Responsabilização na administração da educação: a política de responsabilidade educacional como engrenagem de controle de resultados

The educational policies in the contemporary world have incorporated principles of the new public management (NGP), which is configured as a hegemonic model in the scenario of neoliberal globalization. It should be noted that NGP emerged as a response to the crisis of the bureaucratic model in the Public Administration, and its principles are based on the control maximization, competitiveness, evaluation, accountability, liability, decentralization of tasks, controlled participation, individual and collective responsibility. These principles are redefined according to the contexts of implementation and are adjusted according to the local particularities. In Brazil, it is noticed that this managerial matrix is incorporated into public policies since the 1990s, being consolidated throughout the years 2000, in the management of educational systems. In this period, it is possible to verify the intensification on the evaluation policies, accountability and liability in the public sector, in all areas and, particularly, in education. From these policies, accountability has been used as a strategy to label systems positively or negatively, taking into account the performance of the evaluation and accountability processes. In Brazilian education, this is a topic related to the educational responsibility, which has been central in recent years in the country, so it has been a matter of concern to the executive and legislative power, configured in the debate and in the production of legal instruments which are currently under process in the Chamber of Deputies. Although the country does not yet have an Educational Responsibility Law, it can be observed that at the subnational and local levels some experiences with these characteristics emerged, such as the municipality of Mossoró, in the State of Rio Grande do Norte. This federated entity approved, in the year 2010, through the municipal Law n. 2,717/2010, the Educational Responsibility Policy (PRE). The present research selects this policy as the object of research, which focus of analysis is to understand how its conception and execution process took place in the period from 2010 to 2015. In order to refer the analysis of the object of study, it was decided by the historical-dialectical materialism, considering that this method allows us to understand it in its relations and mediations, thus ensuring a contextualized understanding of its configuration. As research procedures, it was chosen the bibliographic review, documentary analysis and semi-structured interviews with five participants from the process of conception and implementation of PRE. For the organization and interpretation of the data, some elements of content analysis were used (BARDIN, 1977). In this context, it is verified that the PRE of Mossoró emerged as a response to the difficulties diagnosed by the municipal education counseling and recorded in the Strategic Planning of the Municipal Education Network (PERME), which indicated the need for adjustments in the administration and management of the Network. The PRE establishes accountability processes focused on the control of results under forms of material rewards, with financial payment of the fourteenth salary to the school employees and saving account for the student who stands out most in the processes of evaluation and participation in school activities. On the symbolic level, companies which develop social responsibility programs in the Network and one of the parents who work in the School Council receive medals and diplomas. The municipal policy embodied in the LRE reinforces vigilance and a sensation of fear about the possibility of dismissal or turnover of teachers, principals and supervisors who do not contribute to the improvement of the indicators, although during the implementation period (2010-2015) this has not happened. It is concluded that the PRE is configured as a new mechanism of responsibility in the administration of municipal public education in Mossoró-RN, based on the results control.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)As políticas educacionais na contemporaneidade têm incorporado princípios da nova gestão pública (NGP), que se configura como modelo hegemônico no cenário da globalização neoliberal. A NGP surgiu como resposta à crise do modelo burocrático na administração pública, e seus princípios se assentam na maximização do controle, competitividade, avaliação, prestação de contas, responsabilização, descentralização de tarefas, participação controlada, responsabilidade individual e coletiva, os quais são ressignificados de acordo com os contextos de implantação e ajustados segundo as particularidades locais. No Brasil, constata-se que essa matriz gerencial incorpora-se às políticas públicas, desde a década de 1990, consolidando-se ao longo dos anos 2000 na gestão dos sistemas educacionais. Nesse período, verifica-se a intensificação das políticas de avaliação, prestação de contas e responsabilização no setor público, em todas as áreas e, particularmente, na educação. Dessas políticas, a responsabilização tem sido utilizada como estratégia para rotular os sistemas de forma positiva ou negativa, considerando os desempenhos obtidos nos processos de avaliação e prestação de contas. Na educação brasileira, trata-se de um tema relacionado com a responsabilidade educacional, o qual vem assumindo centralidade nos últimos anos no país, de modo que tem sido matéria de preocupação do Poder Executivo e Legislativo, configurado no debate e na produção de instrumentos legais que tramitam atualmente na Câmara dos Deputados. Embora o país não possua, ainda, uma Lei de Responsabilidade Educacional, observa-se que nos níveis subnacionais e locais emergiram algumas experiências com essas características, dentre elas a do município de Mossoró, no estado do Rio Grande do Norte. Esse ente federado aprovou, no ano de 2010, por meio da Lei municipal n. 2.717/2010, a Política de Responsabilidade Educacional (PRE). A presente pesquisa elege como objeto de investigação essa política, cujo foco de análise volta-se para compreender como se efetivou o seu processo de concepção e execução no período de 2010 a 2015. Para o encaminhamento da análise do objeto de estudo, optou-se pelo materialismo histórico-dialético, por considerar que esse método permite entendê-lo nas suas relações e mediações, assegurando, portanto, uma compreensão contextualizada de sua configuração. Como procedimentos de pesquisa, foram utilizadas a revisão bibliográfica, a análise documental e a realização de entrevistas semiestruturadas com cinco participantes do processo de concepção e implementação da PRE. Para organização e interpretação dos dados, recorreu-se a alguns elementos da análise de conteúdo (BARDIN, 1977). Constata-se que a PRE de Mossoró surgiu, nesse contexto, como uma resposta às dificuldades diagnosticadas pela assessoria da educação municipal e registradas no Planejamento Estratégico da Rede Municipal de Ensino (PERME), que indicavam a necessidade de ajustes na administração e gestão da Rede. A PRE institui processos de responsabilização focalizados no controle de resultados sob formas de premiações materiais, com pagamento financeiro do décimo quarto salário aos funcionários da escola e poupança para o aluno que mais se destaca nos processos de avaliação e participação nas atividades escolares. No plano simbólico, empresas que desenvolvem programas de responsabilidade social na Rede e um dos pais com atuação no Conselho Escolar recebem medalhas e diplomas. A política municipal materializada na LRE reforça a vigilância e a sensação de medo quanto à possibilidade da demissão ou rotatividade de professores, diretores e supervisores que não contribuem para a melhoria dos indicadores, embora durante o período de implementação (2010-2015) isso não tenha acontecido. Concluise que a PRE se configura como uma nova engrenagem de responsabilização na administração da educação baseada no controle de resultados

