scholarly journals Programa Mais Educação e PNE: o representativo caso de Minas Gerais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Bárbara Bruna Moreira Ramalho ◽  
Lúcia Helena Alvarez Leite ◽  
Mariana Marilack Gomes
Keyword(s):  
Public Schools ◽  
Present Article ◽  
Education Program ◽  
Minas Gerais ◽  
First Year ◽  
Full Time ◽  
Representative Case ◽  
National Education ◽  
Municipal Schools ◽  
Education Plan

<p>Até o ano de 2016, o Programa Mais Educação (PME) subsidiava o desenvolvimento de atividades de educação integral nos estados e municípios brasileiros. Considerando-se a quase uma década de vigência do Programa e a proposição, em 2014, da meta de atendimento de 50% das escolas públicas e de 25% de seus estudantes em tempo integral no Brasil no Plano Nacional de Educação (PNE 2014-2024), objetiva-se apresentar neste artigo um retrato da incidência do PME nas escolas públicas estaduais e municipais de ensino fundamental do estado de Minas Gerais no primeiro ano de vigência do PNE. Embora tenha alcançado êxito no que tange à ampliação de atendimento em oito dos seus nove anos de vigência, observa-se atualmente uma queda nas matrículas na educação integral. Uma realidade que pode se agravar a partir da reformulação do Programa, que passou, em 2016, a denominar-se Novo Mais Educação (PNME).</p><p><strong>Palavras-chave</strong></p><p>Educação integral. Programa Mais Educação. Programa Novo Mais Educação. Plano Nacional de Educação.</p><p> </p><p><strong>The More Education Program and the PNE: The Representative Case of Minas Gerais</strong></p><p><strong>Abstract</strong></p><p>Until 2016, the More Education Program (Programa Mais Educação - PME) supported full-time education activities in Brazilian states and municipalities. The program has been in place for nearly a decade and, in 2014, the National Education Plan (PNE 2014-2024) proposed to make fulltime education available for 50% of public schools and 25% of their students in Brazil. In the light of these facts, the present article aims to present a portrait of the PME’s incidence in public state and municipal schools in the state of Minas Gerais for the first year that the PNE has been in place. Although it was successful with regards to expanding offer for eight of its nine years in place, today there is a decrease in full-time education enrollments. This situation can be aggravated by the reformulation of the program, which was renamed the New More Education Program (Programa Novo Mais Educação - PNME) in 2016.</p><p><strong>Keywords</strong></p><p>Full-time education. More Education Program (Programa Mais Educação). New More Education Program (Programa Novo Mais Educação). National Education Plan.</p>

scholarly journals A ESCOLA EM TEMPO INTEGRAL E O CURRÍCULO: EM BUSCA DO INÉDITO E VIÁVEL

2016 ◽  
Vol 4 (7) ◽  
pp. 87
Author(s):  
Teodoro Adriano Costa Zanardi
Keyword(s):  
Present Article ◽  
Education Program ◽  
Paulo Freire ◽  
Minas Gerais ◽  
Full Time ◽  
Education Curriculum ◽  
Ongoing Research ◽  
Time Period ◽  
Research Action ◽  
Collective Construction

