POLÍTICAS EDUCACIONAIS NO ESTADO DO MARANHÃO: A FORMAÇÃO CONTINUADA DE PROFESSORES NO PLANO DE AÇÕES ARTICULADAS (PAR)
This article proceeds from a research conducted in the state of Maranhao, aiming at analyzing the implementation process of the Articulated Actions Plan (PAR) in municipalities of Maranhao, within the period 2007-2011. It discusses the educational policy established in the Plan of Education Development (PDE), within which the PAR constitutes the strategic planning that implements programs and actions in order to ensure the quality improvement of the basic education in the country, measured by the Index of Basic Education Development (IDEB). In its specificity, the paper analyzes the implementation of PAR in the public schools of Sao Luis, giving visibility to the continuing education of teachers, considered in the Plan as an important action to ensure that goal. The analysis is based mainly in the categories: participation and contributions of the continuing education of teachers in PAR to improve the quality of education. The analysis of official documents and interviews with education managers and teachers indicates that the preparation of the PAR, as well as the continuing education programs for teachers, prevented the school community from participation and did not consider the demands arising from the school. The reporting period also identified that the continuing education emanating from PAR articulates with the neoliberal purposes, as it stamps the logic of school effectiveness, aiming to raise the Ideb.
Políticas públicas para a qualidade da educação brasileira: entre o utilitarismo econômico e a responsabilidade social
This text strives to understand the concept of quality that underpins the plans for Brazilian education. It assumes that, over the last four decades, educational policies have oscillated according to the confrontation between social movements and educational projects determined by the successive Brazilians governments. Either expressed in terms of humanitarian principles stressing citizenship and individual emancipation or of preparation of subjects as producers and consumers in the market dynamic, such demands have produced different meanings for the quality of education.
O Plano de Desenvolvimento da Educação: análise do projeto do MEC
This article seeks to analyze globally the proposal of the Ministry of Education (MEC) by answering the following question: to what extent is this new Plan effectively able to face the quality problem of basic education?* It thus explores the following elements: 1. The edp framework, in order to understand its composition and identify each one of the 30 actions in which it is divided; 2. An analysis of the singularity of this plan compared to the previous one, especially the current National Education Plan; 3. The singularity of the edp when faced with the problem of the quality of basic education; 4. The foundations of the plan, by verifying to what extent it is apt to ensure the quality of basic education; 5. Finally, as a conclusion, a way to overcome the limitations of the edp is suggested.