Lei de responsabilidade educacional no Brasil (2006-2015): das promessas de qualidade da educação às incertezas

O Brasil não possui, uma lei de responsabilidade educacional, entretanto a oficialização sobre a sua concepção se deu no ano de 2006, com a apresentação do Projeto de Lei nº 7.420/2006, na Câmara dos Deputados. O objetivo deste artigo consiste em analisar os caminhos, as expectativas e tensões trilhados até o ano de 2015, demonstrando as relações e mediações desse processo. Para o corpus da pesquisa, foram utilizados, como procedimentos, a revisão de literatura e a análise documental, que delineiam as bases da proposta de política de responsabilidade educacional. Como resultado, é possível destacar que, subjacente a essa lógica, existe, majoritariamente, uma concepção de responsabilização como sinônimo de “culpabilização” dos gestores públicos pelos resultados educacionais

Sistemas municipais de avaliação da educação (2014-2019): o que as pesquisas revelam?

This study aims to analyze the paths of academic production on municipal evaluation systems (2014-2019) allocated in the Brazilian Digital Library of Thesis and Dissertations, and CAPES Journals portal. A qualitative approach is adopted, whose corpus is constituted through content analysis, categorization of works and inferences. The fundamental assumption is that there are systems in consolidation, as a result of national policies, mainly the municipalization of educational provision. These systems need to be better delineated as to the assumptions and strategies assumed, and direction owing to the responsibilities assumed in the municipalities.Este estudio tiene como objetivo analizar los caminos de la producción académica em los sistemas de evaluación de educación municipal (2014-2019), asignados en la Biblioteca Digital Brasileña de Tesis y Disertaciones, y en el portal de Publicaciones Periódicas CAPES. Se adopta un enfoque cualitativo, cuyo corpus se constituye através del análisis de contenido, categorización de trabajos e inferencias. El supuesto fundamental es que existen sistemas en consolidación, resultado de políticas nacionales, principalmente la municipalización de la oferta educativa. Estos sistemas necesitan estar mejor delineados en cuanto a los supuestos y estrategias asumidos, y la dirección en vista de las responsabilidades asumidas en los municipios.Este estudo objetiva analisar os caminhos da produção acadêmica sobre os sistemas municipais de avaliação (2014-2019), alocada na Biblioteca Digital Brasileira de Teses e Dissertações e portal de Periódicos CAPES. Adota-se uma abordagem qualitativa cuja técnica de análise e organização dos dados foi a análise de conteúdo, realizando leitura exploratória, categorização dos trabalhos e inferências. O pressuposto fundamental é o de que há sistemas em consolidação, fruto das políticas nacionais, principalmente da municipalização da oferta educacional. Estes sistemas necessitam melhor delineamento quanto aos pressupostos e às estratégias assumidas, e direcionamento face às responsabilidades assumidas nos municípios

