A não atuação da iniciativa privada no ensino médio do Estado do Pará / The non-performance of the private initiative in high school in the State of Pará

Trata-se de um texto sobre a atuação da iniciativa privada no Ensino Médio paraense com o objetivo de analisar, por meio de pesquisa bibliográfica e documental quais as possíveis contribuições da iniciativa privada para a educação do Estado do Pará, particularmente, para o ensino médio onde a análise se deu por meio do arquivo intitulado “Contribuição do setor privado para o Pacto pela Educação do Pará”. Do conjunto das análises constatou-se que nesse documento pouco se encontra de possíveis ações concretas que o setor privado poderia colaborar para com os jovens do ensino médio com exceção do estímulo à lei da Aprendizagem. Além disso, há a necessidade por parte do governo paraense de uma maior cobrança junto aos parceiros privados das efetivas ações que poderão ajudar a melhorar a qualidade do ensino médio que deve estar para além da quantificação das avaliações

O direito à educação na perspectiva da justiça distributiva: uma análise sobre a Reforma do Ensino Médio

The study discusses the right to education from the perspective of distributive justice advocated by John Rawls (2017), who articulates the equality of opportunities the principle of difference in order to enable the individual to ascend to various functions in society. It analyzes the conception of education and social justice that underlies the Brazilian educational policy that deals with the new High School, focusing on Law nº. 13.415/2017, approved during the management of former president Michel Temer (2016-2018), regarding his universalization and purpose. The review of the literature showed that the reform of secondary education in Brazil, although based on the principle of equality as a social right, reveals a utilitarian vision of human formation and legalizes the existence of different educational purposes to serve the interests of capital, thus not constituting itself as distributive and equitable, but as reproducing social inequality as part of the project of maintaining the status quo.O estudo discute o direito à educação na perspectiva da justiça distributiva preconizada por John Rawls (2017), que articula a igualdade equitativa de oportunidades ao princípio da diferença com a finalidade de possibilitar a ascensão do indivíduo em diversas funções na sociedade. Analisa a concepção de educação e justiça social subjacente à política educacional brasileira que trata do novo Ensino Médio, com foco na Lei nº 13.415/2017, aprovada durante a gestão do ex-presidente Michel Temer (2016-2018), no que diz respeito à sua universalização e finalidade. Por meio da revisão da literatura, evidenciou-se que, embora baseada no princípio da igualdade enquanto direito social, a reforma do Ensino Médio no Brasil revela uma visão utilitarista de formação humana e legaliza a existência de diferentes finalidades educativas para atender aos interesses do capital. Portanto, não se constitui como distributiva e equitativa, mas como reprodutora da desigualdade social presente no projeto de manutenção do status quo.

DO PISA AO SISPAE: o estímulo ao estreitamento curricular

O texto tem como objetivo analisar a relação entre o Programa Internacional de Avaliação de Estudantes (PISA) e o Sistema Paraense de Avaliação Educacional (SisPAE) como instrumentos de mensuração de processos educativos em larga escala que induzem a um estreitamento curricular no processo avaliativo. A metodologia se deu via pesquisa bibliográfica cujo resultado identificou que a avaliação dos dois programas por meio exclusivo da redução dos currículos poderá estimular a competição entre os profissionais da educação e a segregação socioeconômica no território, além de que os princípios do PISA em nível internacional são seguidos pelo SisPAE em nível local – o Estado do Pará.Palavras-chave: PISA. SisPAE. Estreitamento curricular.FROM PISA TO SISPAE: the stimulus to curricular narrowingAbstractThis paper aims to analyze the relationship between the International Program for Student Assessment (PISA) and the Paraense Educational Assessment System (SisPAE) as instruments for measuring large-scale educational processes that induce a evaluation process. The methodology was based on bibliographical research in which it was identified as a result that the evaluation of the two programs by means of curriculum reduction alone could stimulate competition between education professionals and socioeconomic segregation in the territory, in addition to the principles of PISA at an international level are followed by SisPAE at the local level - the state of Pará.Keywords: PISA. SisPAE. Curricular narrowing

O PERFIL DOS CONSELHOS MUNICIPAIS DE EDUCAÇÃO: um estudo na região metropolitana de Belém-PA

Objetiva-se conhecer o perfil dos Conselhos Municipais de Educação da região metropolitana de Belém - PA, a fim de compreender as condições políticas e institucionais que reúnem para desenvolver suas incumbências na gestão das políticas educacionais. Por meio de questionários aplicados foi possível identificar que tais Conselhos demonstram condições efetivas de executarem sua funções, a partir do perfil delineado e das informações obtidas junto aos sujeitos onde se pode concluir que o potencial desses colegiados pode ser determinante para a democratização da estrutura estata

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Subsunção do público ao privado na educação paraense