<p>O presente artigo é resultado preliminar de uma pesquisa em curso orientada para a construção de uma proposta curricular, fundada na dialogicidade freireana, para Escola em Tempo Integral. Com a compreensão de que o currículo se traduz no <strong>que-fazer </strong>na escola, tomamos a categoria inédito-viável como a realização do sonho possível, que é a construção coletiva do currículo como fundamento de nossa práxis. A partir da observação e investigação de documentos da escola-parceira e da Secretaria de Estado da Educação de Minas Gerais sobre o projeto curricular das escolas participantes do Projeto Educação em Tempo Integral (PROETI), o grupo envolvido na pesquisa realizou entrevistas e círculos epistemológicos, com o objetivo de construir uma proposta curricular democrática. Sobre bases freireanas, a pesquisa tem caráter qualitativo e como fundamento metodológico a pesquisa-ação, dado que o objetivo é organizar uma intervenção com educadores(as) e educandos(as) no <strong>que-fazer </strong>no tempo integral.</p><p> </p><p><strong>ABRSTRACT</strong></p><p>The present article is the preliminary result of an ongoing research, oriented to the construction of a curricular proposal for full-time education that has Paulo Freire's dialogical perspective as foundation. Providing that the curriculum makes for the <em>todos </em>at school, we take the Unknown Viable category as the fulfillment of a possible dream, which is the collective construction of the curriculum as our praxis’ basis. By observing and investigating documents from the partner school and Minas Gerais’ Secretariat of Education (SEE-MG), about the curricular project of schools taking part in the Full-Time Education Program (PROETI), the group involved in the research carried out interviews and epistemological circles, with the objective of constructing a democratic curricular proposal. About its Freire foundations, the research is qualitative and follows the research-action methodology, given that the purpose is to organize an intervention with educators and learners at the <em>todos </em>in the full-time period.</p><p><strong>Keywords</strong>: Full-time education; Curriculum; Paulo Freire.</p>

scholarly journals Eleição para diretores e diretoras das escolas municipais de Ponta Grossa – Paraná: Análise da estratégia 19.2 do Plano Municipal de Educação

2021 ◽  
Vol 14 (1) ◽  
pp. 215
Author(s):  
Kelly Letícia da Silva Sakata ◽  
Elisângela Alves da Silva Scaff
Keyword(s):  
Third Sector ◽  
Assessment Process ◽  
National Education ◽  
The Third ◽  
Democratic Management ◽  
Municipal Schools ◽  
Educational Plans ◽  
Definition Of ◽  
Influence Degree ◽  
Education Plan

O presente texto objetiva analisar os processos de eleição de diretores e diretoras realizados no município de Ponta Grossa - PG no período de 2001 a 2017, com vistas a identificar as mudanças instauradas após a aprovação do Plano Municipal de Educação - PME/PG (2015-2025). Especial destaque é dado à estratégia 19.2, que trata da nomeação de diretores e diretoras de acordo com critérios de mérito e participação. Para tanto, foi desenvolvida pesquisa documental, tendo como referência o Plano Nacional de Educação - PNE (2014-2024), o Plano Municipal de Educação do município supracitado, bem como documentos oriundos do município após a aprovação do referido PME. A conclusão é que a estratégia 19.2 do PME/PG (2015-2025) efetivou-se no município em análise desde 2001, quando, em convênio com o Instituto Ayrton Senna, a Secretaria Municipal de Educação passou a exigir, dos candidatos à função de direção de escola, a frequência em um curso e submissão a processo avaliativo. Tal constatação leva a inquirir sobre o grau de terceiro setor na definição de metas e estratégias dos planos educacionais no Brasil.Palavras-chave: Planos de Educação. Gestão democrática. Política educacional.Election for principals in municipal schools of Ponta Grossa – Paraná: Analysis of the strategy 19.2 of the Municipal Education PlanABSTRACT This work has as aim at analyzing the election processes for principals carried out in the municipality of Ponta Grossa - PG in the period from 2001 to 2017, in pursuance of identify changes established after the approval of the Municipal Education Plan - PME/PG (2015-2025). Special highlight is given to the strategy 19.2, which deals with the appointment of principals according to merit and participation criteria. Thereunto, a documental research was developed, based on the National Education Plan - NEP (2014-2024), the Municipal Education Plan of Ponta Grossa (PME - PG in Portuguese acronym), as well as documents from the municipality after the Municipal Education Plan already mentioned. The conclusion shows that the strategy 19.2 of the PME - PG (2015-2025) was effective in the municipality analyzed since 2001, when an agreement with Instituto Ayrton Senna and the Municipal Secretary of Education started to require attendance and assessment process from candidates to the principal position. Such findings lead to enquire on the influence degree of the Institute, as well as other organizations from the third sector on the definition of goals and strategies of educational plans in Brazil.Keywords: Education Plan. Democratic management. Educational Policy.Elección para directores y directoras de las escuelas municipales de Ponta Grossa – Paraná: Análisis de la estrategia 19.2 del Plan Municipal de EducaciónRESUMENEste trabajo tiene el objetivo de analizar los procesos de elección de directores y directoras realizados en el municipio de Ponta Grossa - PG en el periodo de 2001 hasta 2017, para identificar los cambios instauradas después de la aprobación del Plan Municipal de Educación - PME/PG (2015-2025). Especial despegue se hace de la estrategia 19.2, que trata del nombramiento de directores y directoras de acuerdo con criterios de mérito y participación. Para ello, una investigación documental fue realizada, con referencia en el Plan Nacional de Educación - PNE (2014-2024), el Plan Municipal de Educación del municipio mencionado anteriormente, así como en documentos del municipio después de la aprobación del PME ya mencionado. La conclusión es que la estrategia 19.2 del PME/PG (2015-2025) se ha efectivado en el municipio analizado desde 2001, cuando un acuerdo entre el Instituto Ayrton Senna y la Secretaria Municipal de Educación empezó a exigir, de los candidatos a la función de dirección de escuela, frecuencia en un curso y sumisión a proceso evaluativo. Tal constatación lleva a preguntar sobre el grado de influencia de ese Instituto, así como de otras organizaciones del tercer sector en la definición de metas y estrategias de los planes educacionales en Brasil.Palabras clave: Planes de Educación. Gestión democrática. Política educacional.

