Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Ramos, Géssica Priscila |
| Orientador(a): |
Zuin, Antônio Álvaro Soares
 |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de São Carlos
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
| Departamento: |
Não Informado pela instituição
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.ufscar.br/handle/20.500.14289/2196
|
Resumo: |
This research purpose is to verify the relation established between teacher valorization and educational quality in the FUNDEF creation bases and in the São Paulo state and municipal implantation, analyzing how this relationship reflects the teacher's valorization. This research is based on interviews and bibliographic, documented and speaking analysis, having Gramsci as main reference. In the Fernando Henrique Cardoso government the teacher was considered the major educational quality agent. However, this same government reduced the educational investments, according to the established goals to achieve the State Reform, impacting directly in the educational quality and teacher s valorization. In the São Paulo State, based on its ample Federal Government politic relationship, despite of its intense changes in the São Paulo pedagogic-organizational model, its initiative wasn t followed proportionally by the financials investments according to the expected, explaining the speech increasing performed between the teacher s valorization and educational quality. Related to the municipal research, this instance was limited to follow the Federal and the São Paulo State directions based on its inexperienced administrative skills in the educational area, reproducing insufficient teacher s valorization actions, under the idea to achieve local educational quality. Thus, in spite of the teacher to have your role officially outstanding in the period, less and less the educational resolution problems were approached in political-financial performance terms of the Union, of States and of the Municipal districts. This discussion was transposed strictly for a pedagogic and educational ambit, of the teacher's responsibility, and the teacher's valorization, linked to the meritocratic principles, becoming ideologically the bad or good educational quality reason, and not part of this process. Key-words: teacher valorization, educational quality, FUNDEF; educational politics; decade of 90 |