The present study is a Master's dissertation which objective is to analyze how occurs the subsumption of the public sector to the private sector in education through public-private partnerships in the State of Pará, and also to reveal, by documents analyzes , what the State of Pará idealizes as improvement for the education by firming partnerships and what its implications in the school manager work, focusing the analyzes on the relationship between Municipal Government of Pará and the Ayrton Senna Institute (IAS), which represents the so-called Third Sector and the partnerships resulting from the "Education Pact of Pará" which are established between public schools and private companies that also have representatives of the Third Sector. The study was grounded in the historical-dialectical materialism, and a bibliographic and documentary study was conducted with the purpose of knowing and better defining the object, subsumption is understood as a Marxist category, that is inserted in capitalist society and can be observed through relations of implicit or explicit power and is manifested in other daily situations such as partnerships with subjection, subordination of the public sector to the orientations of the private sector. From the set of considerations, it can be concluded that in the two analyzed examples, the public sector had to adjust to the private sector impositions, according to it, the schools that received the actions resulting from these agreements were not heard to know what their main difficulties and if they want participate in the programs they should to comply with what had been defined in higher instances demonstrating a vertical relationship, where the school manager, after signing the agreement or the Pact, had to fit in a determinate profile if he wanted to perform his function, and in the particular case of the IAS, the manager was minimized to a mechanical work of completing worksheets and charging execution of the actions pre-defined by the Institute in the school under his responsibility, functioning as well as a private sector agent with direct responsibility for the school achievements. It is argued in this Dissertation that public-private partnerships can be implemented as long as they represent a desire of the public schools that will receive the programs provided by private companies. In addition, it is understood that the school manager plays an important role as decision-making of the collective, and in the organization of the pedagogical work, although it is not the central figure of the school and thus can not be blamed for the results of the school indexes, which have become the only indicative of quality in education in the State of Pará.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorTrata-se de uma dissertação de Mestrado que tem como objetivo analisar de que forma ocorre a subsunção do público ao privado na educação paraense via parcerias público-privadas, além de desvelar por meio de documentos o que o Estado do Pará idealiza como melhoria para a educação ao realizar as parcerias e quais suas implicações no trabalho do gestor escolar focando as análises para a relação entre Prefeituras Municipais paraenses e o Instituto Ayrton Senna (IAS) o qual representa o chamado Terceiro Setor e as parcerias decorrentes do “Pacto pela Educação do Pará” que são estabelecidas entre escolas públicas e empresas privadas que também contam com representantes do Terceiro Setor. A abordagem do estudo teve auxílio do materialismo histórico-dialético por meio do qual se realizou um estudo bibliográfico e documental com o propósito de conhecer e melhor definir o objeto onde a subsunção é compreendida como uma categoria marxista que na sociedade capitalista pode ser observada via relações de poder implícitas ou explícitas e se manifesta em outras situações do cotidiano como as parcerias onde há a sujeição, subordinação do setor público às orientações do privado. Do conjunto das análises, pode-se concluir que nos dois exemplos analisados, o setor público teve que se adequar às imposições do setor privado segundo o qual as escolas que receberam as ações decorrentes desses acordos não foram ouvidas para saber quais suas principais dificuldades e se desejavam os parceiros privados tendo que acatar o que fora definido em instâncias superiores demonstrando uma verticalização das relações, onde o gestor escolar após a assinatura do convênio ou do Pacto teve que se enquadrar em um determinado perfil se quisesse exercer sua função e no caso particular do IAS o gestor ficou minimizado a um trabalho mecânico de preenchimento de planilhas e cobrando a execução na escola sob sua responsabilidade das ações pré definidas pelo Instituto funcionando assim como um preposto do setor privado com responsabilidade direta pelos resultados alcançados pela escola. Defende-se nesta Dissertação que as parcerias público-privadas podem ser executadas desde que representem um anseio das escolas públicas que receberão os programas fornecidos por empresas privadas. Além disso, compreende-se que o gestor escolar possui papel importante na tomada de decisões do coletivo e na organização do trabalho pedagógico, embora não seja a figura central da escola e assim não pode ser culpabilizado pelos resultados dos índices escolares que vem se concretizando como único indicativo de qualidade na educação do Estado do Pará

More an Administrator and less Manager: an analysis of the regulatory framework aimed at the public-school management in Pará

This paper deals with the public-school management in Pará state as it has been implemented through the “Pact for Education in Pará”, which is based on the logic of partnerships between the state and the private sector, manifesting a strategy of educational indicators improvement. The question consists of: how the Pact for Education regulatory framework directs the school manager’s action in a public-school setting? The methodology is anchored in bibliographical research, as approached by authors who discuss school management; document analysis, which had an important role regarding the documents from the Pact, such as decrees. Both procedures allowed our analyses, based on a critical and descriptive perspective. Results show that the Pact for Education in Pará regulatory framework drives school managers to have a profile mostly aligned with the figure of an administrator, which demands, surveils and accomplishes goals; in this manner, the job excellence starts with the choice of professionals who work within the managerial logic that has become part of public education in Pará, especially regarding the analyzed legal texts

DO PISA AO SISPAE: o estímulo ao estreitamento curricular

This paper aims to analyze the relationship between the International Program for Student Assessment (PISA) and the Paraense Educational Assessment System (SisPAE) as instruments for measuring large-scale educational processes that induce a evaluation process. The methodology was based on bibliographical research in which it was identified as a result that the evaluation of the two programs by means of curriculum reduction alone could stimulate competition between education professionals and socioeconomic segregation in the territory, in addition to the principles of PISA at an international level are followed by SisPAE at the local level - the state of Pará