PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE

URI Permanente desta comunidadehttps://tedebc-teste.ufma.br/handle/tede/74

Navegar

Navegando PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE por Assunto "Brazil"

Filtrar resultados informando as primeiras letras
Agora exibindo 1 - 1 de 1
  • Nenhuma Miniatura disponível
    Item
    PLANEJAMENTO PÚBLICO E EDUCACIONAL NO BRASIL: uma análise das relações entre planejamento e educação
    (Universidade Federal do Maranhão, 2012-07-31) Sousa, Jhonatan Uelson Pereira; LIMA, Francisca das Chagas Silva; CPF:12769789368; http://lattes.cnpq.br/1233582014620052; Coutinho, Adelaide Ferreira; CPF:13715135387
    This thesis, entitled Public and educational planning in Brazil: an analysis of the relationship between planning and education, is part of the research line State and Education Management. In this paper, we analyze the relationship between the concepts of planning and education found within selected works of authors who dealt directly with public planning in general and particularly educational planning. The theoretical framework adopted in this analysis was the historical and dialectical materialism, which comes from the dialogue with the Marxian production and the Marxist tradition. The methodological categories were the historicity of social processes, contradiction, mediation and totality. The study categories that emerged from the process of formation and saturation of the object were planning, educational planning, State, development and education. The methodological procedures comprised literature review and documentary analysis, by reading and book reporting, outlining the central thesis of each author, and identifying their theoretical framework and its relations with the object of our study. As results, we observed that the existing classifications concerning traditional normative planning, strategic situational planning, total quality management, strategic planning and participative planning fail to capture the relationships present in the theoretical concepts identified. Given this, we propose as criteria for the organization of theoretical concepts, the position in relation to the capitalist mode of production and the position concerning the role assigned to education. Regarding the first criterion, we identified reformist conceptions (technicist and politicist ones) and progressive conceptions. Concerning the second criterion, we identified egalitarian, utilitarian, concessionist, productivist and autonomist conceptions. We understand also that there is the prevalence of reformist and productivist conceptions in the history of and public educational planning in Brazil as an option of the elites controlling the power. We understand that the main contribution of this work by proposing this new organization of the theoretical concepts of public educational planning is to make explicit the need to break with the prevailing conceptions and build another project as a theory-and-practice, effectively democratic, that can contribute to ensure a public, state, free, secular and of socially relevant quality education.