Ana Maria Eyng

Diversidade e padronização nas políticas educacionais: configurações da convivência escolar

The analysis in this paper proposes a reflection on the relationship between educational policies and school coexistence, bringing to the discussion the triangulation among empirical, traces of recent educational legislation and arguments of contemporary authors. The study emphasizes the contradictions between policy guidelines and curriculum evaluation, because while for the curriculum, the principle is the diversity, the assessment is marked by traces of standardization. Accordingly, we ask how do the principles and practices of diversity and standardization happen in the coexistence of the school context? The results show evidence of tensions, divergences and possible conflicts that guide the perceptions and actions of teachers and students in school life. It can be seen that teachers still guided primarily on concepts that make it difficult to overcome the practices of hierarchy and subordination in pedagogical relationships that manifest themselves in school life.

Curriculum interfaces at the undergraduation for the effectiveness of human rights education

The research work reported here aims to discuss the tensions that affect the identity configuration in the curricula in higher education, establishing dialogues among public policies, human rights and youth in the curriculum. The analysis, with an emphasis on human rights, contemplates reference of the policies allied to the arguments of Bobbio (2004); Candau et al. (2013), Eyng (2014) and Santos (2010), in dialogue with the students’ perceptions from 15 higher education courses, situate the epistemological and contemporary contradictions that subsidize the reflection on the defining forces of the faces of curriculum. The results of the study allow us to highlight the ambiguous fragility of the insertion of human rights education in the curricula, given the overwhelming strength of the indexes. The inclusion of human rights education in the Course Projects is still very punctual, more satisfying the requirement of the legal requirement than expressing a pedagogical conception. In this scenario, higher education reinforces more exclusion, inequality by the values of competition and individualism than inclusion through dialogue with equality and the difference which constitute the diversity that supposes the exercise of the values of dignity and solidarity.

A Escola como Espaço para Efetivação dos Direitos Humanos das Pessoas com Deficiência

este artigo tem como objeto de estudo a educacao em direitos humanos como estrategia para o respeito aos direitos das pessoas com deficiencia. Faz referencia a construcao historica dos direitos humanos e a contribuicao da escola para a efetivacao desses direitos hoje assegurados em legislacao. A escola e local para propagar uma cultura dos direitos, espaco privilegiado para a convivencia em direitos humanos, espaco para compreender e vivenciar a diversidade. Considerando a implementacao da politica nacional de educacao em direitos humanos, foi realizada uma pesquisa junto a 18 professores e gestores de educacao basica, que atuam em escolas que possuem alunos incluidos, sobre a percepcao existente a respeito da efetividade da legislacao vigente que trata dos direitos das pessoas com deficiencia. Os resultados evidenciam um discurso que contempla a defesa dos direitos ao mesmo tempo em que demonstra a fragilidade da pratica quando relacionada a legislacao vigente. Para uma mudanca, a escola necessita educar-se para os direitos humanos e todos os envolvidos no processo educativo devem construir coletivamente projetos que possibilitem a vivencia dos direitos humanos. Educacao inclusiva como garantia de direitos e muito mais do que estar na escola, e contribuir para a igualdade das condicoes de vida.

Evaluation and human rights educational policies: contradictions between regulation and emancipation in basic education in Brazil

This study aims to analyze the contradictions between anthropological and teleological aspects of evaluation and human rights in educational policies for basic education in Brazil. The study focuses on the contradictions by analyzing policy documents related to the two themes. The results suggest the ways that contradictions in the anthropological and teleological perspectives assumed by these policies obstruct provision of basic education that includes social quality. Basic educational evaluation policies are aimed at regulation, seeking to produce indices that normalize and homogenize the subjects of education, legitimizing identities. On the other hand, human rights educational policies aim to emancipate subjects by considering the diversity that characterizes and organizes them, enabling the creation of resistance and project identities that can operate from a counter-hegemonic perspective.This study aims to analyze the contradictions between anthropological and teleological aspects of evaluation and human rights in educational policies for basic education in Brazil. The study focuses on the contradictions by analyzing policy documents related to the two themes. The results suggest the ways that contradictions in the anthropological and teleological perspectives assumed by these policies obstruct provision of basic education that includes social quality. Basic educational evaluation policies are aimed at regulation, seeking to produce indices that normalize and homogenize the subjects of education, legitimizing identities. On the other hand, human rights educational policies aim to emancipate subjects by considering the diversity that characterizes and organizes them, enabling the creation of resistance and project identities that can operate from a counter-hegemonic perspective.

Formação Inicial e Continuada de Professores: diretrizes, políticas e práticas

Este texto analisa as diretrizes para a formacao de professores da Educacao Basica e as condicoes existentes para a formacao continuada, a partir da formulacao das politicas educacionais, da diminuicao de recursos e da exigencia da formacao de profissionais para maior eficiencia e produtividade no trabalho. A pesquisa investiga a percepcao de diretores de escolas sobre a continuidade do processo de formacao dos professores. Os dados evidenciam a nao-priorizacao do Estado com a educacao no pais e a necessidade de propiciar melhores condicoes para a formacao continuada no âmbito da escola.

Diversity and standardization in education policy: settings of school coexistence

The analysis in this paper proposes a reflection on the relationship between educational policies and school coexistence, bringing to the discussion the triangulation among empirical, traces of recent educational legislation and arguments of contemporary authors. The study emphasizes the contradictions between policy guidelines and curriculum evaluation, because while for the curriculum, the principle is the diversity, the assessment is marked by traces of standardization. Accordingly, we ask how do the principles and practices of diversity and standardization happen in the coexistence of the school context? The results show evidence of tensions, divergences and possible conflicts that guide the perceptions and actions of teachers and students in school life. It can be seen that teachers still guided primarily on concepts that make it difficult to overcome the practices of hierarchy and subordination in pedagogical relationships that manifest themselves in school life.

Diversidad y padronización en las políticas educacionales: ajustes de la convivencia escolar

The analysis in this paper proposes a reflection on the relationship between educational policies and school coexistence, bringing to the discussion the triangulation among empirical, traces of recent educational legislation and arguments of contemporary authors. The study emphasizes the contradictions between policy guidelines and curriculum evaluation, because while for the curriculum, the principle is the diversity, the assessment is marked by traces of standardization. Accordingly, we ask how do the principles and practices of diversity and standardization happen in the coexistence of the school context? The results show evidence of tensions, divergences and possible conflicts that guide the perceptions and actions of teachers and students in school life. It can be seen that teachers still guided primarily on concepts that make it difficult to overcome the practices of hierarchy and subordination in pedagogical relationships that manifest themselves in school life.

Políticas e práticas curriculares, diversidade e violências nas Escolas

This study aims at provoking the dialog about the relationship between school curriculum, diversity and violence in schools, having a reference in the conceptual issues analized in the texts of Arroyo (2007), McLaren (2008), Silva (2007), Castels (2008), Apple (2008), Candau (2005, 2008), Hall(2006), Moreira (2002, 2003), Ball (2001), Bordieu (1996), besides legal documents that define the current educational policies. The tensions that surround and cross the school context, the power struggles, interests and the diversity contribute to the configuration of the phenomenon of violence in schools. In this context, marked by inequalities and exclusion, the formulation, implementation, and evaluation of curricular policies and practices that make real the dialog towards the tensions and conflicts produced by approaches, monocultural, ethnocentric and hegemonic is seen as fundamental.