Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
|
Departamento: |
Faculdade de F?ca
|
País: |
BR
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/3454 |
Resumo: | Public Policy Education has passed through several instances before being implemented in teaching institutions. Particularly in the case of public schools, normally, action with greater proportion have been developed through programs and projects that derive from maintaining institutions, such as the Federal Government, through MEC (Ministry of Education and Culture) and the Departments of Education in states and cities. This research aims to investigate how managers, represented by coordinators and directors of the State Department of Education, as well as teachers of public schools of the state, have perceived and enabled public policies focused on teaching scientific areas. Data were collected through interviews with focal groups, and a qualitative methodological approach, with an analysis guided by a Discursive Textual Analysis, was utilized. From the research results, it was possible to identify two essential categories for understating the analysis. The first category, Appropriation and Reinterpretation of Public Policy Education and Science Teaching has approached the perception of the educators who made part of the study on public policies and that were present in their pedagogical practices, besides the way they participated in the re-elaboration of these education policies in order to implement them in school. The second category, Difficulties in Dealing with Public Policy Education and the Possibilities Glimpsed to Minimize them , has processed the barriers found in the teaching action that result in consequences for Science teaching, and the alternatives proposed by research subjects utilized to minimize such difficulties. Moreover, the subcategories have addressed the discontinuity and non-contextualization of public policy education, the lack of partnership between universities and schools, difficulties in obtaining resources and accessing projects in the Science field, and the impact of lack of appreciation for the teaching profession. Thus, from this research, it was possible to verify that the course for implementing education programs and projects has constituted one of the gears of public policy education, for which all people involved are important and in charge of the process results. |
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Lima, Valderez Marina do Ros?rioCPF:23772093000http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700765T4CPF:50981137091http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4791742J1Polino, Sandra Garcia2015-04-14T14:12:58Z2013-07-032012-03-22POLINO, Sandra Garcia. Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades. 2012. 137 f. Disserta??o (Mestrado em Ci?ncias e Matem?tica) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2012.http://tede2.pucrs.br/tede2/handle/tede/3454Public Policy Education has passed through several instances before being implemented in teaching institutions. Particularly in the case of public schools, normally, action with greater proportion have been developed through programs and projects that derive from maintaining institutions, such as the Federal Government, through MEC (Ministry of Education and Culture) and the Departments of Education in states and cities. This research aims to investigate how managers, represented by coordinators and directors of the State Department of Education, as well as teachers of public schools of the state, have perceived and enabled public policies focused on teaching scientific areas. Data were collected through interviews with focal groups, and a qualitative methodological approach, with an analysis guided by a Discursive Textual Analysis, was utilized. From the research results, it was possible to identify two essential categories for understating the analysis. The first category, Appropriation and Reinterpretation of Public Policy Education and Science Teaching has approached the perception of the educators who made part of the study on public policies and that were present in their pedagogical practices, besides the way they participated in the re-elaboration of these education policies in order to implement them in school. The second category, Difficulties in Dealing with Public Policy Education and the Possibilities Glimpsed to Minimize them , has processed the barriers found in the teaching action that result in consequences for Science teaching, and the alternatives proposed by research subjects utilized to minimize such difficulties. Moreover, the subcategories have addressed the discontinuity and non-contextualization of public policy education, the lack of partnership between universities and schools, difficulties in obtaining resources and accessing projects in the Science field, and the impact of lack of appreciation for the teaching profession. Thus, from this research, it was possible to verify that the course for implementing education programs and projects has constituted one of the gears of public policy education, for which all people involved are important and in charge of the process results.As pol?ticas p?blicas educacionais passam por diversas inst?ncias antes de serem implementadas nas institui??es de ensino. No caso particular das escolas da rede p?blica, normalmente, a??es de maior propor??o s?o desenvolvidas por meio de programas e projetos que derivam das institui??es mantenedoras, como o Governo Federal, por meio do MEC e das Secretarias de Educa??o dos estados e dos munic?pios. A presente pesquisa procurou investigar de que forma gestores, representados por coordenadores e diretores da Secretaria de Estado da Educa??o, bem como professores das escolas p?blicas da rede estadual, percebem e viabilizam as pol?ticas p?blicas voltadas para o ensino das ?reas cient?ficas. Os dados foram coletados atrav?s de entrevistas, de grupos focais e da abordagem metodol?gica qualitativa com an?lise pautada pela An?lise Textual Discursiva. A partir dos resultados da pesquisa, foi poss?vel identificar duas categorias essenciais para a compreens?o da an?lise. A primeira categoria, Apropria??o e Ressignifica??o das Pol?ticas P?blicas Educacionais e o Ensino de Ci?ncias, aborda a percep??o dos educadores que fizeram parte do estudo sobre as pol?ticas p?blicas e que estiveram presentes em suas pr?ticas pedag?gicas e a forma pela qual participaram na reelabora??o destas pol?ticas educacionais a fim de implement?-las na escola. A segunda categoria, Dificuldades no Trato com as Pol?ticas P?blicas Educacionais e as Possibilidades Vislumbradas para Minimiz?