Accountability na educação básica: novos modos de regulação e controle de resultados

This article aims to analyze accountability policies as a strategy for the regulation of Basic Education, which has strengthening social control and monitoring in the field of assessment. For its scope, a bibliographic review was carried out according to the main theoretical references that study this problem (AFONSO, 2009a; 2009b; BONAMIMO; SOUSA, 2012; SOUZA, 2016; SCHNEIDER; NARDI, 2015; CERDEIRA, 2018; FRANCO; CALDERÓN, 2017). As a result, initiatives to make school management professionals and teachers responsible were identified. It is concluded that it is possible to go beyond the existing dichotomies between regulation and control of results as inherent to assessments, and through that criticize the policies that envisage the emptying of pedagogical work in the face of proposition of actions to expand the performance of school institutions in the exams and positioning in national rankings.Este artigo tem como objetivo analisar as políticas de accountability enquanto estratégia para a regulação da Educação Básica, que reforçam controle e monitoramento dos resultados educacionais. Para o seu alcance realizou-se uma revisão bibliográfica segundo as principais referências teóricas que estudam essa problemática (AFONSO, 2009a; 2009b; BONAMIMO; SOUSA, 2012; SOUZA, 2016; SCHNEIDER; NARDI, 2015; CERDEIRA, 2018; FRANCO; CALDERÓN, 2017). Como resultados, foram identificadas as iniciativas de responsabilização dos profissionais da gestão escolar e professores. Conclui-se que é possível ir além das dicotomias existentes entre regulação e controle de resultados como inerentes a avaliação, e com isso tecer a crítica as políticas que vislumbram o esvaziamento do trabalho pedagógico face a proposição de ações para ampliação do desempenho das instituições escolares nos exames e posicionamento nos rankings nacionais

Alianças público-privadas na educação pública: um estudo em dois estados nordestinos

The processes of privatization in public education occur in different ways, primarily through agreements, contracts, or partnerships between institutes and education secretariats. This study aims to discuss this phenomenon in two northeastern states of Brazil: Ceará and Rio Grande do Norte, demonstrating how it interferes with the development of managerial tools in the educational context. The research method adopted was dialectical approach, and the procedures consisted of literature review and documentary analysis. The results indicate that managers end up redefining their roles to meet the interests of partner institutions, emphasizing the achievement of goals and results.Los procesos de privatización de la educación pública ocurren de diferentes formas, principalmente a través de convenios, contratos o asociaciones entre los institutos y las secretarías de educación. Este trabajo tiene como objetivo discutir este fenómeno en dos estados del nordeste de la federación brasileña, Ceará y Rio Grande do Norte, demostrando cómo esto interfiere en el desarrollo de herramientas de gestión en el contexto educativo. El método de investigación fue el enfoque dialéctico y los procedimientos adoptados fueron la revisión bibliográfica y el análisis documental. Los resultados indican que los gestores redefinen sus funciones para satisfacer los intereses de las instituciones asociadas, en relación con el logro de metas y resultados.Os processos de privatização da educação pública ocorrem de diferentes maneiras, principalmente por meio de acordos, contratos ou parcerias entre institutos e secretarias de educação. Este trabalho tem como objetivo discutir esse fenômeno em dois estados nordestinos do Brasil: Ceará e Rio Grande do Norte, demonstrando como ele interfere no desenvolvimento de ferramentas gerenciais no contexto educacional. O método de pesquisa adotado foi a abordagem dialética, e os procedimentos consistiram em revisão de literatura e análise documental. Os resultados indicam que os gestores acabam redefinindo suas funções para atender aos interesses das instituições parceiras, enfatizando o cumprimento de metas e resultados