scholarly journals Cinema na Educação: um olhar a partir da categoria gênero

2018 ◽  
Vol 10 (4) ◽  
pp. 100
Author(s):  
Fabiana Lima de Lima Leite ◽  
José de Souza Miguel Lopes
Keyword(s):  
Public Schools ◽  
National Education ◽  
Educational Processes ◽  
Gender Education ◽  
And Gender ◽  
Sobre Todo ◽  
Education Plan

Este artigo busca uma interseção entre Cinema, Educação e Gênero, sobretudo considerando a aprovação da Lei 13.006/14, que determina a exibição de cinema nas escolas públicas e as resistências em incorporar a perspectiva da educação em gênero nas escolas a partir de 2014, com o Plano Nacional de Educação. Estudos são trazidos ao texto para elucidar como a prática escolar historicamente perpetua e reproduz uma cultura dominante sexista e, a partir de um diálogo com a teoria fílmica feminista, sustentamos a hipótese-cinema como dispositivo insurgente capaz de contribuir para processos educativos pautados pela emancipação e equidade de gênero.Palavras-chave: Educação. Cinema. Mulheres. Feminismo. Movies in education: a look from the gender categoryABSTRACTThis article seeks an intersection between Movies, Education and Gender, especially considering the approval of Law 13.006/2014, which determines the exhibition of movies in public schools and the resistance to incorporate the perspective of gender education in schools from 2014, with the National Education Plan. Studies are presented in the text to show how the school reproduces a dominant sexist culture and, from a dialogue with feminist fi lm theory, we support the cinema-hypothesis as an insurgent device capable of contributing to educational processes guided by emancipation and gender equity.Keywords: Education. Movies. Women. Feminism. Cine en la educación: Una mirada desde la categoría géneroRESUMENEste artículo busca una intersección entre Cine, Educación y Género, sobre todo considerando la aprobación de la Ley 13.006/14, que determina la exhibición de películas en las escuelas públicas y las resistencias en incorporar la perspectiva de la educación en género en las escuelas a partir de 2014, con el Plan Nacional de Educación. Se acude a estudios en el texto para elucidar como la práctica escolar históricamente perpetúa y reproduce una cultura dominante sexista y, a partir de un diálogo con la teoría cinematográfi ca feminista, sostenemos la hipótesis-cine como dispositivo insurgente capaz de contribuir para procesos educativos pautados por la emancipación y equidad de género.Palabras clave: Educación. Cine. Mujeres. Feminismo.

