Maria Lourdes Gisi

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.

Policies related to access to higher education and work: academic education in question

The aim of this study is to investigate the policies related to access to higher education and work, and more specifically the relation between these policies and the requirements of the current society in terms of the education process. Such requirements are considered in a context strongly related to economic development, in the attempt to align the education process to market requirements only. Developing an academic education program committed to the acquisition of knowledge, which contributes to preparing for work and the emancipation of the human being, is a current challenge. Thus, research was conducted, using a focus group of 20 professors who work in higher education. From the testimonies, it was possible to identify four categories: characteristics of the labor market, professional requirements, characteristics of academic formation, and academic formation requirements. The data make evident the need to contemplate a contextualized and interdisciplinary education process to contribute to overcoming educational inequalities and to allow young people to access work.

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.