Inserção social na Pós-graduação em Educação como critério avaliativo: um campo em aberto

This article presents the results of scientific initiation research funded by the National Council for Scientific and Technological Development (CNPq), part of a national project on the expansion and quality of higher education in the context of the National Education Plan (2014–2024). The main objective is to map the theme of social impact and its relationship with postgraduate education in Brazil, using two repositories: the Catalog of Theses and Dissertations and the Portal of Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES). The importance of these studies in identifying gaps and analyzes that contribute to the advancement of scientific knowledge is highlighted.Este artigo apresenta os resultados de uma pesquisa de iniciação científica financiada pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), inserida em um projeto nacional sobre a expansão e qualidade da educação superior no contexto do Plano Nacional de Educação (2014–2024). O objetivo principal é mapear a temática da inserção social e sua relação com a pós-graduação em educação no Brasil, utilizando dois repositórios: o Catálogo de Teses e Dissertações e o Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Destaca-se a importância desses estudos na identificação de lacunas e nas análises que contribuem para o avanço do conhecimento científico

<i>Gaia</i> Data Release 1. Summary of the astrometric, photometric, and survey properties

Context. At about 1000 days after the launch of Gaia we present the first Gaia data release, Gaia DR1, consisting of astrometry and photometry for over 1 billion sources brighter than magnitude 20.7. Aims. A summary of Gaia DR1 is presented along with illustrations of the scientific quality of the data, followed by a discussion of the limitations due to the preliminary nature of this release. Methods. The raw data collected by Gaia during the first 14 months of the mission have been processed by the Gaia Data Processing and Analysis Consortium (DPAC) and turned into an astrometric and photometric catalogue. Results. Gaia DR1 consists of three components: a primary astrometric data set which contains the positions, parallaxes, and mean proper motions for about 2 million of the brightest stars in common with the HIPPARCOS and Tycho-2 catalogues – a realisation of the Tycho-Gaia Astrometric Solution (TGAS) – and a secondary astrometric data set containing the positions for an additional 1.1 billion sources. The second component is the photometric data set, consisting of mean G-band magnitudes for all sources. The G-band light curves and the characteristics of ∼3000 Cepheid and RR-Lyrae stars, observed at high cadence around the south ecliptic pole, form the third component. For the primary astrometric data set the typical uncertainty is about 0.3 mas for the positions and parallaxes, and about 1 mas yr−1 for the proper motions. A systematic component of ∼0.3 mas should be added to the parallax uncertainties. For the subset of ∼94 000 HIPPARCOS stars in the primary data set, the proper motions are much more precise at about 0.06 mas yr−1. For the secondary astrometric data set, the typical uncertainty of the positions is ∼10 mas. The median uncertainties on the mean G-band magnitudes range from the mmag level to ∼0.03 mag over the magnitude range 5 to 20.7. Conclusions. Gaia DR1 is an important milestone ahead of the next Gaia data release, which will feature five-parameter astrometry for all sources. Extensive validation shows that Gaia DR1 represents a major advance in the mapping of the heavens and the availability of basic stellar data that underpin observational astrophysics. Nevertheless, the very preliminary nature of this first Gaia data release does lead to a number of important limitations to the data quality which should be carefully considered before drawing conclusions from the data