scholarly journals TOWARDS TECHNOCRACY? CURRENT EDUCATION POLICY IN BRAZIL

2012 ◽  
Vol 6 (11) ◽  
Author(s):  
Guy Burton
Keyword(s):  
Education Policy ◽  
Public Administration ◽  
Political Engagement ◽  
Economic Transformation ◽  
Education Sector ◽  
First Year ◽  
Formal Schooling ◽  
National Education ◽  
Public Resources ◽  
Education Plan

Is Brazil moving towards a more technocratic form of public administration?  This article considers the question, first by examining the main features and course of education policy during the first year of Dilma Rousseff’s government and second, by studying the main features of technocracy.  It finds that the issue of education by both government and stakeholders is primarily focused on issues of quantity over quality (i.e. through the establishment of a new national education plan which emphasises increased access to formal schooling, more public resources and use of targeted funds).  In terms of technocracy (‘rule by experts’), the article notes an ongoing depoliticisation in the education sector since 1995, diminishing its capacity as a vehicle for radical social and economic transformation.  The article concludes that despite this, the process remains incomplete and that there is still scope for greater political engagement, especially from outside government.

scholarly journals Educação integral em São João de Meriti: conceitos em desalinho

2017 ◽  
Vol 9 (17) ◽  
pp. 61
Author(s):  
Karine Vichiett Morgan ◽  
Jorge Nassim Vieira Najjar ◽  
Waldeck Carneiro Da Silva
Keyword(s):  
Public Schools ◽  
Progressive Increase ◽  
Full Time ◽  
Municipal Politics ◽  
National Education ◽  
Public School Systems ◽  
Comprehensive Education ◽  
Politica Publica ◽  
School Day

A Educação Integral em tempo integral é tema atualmente corrente tanto na academia quanto na sociedade civil. Isso se deve, em grande medida, à aprovação da Lei de Diretrizes e Bases da Educação Nacional, que aponta para o progressivo aumento da carga horária diária nas escolas públicas do país. O tema ganhou maior relevância após o ano de 2007, quando do lançamento do Programa Mais Educação, cujo objetivo, em última instância, é melhorar a qualidade da educação pública oferecida. Partindo da ideia de que o conceito de educação em tempo integral está em disputa, buscamos descortinar os conceitos aos quais se referem profissionais da rede municipal do município de São João de Meriti. A análise dos conteúdos das falas dos atores envolvidos na política municipal de educação em tempo integral nos permitiu extrair os elementos que compõem seus imaginários sobre o tema.Palavras chave: Política Pública. Programa Mais Educação. Educação Integral.Comprehensive education in São João de Meriti: unbalanced conceptsAbstractFull-time Comprehensive Education is a current theme both in academia and civil society. This is largely due to the adoption of the Law of Guidelines and Bases of National Education, which indicates progressive increase of the length of the school day in public schools nationwide. The theme became more relevant after 2007 when Mais Educação Program, whose objective is to improve the quality of the education offered throughout the nation’s public school systems, was launched. Based on the idea that Full-time Comprehensive Education is a polysemic concept, we search to uncover the concepts referred by the professionals of education from São João de Meriti. The analysis of the content of the speeches from those involved in the municipal politics of Full-time Education allowed us to extract the elements that made up their minds about the theme.Keywords: Public Policy. Mais Educação Program. Full-time Education.

scholarly journals O esporte escolar na educação de tempo integral: o plano nacional de educação 2014-2024

2017 ◽  
Vol 15 (2) ◽  
pp. 25-36
Author(s):  
Fernando Henrique Silva Carneiro ◽  
Fernando Mascarenhas ◽  
Wagner Barbosa Matias
Keyword(s):  
Qualitative Research ◽  
Full Time ◽  
Recreational Sports ◽  
National Education ◽  
Cultural Activities ◽  
Quantitative And Qualitative Research ◽  
Documentary Analysis ◽  
Specific Goal ◽  
Cognitive Activities ◽  
Education Plan

