Sofia Lerche Vieira

Construindo uma história de colaboração na educação: a experiência do Ceará

The article discusses collaboration initiatives developed in education in the state of Ceara (Brazil), which has been recognized for its positive experience in this area. In order to frame the subject into its context a few elements of its current debate are presented as well as some considerations on the nature of the collaboration process. The analysis focuses three mutually articulated issues: the collaboration at the state and municipal levels, through direct mechanisms of cooperation, the collaboration at the state, municipal and school levels through regional institutions and the collaboration among schools, through financial incentives promoted by the state. Understanding collaboration as a two-way process, the central argument is that the collaboration agreement in Ceara has been historically built, being stimulated by both the state and the municipalities throughout time and that is why the experience has been successful.

Políticas para o ensino médio: o caso de quatro estados

This article analyzes secondary education policies implemented in the Brazilian states of Ceara, Goias, Pernambuco and Sao Paulo, as well as their consequences on the improvement of educational indicators and on the increase or reduction of educational and social inequalities. To that end, it describes the model that founds these policies, which is organized by presuppositions of managerialism and articulated around the following: the creation of assessment and accountability policy systems; investment in the production and dissemination of curricular documents with a greater measure of prescription and detail; monitoring of pedagogical work in schools; a smaller investment in recruiting and training teachers; and, finally, a diversification of the offer in full and part-time systems (day school and night school). The analysis shows, among other findings, that offer diversification tends to favor the influence of social inequalities, turning them into school inequalities.

Ensino médio no Ceará: igualdade versus qualidade na implementação do direito à educação

O artigo analisa o processo de implementacao das politicas educacionais e a assimilacao e incorporacao destas pelas escolas visando promover a qualidade e a equidade educacional na formacao dos estudantes. Sintetiza resultados de pesquisa desenvolvida em uma amostra de seis escolas de ensino medio, localizadas em tres municipios do Ceara, mediante a realizacao de estudos de natureza quanti-qualitativa, incluindo analise de indicadores, revisao de literatura, analise documental e pesquisa de campo. A investigacao revelou forte presenca da avaliacao de larga escala e a diversificacao da oferta escolar. Constatou que 88% dos alunos estao em escolas de ensino regular de um turno e 12% em escolas de ensino medio profissional de tempo integral. As condicoes de ensino-aprendizagem entre esses dois tipos de oferta sao diferenciadas e agravadas nas chamadas “extensoes rurais” ou anexos, onde estudam 11% dos alunos. Tal situacao tem contribuido para uma diversificacao da oferta marcada por elementos de iniquidade.

Gestão Escolar: formar o diretor a partir do professor?

This article makes a historical reconstruction of the Brazilian educational legislation about the profile of school managers relating items of the Lei de Diretrizes e Base da Educação Brasileira – LDB (Law of Directives and Bases of National Education) with the data extracted from a sample of (54,746) school deans of Brazilian public schools. The comparison shows a huge mismatch between the legal guidelines and the effective management practice from the actual contexts where they are implemented. This distance may explain some of the problems related to quality management and effectiveness of public schools. It also shows the need to ensure initial and continuing training for these professionals who have learned from their practice. If the challenge of forming a school dean from a teacher is to be overcome, it is necessary to incorporate it in the formulation and implementation agenda of training policies.