-las, trata dos entraves encontrados na a??o docente que acarretam consequ?ncias para o ensino de Ci?ncias e as alternativas propostas pelos sujeitos da pesquisa para minimizar tais dificuldades. As subcategorias abordam a descontinuidade e a descontextualiza??o das pol?ticas p?blicas educacionais, a falta de parceria entre universidade e escola, dificuldades de obter recursos e acesso a projetos na ?rea de Ci?ncias e as repercuss?es da falta de valoriza??o da profiss?o de professor. A partir da pesquisa, foi poss?vel verificar que o percurso para implementa??o de programas e projetos educacionais constitui uma das engrenagens das pol?ticas p?blicas educacionais para o qual todos os envolvidos s?o importantes e respons?veis pelos resultados do processo.Made available in DSpace on 2015-04-14T14:12:58Z (GMT). No. of bitstreams: 1 449158.PDF: 912722 bytes, checksum: 67364e42a16ee98df604878d35d64395 (MD5) Previous issue date: 2012-03-22application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/12510/449158.PDF.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?ticaPUCRSBRFaculdade de F?caCI?NCIAS - ENSINO FUNDAMENTALCI?NCIAS - ENSINO M?DIOENSINO P?BLICO - BRASILPOL?TICA EDUCACIONALAPRENDIZAGEM - ESTRAT?GIASCI?NCIAS - M?TODOS DE ENSINOCNPQ::CIENCIAS HUMANAS::EDUCACAOPol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidadesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis35656275549983304235006006574392640991280001info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAIL449158.PDF.jpg449158.PDF.jpgimage/jpeg3118http://tede2.pucrs.br/tede2/bitstream/tede/3454/3/449158.PDF.jpg3bae5273c775540075539ff4f861336fMD53TEXT449158.PDF.txt449158.PDF.txttext/plain299145http://tede2.pucrs.br/tede2/bitstream/tede/3454/2/449158.PDF.txtb11455a02ce0015b9ecab845edb52dc7MD52ORIGINAL449158.PDFapplication/pdf912722http://tede2.pucrs.br/tede2/bitstream/tede/3454/1/449158.PDF67364e42a16ee98df604878d35d64395MD51tede/34542015-04-30 08:15:38.359oai:tede2.pucrs.br:tede/3454Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2015-04-30T11:15:38Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
title |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
spellingShingle |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades Polino, Sandra Garcia CI?NCIAS - ENSINO FUNDAMENTAL CI?NCIAS - ENSINO M?DIO ENSINO P?BLICO - BRASIL POL?TICA EDUCACIONAL APRENDIZAGEM - ESTRAT?GIAS CI?NCIAS - M?TODOS DE ENSINO CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
title_full |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
title_fullStr |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
title_full_unstemmed |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
title_sort |
Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades |
author |
Polino, Sandra Garcia |
author_facet |
Polino, Sandra Garcia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lima, Valderez Marina do Ros?rio |
dc.contributor.advisor1ID.fl_str_mv |
CPF:23772093000 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700765T4 |
dc.contributor.authorID.fl_str_mv |
CPF:50981137091 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4791742J1 |
dc.contributor.author.fl_str_mv |
Polino, Sandra Garcia |
contributor_str_mv |
Lima, Valderez Marina do Ros?rio |
dc.subject.por.fl_str_mv |
CI?NCIAS - ENSINO FUNDAMENTAL CI?NCIAS - ENSINO M?DIO ENSINO P?BLICO - BRASIL POL?TICA EDUCACIONAL APRENDIZAGEM - ESTRAT?GIAS CI?NCIAS - M?TODOS DE ENSINO |
topic |
CI?NCIAS - ENSINO FUNDAMENTAL CI?NCIAS - ENSINO M?DIO ENSINO P?BLICO - BRASIL POL?TICA EDUCACIONAL APRENDIZAGEM - ESTRAT?GIAS CI?NCIAS - M?TODOS DE ENSINO CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Public Policy Education has passed through several instances before being implemented in teaching institutions. Particularly in the case of public schools, normally, action with greater proportion have been developed through programs and projects that derive from maintaining institutions, such as the Federal Government, through MEC (Ministry of Education and Culture) and the Departments of Education in states and cities. This research aims to investigate how managers, represented by coordinators and directors of the State Department of Education, as well as teachers of public schools of the state, have perceived and enabled public policies focused on teaching scientific areas. Data were collected through interviews with focal groups, and a qualitative methodological approach, with an analysis guided by a Discursive Textual Analysis, was utilized. From the research results, it was possible to identify two essential categories for understating the analysis. The first category, Appropriation and Reinterpretation of Public Policy Education and Science Teaching has approached the perception of the educators who made part of the study on public policies and that were present in their pedagogical practices, besides the way they participated in the re-elaboration of these education policies in order to implement them in school. The second category, Difficulties in Dealing with Public Policy Education and the Possibilities Glimpsed to Minimize them , has processed the barriers found in the teaching action that result in consequences for Science teaching, and the alternatives proposed by research subjects utilized to minimize such difficulties. Moreover, the subcategories have addressed the discontinuity and non-contextualization of public policy education, the lack of partnership between universities and schools, difficulties in obtaining resources and accessing projects in the Science field, and the impact of lack of appreciation for the teaching profession. Thus, from this research, it was possible to verify that the course for implementing education programs and projects has constituted one of the gears of public policy education, for which all people involved are important and in charge of the process results. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-03-22 |
dc.date.available.fl_str_mv |
2013-07-03 |
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2015-04-14T14:12:58Z |
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POLINO, Sandra Garcia. Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades. 2012. 137 f. Disserta??o (Mestrado em Ci?ncias e Matem?tica) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2012. |
dc.identifier.uri.fl_str_mv |
http://tede2.pucrs.br/tede2/handle/tede/3454 |
identifier_str_mv |
POLINO, Sandra Garcia. Pol?ticas p?blicas educacionais e ensino de ci?ncias : dificuldades e potencialidades. 2012. 137 f. Disserta??o (Mestrado em Ci?ncias e Matem?tica) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2012. |
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http://tede2.pucrs.br/tede2/handle/tede/3454 |
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