PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE

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    Conselho Municipal de Educação na gestão educacional do município de São Luís-MA: destaques para a atuação dos/das conselheiros/as
    (Universidade Federal do Maranhão, 2021-07-30) GOMES, Brenda Cristina Ferreira; CARDOZO, Maria José Pires Barros; http://lattes.cnpq.br/8700709425629023; CARDOZO, Maria José Pires Barros; http://lattes.cnpq.br/8700709425629023; DUBLANTE, Carlos André Sousa; http://lattes.cnpq.br/2269364248833833; SILVA, Nadja Fonsêca da; http://lattes.cnpq.br/9850574903473891; LIMA, Francisca das Chagas Silva; http://lattes.cnpq.br/1233582014620052
    This work had as research object the Municipal Council of Education (CME) of São Luís – MA and the educational management of that municipality. The main objective was to analyze the performance of the CME in educational management, having as reference the normative bases of this body and the performance of the counselors. Therefore, we sought to identify the purposes and attributions of the CME according to the legal documents; characterize the constituent elements in the normative legal basis of the São Luís CME; analyze the role of counselors in the educational management of the municipality and unveil the challenges and possibilities in the role of the CME in the educational management process in São Luís. From the survey of a state of knowledge, carried out on the CAPES platform, which included the productions published about the CMEs in the period 2014 to 2017. A bibliographical review was also carried out with studies by authors such as Freitas (2004); Montaño and Duriguetto (2011); Cavalcanti (2016); Zander and Tavares (2016) on the political transformations of the 1990s within the scope of State Reform and the resignifications in the concepts of autonomy and participation linked by decentralization processes. Cury (2000; 2006), Bordignon (2009), Souza (2010) and Lima (2014), among others, supported the understanding of Education Councils, their purposes, functionalities and legal attributions based on the understanding of their nature as a well-founded body on the principles of social control and democratic management. Documentary research was used to analyze the normative legal basis of the CME, which comprises the Law creating the CME (Law No. 6.617/2019), the Internal Regulation of 2014 and the minutes of the plenary sessions held in the period 2017 to 2019. In order to add data to the work and seeking an approximation with the counselors and the space of the São Luís CME, field research was carried out through two visits to the CME and, given the circumstances of the coronavirus pandemic, it was carried out. whether the application of an online questionnaire as a data collection instrument, prepared on the Google Forms platform. The analysis of the research data was carried out from the content analysis as suggested by Bardin (1977) through the use of context units and enumeration rules through the presence (or absence), frequency and co-occurrence of indicators in the documents. The research results showed that the role of the CME in the educational management of the municipality of São Luís still lacks, mainly, stimuli with regard to mobilizing action, since its activity is mostly centered on technical-administrative activities that are important and fundamental, however, they must be exercised in equanimity with the actions of a political-formative character of society so as not to lose sight of the political-social nature of the CME. For this reason, the counselors have operated mainly as administrative technicians, frequently acting in the regularization and organization of school institutions in the municipal education network, since, according to the analyzed minutes, these are the processes that most demand the role of counselors.
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    Governabilidade e governança: as relações e condições de trabalho e suas implicações na carreira do professor
    (Universidade Federal do Maranhão, 2019-10-17) PASSOS, Marcos Vinícius Garcês; SOUSA, Antônio Paulino de; http://lattes.cnpq.br/4512688817646871; SOUSA, Antônio Paulino de; http://lattes.cnpq.br/4512688817646871; LIMA, Lucinete Marques; http://lattes.cnpq.br/0018671506508933; FURTADO, Marivânia Leonor Souza; http://lattes.cnpq.br/3275591203804166
    This work aimed to analyze the relations and working conditions and the implications on the professional career of elementary school teachers, more specifically, high school in the state public education system of Maranhão. To this end, we use the principles of governability and governance to understand how educational and personnel policies through public administration have developed over a politically troubled decade (2007-2017). In this sense, we refer to this period due to the political and socioeconomic effervescence that broke out at the end of the last decade until two years ago both in the national context and in the Maranhão socio-political conjuncture. It is necessary, for supposition, to consider the labor relations that the federal and state governments, in this case, the state of Maranhão, have established with teachers over time. Given this, we will focus on public policies directed to education, regarding the valuation of teaching, the working conditions and career of the teacher as one of the main agents of the educational process. In this Master thesis, it is intended, taking advantage of the professional experience of the researcher, as official teacher of the referred public educational system during the period approached by the research, to establish the existence, or not, of the influence of power in the conduct of discontinuous policies regarding teaching staff, to train and reform their professional career conditioned to the governability and governance of a given public management. From a qualitative approach, however with the support of quantitative elements, elements were raised for the consolidation of results through bibliographic and documentary research. Given that power is always approached in order to try to understand the influences that political agents, as drivers of public policies, have in defining the policies implemented for the management of teaching work. Thus, it can be understood that the normative-political acts are allocated to the execution of personnel policy, working conditions and teaching career within the situational context of the teaching function. We use the analysis of legal documents and a bibliographic contribution about the work of the public school teacher in Brazil.