Gaia Data Release 1: Testing parallaxes with local Cepheids and RR Lyrae stars

Context. Parallaxes for 331 classical Cepheids, 31 Type II Cepheids, and 364 RR Lyrae stars in common between Gaia and the Hipparcos and Tycho-2 catalogues are published in Gaia Data Release 1 (DR1) as part of the Tycho-Gaia Astrometric Solution (TGAS). Aims. In order to test these first parallax measurements of the primary standard candles of the cosmological distance ladder, which involve astrometry collected by Gaia during the initial 14 months of science operation, we compared them with literature estimates and derived new period-luminosity (PL), period-Wesenheit (PW) relations for classical and Type II Cepheids and infrared PL, PL-metallicity (PLZ), and optical luminosity-metallicity (M V -[Fe/H]) relations for the RR Lyrae stars, with zero points based on TGAS. Methods. Classical Cepheids were carefully selected in order to discard known or suspected binary systems. The final sample comprises 102 fundamental mode pulsators with periods ranging from 1.68 to 51.66 days (of which 33 with σ Ω /Ω < 0.5). The Type II Cepheids include a total of 26 W Virginis and BL Herculis stars spanning the period range from 1.16 to 30.00 days (of which only 7 with σ Ω /Ω < 0.5). The RR Lyrae stars include 200 sources with pulsation period ranging from 0.27 to 0.80 days (of which 112 with σ Ω /Ω < 0.5). The new relations were computed using multi-band (V,I,J,K s ) photometry and spectroscopic metal abundances available in the literature, and by applying three alternative approaches: (i) linear least-squares fitting of the absolute magnitudes inferred from direct transformation of the TGAS parallaxes; (ii) adopting astrometry-based luminosities; and (iii) using a Bayesian fitting approach. The last two methods work in parallax space where parallaxes are used directly, thus maintaining symmetrical errors and allowing negative parallaxes to be used. The TGAS-based PL,PW,PLZ, and M V - [Fe/H] relations are discussed by comparing the distance to the Large Magellanic Cloud provided by different types of pulsating stars and alternative fitting methods. Results. Good agreement is found from direct comparison of the parallaxes of RR Lyrae stars for which both TGAS and HST measurements are available. Similarly, very good agreement is found between the TGAS values and the parallaxes inferred from the absolute magnitudes of Cepheids and RR Lyrae stars analysed with the Baade-Wesselink method. TGAS values also compare favourably with the parallaxes inferred by theoretical model fitting of the multi-band light curves for two of the three classical Cepheids and one RR Lyrae star, which were analysed with this technique in our samples. The K-band PL relations show the significant improvement of the TGAS parallaxes for Cepheids and RR Lyrae stars with respect to the Hipparcos measurements. This is particularly true for the RR Lyrae stars for which improvement in quality and statistics is impressive. Conclusions. TGAS parallaxes bring a significant added value to the previous Hipparcos estimates. The relations presented in this paper represent the first Gaia-calibrated relations and form a work-in-progress milestone report in the wait for Gaia-only parallaxes of which a first solution will become available with Gaia Data Release 2 (DR2) in 2018. © ESO, 2017

Gaia Data Release 1: Open cluster astrometry: performance, limitations, and future prospects

Context. The first Gaia Data Release contains the Tycho-Gaia Astrometric Solution (TGAS). This is a subset of about 2 million stars for which, besides the position and photometry, the proper motion and parallax are calculated using Hipparcos and Tycho-2 positions in 1991.25 as prior information.Aims. We investigate the scientific potential and limitations of the TGAS component by means of the astrometric data for open clusters.Methods. Mean cluster parallax and proper motion values are derived taking into account the error correlations within the astrometric solutions for individual stars, an estimate of the internal velocity dispersion in the cluster, and, where relevant, the effects of the depth of the cluster along the line of sight. Internal consistency of the TGAS data is assessed.Results. Values given for standard uncertainties are still inaccurate and may lead to unrealistic unit-weight standard deviations of least squares solutions for cluster parameters. Reconstructed mean cluster parallax and proper motion values are generally in very good agreement with earlier HIPPARCOS-based determination, although the Gaia mean parallax for the Pleiades is a significant exception. We have no current explanation for that discrepancy. Most clusters are observed to extend to nearly 15 pc from the cluster centre, and it will be up to future Gaia releases to establish whether those potential cluster-member stars are still dynamically bound to the clusters.Conclusions. The Gaia DR1 provides the means to examine open clusters far beyond their more easily visible cores, and can provide membership assessments based on proper motions and parallaxes. A combined HR diagram shows the same features as observed before using the HIPPARCOS data, with clearly increased luminosities for older A and F dwarfs

Penilaian Kinerja Keuangan Koperasi di Kabupaten Pelalawan

This paper describe development and financial performance of cooperative in District Pelalawan among 2007 - 2008. Studies on primary and secondary cooperative in 12 sub-districts. Method in this stady use performance measuring of productivity, efficiency, growth, liquidity, and solvability of cooperative. Productivity of cooperative in Pelalawan was highly but efficiency still low. Profit and income were highly, even liquidity of cooperative very high, and solvability was good