Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Silva, Katharine Nolasco da
 |
| Orientador(a): |
Oliveira, Leandro Gonçalves
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| Banca de defesa: |
Oliveira, Leandro Gonçalves,
Miziara, Fausto,
Ferreira, Denise Paiva |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ciências Ambientais (PRPG)
|
| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/8201
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Resumo: |
The articulation between post-graduation and basic education is a recent public policy in the country. The assumption is that with a strong and qualified basic education is possible the expansion of the National Graduate System, and consequently, the overcoming of the great challenges that are posed for the country. In this sense, the National Postgraduate Plan 2011-2020 (regulatory framework) recommends the participation of postgraduate courses in all areas of knowledge in matters related to the improvement of the quality of basic education. The present research has as main objective to verify if the postgraduate programs that carry out research in the environment of the UFG have interlocution with the basic education, and how this interlocution takes place. For the execution of this dissertation, the documentary research and semi-structured interviews were used to coordinate the graduate programs that carry out research in the environment, as well as with the CAPES Evaluation Board. As a theoretical-methodological reference, the Policy Cycle Approach proposed by Ball and colleagues (BOWE, BALL and GOLD, 1992; BALL, 1994) was sought to understand the articulation of the different contexts of post-graduate interlocution policy with education with a particular focus on the policy implementation process in the context of practice. As a result, individualized critical interpretations and positions were identified that reflected a lack of unity of the teaching work at the core of the graduate programs, evidenced through reflections and attitudes of the coordinators of the researched postgraduate programs, confirming the reference used on the power of intervention of professionals in the context of practice in the re-signification of educational policies. In addition, CAPES Evaluation Board showed an inefficiency in the evaluation process, since there was no development of specific instruments for the valorization of the actions of post-graduate interlocution with basic education. Thus, the policy has an irregular impact on postgraduate programs, reaching more specifically those who teachers are more apt for educational issues. |