O estudo realiza uma reflexão sobre a meta 6 do Plano Nacional de Educação (PNE - Lei nº 13.005/2014) e suas estratégias no que se refere a prática esportiva. A pesquisa de cunho quantitativa e qualitativa ocorreu a partir da análise documental. Percebeu-se que foi um avanço ter uma meta específica para a educação de tempo integral no referido Plano e que será mais fácil para o país atingir o percentual pretendido de escolas de tempo integral (50%) do que ter o percentual de estudantes previstos (25%). Quanto ao esporte, sem dúvida, é uma das principais atividades ofertadas, embora haja no PNE um debate que contradita atividades cognitivas com atividades recreativas, esportivas e culturais. Além disso, foi identificado que a falta de infraestrutura adequada nas escolas é um dos principais limites para o desenvolvimento das aulas, sendo sintomático disso a falta de quadras esportivas. ABSTRACT. Educational sports in full-time education: the National Education Plan 2014-2024. The study reflects on the goal 6 of the National Education Plan (PNE - Law nº 13.005/2014) and its strategies regarding sports practice. The quantitative and qualitative research was based on documentary analysis. It was realized that it was an advance to have a specific goal for full-time education in the Plan and that it would be easier for the country to achieve the desired percentage of full-time schools (50%) than to have the percentage of students expected (25%). As for sport, it is undoubtedly one of the main activities offered, although there is a debate in PNE that contradicts cognitive activities with recreational, sports and cultural activities. In addition, it was identified that the lack of adequate infrastructure in schools is one of the main limits for the development of classes, and symptomatic of this is the lack of sports courts.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

Assessment of knowledge about oral cancer: study with students of public education

RSBO ◽  
2016 ◽  
Vol 12 (1) ◽  
pp. 41 ◽  
Author(s):  
Elisabete Rabaldo Bottan ◽  
Iara Fiorentin Comunello ◽  
Constanza Marín ◽  
Eduardo Mazzetti Subtil
Keyword(s):  
Public Schools ◽  
Oral Cancer ◽  
Target Population ◽  
Cross Sectional Study ◽  
Primary Data ◽  
First Year ◽  
Research Subjects ◽  
Cross Sectional ◽  
Adequate Knowledge ◽  
Level Of Knowledge

Introduction and Objective: To evaluate the level of knowledge about oral cancer of students attending public school in one city of Santa Catarina (Brasil). Material and methods: A descriptive cross-sectional study, using primary data collection. Students of last year of elementary school and first year of high school, enrolled in public schools in the city of Itajaí (SC), in 2012, were the target population. The non-probability sample was obtained by convenience. Data were collected through a self-administered questionnaire structured with 13 questions divided into three fields. The level of knowledge was made based on pre-established scores. Results: 1149 instruments were analyzed (80.8% of the target population). The average age of the group was 15.5 years and 54.5% were female. The majority (78%) never had received information about oral cancer. Only 27.9% had cognizance about self-examination of the oral cavity. With regard to knowledge, 87.5% classified as unsatisfactory. For most issues the cognitive field did not identify a significant correlation between knowledge and the variables gender and education. When asked if they would like to participate in educational and preventive activitiesabout oral cancer and other issues related to health, 72.6% expressed interest. Conclusion: The group did not have adequate knowledge on the subject of oral cancer. Facing this reality, and the positive attitude of respondents, the researchers designed and offered an educational program to the research subjects.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Need for a National Education Program on Appropriate Care of Patients with Sinusitis

1990 ◽  
Vol 103 (5_suppl) ◽  
pp. 855-855 ◽  
Author(s):  
Robert F. Avant ◽  
David W. Kennedy
Keyword(s):  
Education Program ◽  
National Education ◽  
Appropriate Care
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