretamente na descontinuidade de propostas educacionais formuladas na Uni??o, uma vez que as estrat??gias que os munic??pios buscam para a melhoria da qualidade da educa????o exigem medidas n??o s?? no campo do ingresso e da perman??ncia, mas requerem a????es que possam oportunizar aprendizagens na educa????o b??sica, o que pressup??e condicionantes vinculadas ?? hist??ria pol??tica e ?? gest??o pedag??gica locais, que reinterpretam a pol??tica federal ?? luz de suas realidades.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-04-23T18:48:11Z No. of bitstreams: 1 Siclay Pereira.pdf: 1984489 bytes, checksum: 1258beda7af4f412fea822448ac7ad05 (MD5)Made available in DSpace on 2018-04-23T18:48:11Z (GMT). No. of bitstreams: 1 Siclay Pereira.pdf: 1984489 bytes, checksum: 1258beda7af4f412fea822448ac7ad05 (MD5) Previous issue date: 2018-03-26application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUNINOVEBrasilEduca????oalfabetiza????ociclo de pol??ticasgest??o pedag??gicaPNAICpol??tica p??blicarede municipal de ensinoliteracypolicy cyclepedagogical managementPNAICpublic policymunicipal network of educationalfabetizaci??nciclo de pol??ticasgesti??n pedag??gicaPNAICpol??tica p??blicared municipal de ense??anzaCIENCIAS HUMANAS::EDUCACAOImplanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gicaImplementation of the PNAIC in the municipalities of Santo Andre and Sao Bernardo do Campo in light of the policy cycle: pedagogical management issuesImplantaci??n del PNAIC en los municipios de Santo Andr?? y S??o Bernardo do Campo a la luz del ciclo de pol??ticas: cuestiones de gesti??n pedag??gicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALSiclay Pereira.pdfSiclay Pereira.pdfapplication/pdf1984489http://localhost:8080/tede/bitstream/tede/1762/2/Siclay+Pereira.pdf1258beda7af4f412fea822448ac7ad05MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1762/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/17622018-04-23 15:48:11.406oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2018-04-23T18:48:11Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
dc.title.alternative.eng.fl_str_mv |
Implementation of the PNAIC in the municipalities of Santo Andre and Sao Bernardo do Campo in light of the policy cycle: pedagogical management issues |
dc.title.alternative.spa.fl_str_mv |
Implantaci??n del PNAIC en los municipios de Santo Andr?? y S??o Bernardo do Campo a la luz del ciclo de pol??ticas: cuestiones de gesti??n pedag??gica |
title |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
spellingShingle |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica Pereira, Siclay alfabetiza????o ciclo de pol??ticas gest??o pedag??gica PNAIC pol??tica p??blica rede municipal de ensino literacy policy cycle pedagogical management PNAIC public policy municipal network of education alfabetizaci??n ciclo de pol??ticas gesti??n pedag??gica PNAIC pol??tica p??blica red municipal de ense??anza CIENCIAS HUMANAS::EDUCACAO |
title_short |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
title_full |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
title_fullStr |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
title_full_unstemmed |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
title_sort |
Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica |
author |
Pereira, Siclay |
author_facet |
Pereira, Siclay |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Jos?? Eduardo de Oliveira |
dc.contributor.referee1.fl_str_mv |
Santos, Jos?? Eduardo de Oliveira |
dc.contributor.referee2.fl_str_mv |
Teixeira, Rosiley Aparecida |
dc.contributor.referee3.fl_str_mv |
Palma Filho, Jo??o Cardoso |
dc.contributor.referee4.fl_str_mv |
Vercelli, Ligia de Carvalho Ab??es |
dc.contributor.referee5.fl_str_mv |
Haas, C??lia Maria |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5684654835851002 |
dc.contributor.author.fl_str_mv |
Pereira, Siclay |
contributor_str_mv |
Santos, Jos?? Eduardo de Oliveira Santos, Jos?? Eduardo de Oliveira Teixeira, Rosiley Aparecida Palma Filho, Jo??o Cardoso Vercelli, Ligia de Carvalho Ab??es Haas, C??lia Maria |
dc.subject.por.fl_str_mv |
alfabetiza????o ciclo de pol??ticas gest??o pedag??gica PNAIC pol??tica p??blica rede municipal de ensino |
topic |
alfabetiza????o ciclo de pol??ticas gest??o pedag??gica PNAIC pol??tica p??blica rede municipal de ensino literacy policy cycle pedagogical management PNAIC public policy municipal network of education alfabetizaci??n ciclo de pol??ticas gesti??n pedag??gica PNAIC pol??tica p??blica red municipal de ense??anza CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
literacy policy cycle pedagogical management PNAIC public policy municipal network of education |
dc.subject.spa.fl_str_mv |
alfabetizaci??n ciclo de pol??ticas gesti??n pedag??gica PNAIC pol??tica p??blica red municipal de ense??anza |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In 2012, the federal government launched the National Pact for Literacy at the Proper Age (PNAIC), which in its scope intended to provide continuing education for public school teachers to help them provide literacy to all children up to the age of eight, based on an agreement with the respective education networks. The neighboring municipalities of S??o Bernardo do Campo and Santo Andre, in the Metropolitan Region of S??o Paulo, which hold historical and sociocultural similarities, have joined the program and implemented it. However, they did so in different ways, which led us to work with the conjecture that such differences derive from a different understanding of the objectives and scope of PNAIC, according to the characteristics of the universes in which they are being implemented, especially the specificities and readings of the managers of each network. Thus, this paper aims to identify and understand the reasons for these distinct interpretations of both these municipal networks that led to diverse implementation practices of PNAIC in the education systems of these municipalities, solidifying, in that process, distinct pedagogical management practices. This study has a qualitative and comparative nature and uses as methodology of data collection the interview with the managers responsible for the implementation of the Program in both municipalities, through the Discourse Analysis technique, taking the categories public policy, literacy and pedagogic management as conceptual north of research. In order to construct the interview script and to have a critical perception of the process of establishing the public policy studied here, we use the Policy Cycle approach. Which allows us to reconstruct the nexuses that articulate the formulation of such a policy, the context of global and national influence on the relevance and conceptions of school literacy, the context of text production, which generates the public policy studied here, and the context of the implementation practice, which this work seeks to understand. The main theoretical references utilized are the theorizations made by national researchers of literacy policies such as Freire, Cagliari, Ferraro. Gontijo, Mortatti and Ribeiro. The analysis of the interviews showed us that the local autonomy enjoyed by the federative municipal figure implicates directly into the discontinuity of the education propositions formulated at the Union, since the strategies employed by the municipal to strengthen the education quality require not only in the fields of ingressing and permanency , but also require actions to generate opportunities in basic education, which presupposes conditions linked to the political history and to local pedagogical management. Who reinterpret federal politics according to their own realities. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-04-23T18:48:11Z |
dc.date.issued.fl_str_mv |
2018-03-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Pereira, Siclay. Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica. 2018. 302 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1762 |
identifier_str_mv |
Pereira, Siclay. Implanta????o do PNAIC nos munic??pios de Santo Andr?? e S??o Bernardo do Campo ?? luz do ciclo de pol??ticas: quest??es de gest??o pedag??gica. 2018. 302 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1762 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de P??s-Gradua????o em Educa????o |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
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Universidade Nove de Julho (UNINOVE) |
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UNINOVE |
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UNINOVE |
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Biblioteca Digital de Teses e Dissertações da Uninove |
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Biblioteca Digital de Teses e Dissertações da Uninove |
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Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
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bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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