1,720,970 research outputs found
Demandas de desenvolvimento profissional docente no município de Mariana-MG : PNE (2014-2024) e PME (2015-2024).
No full textPrograma de Pós-Graduação em Educação. Departamento de Educação, Instituto de Ciências Humanas e Sociais, Universidade Federal de Ouro Preto.Esta pesquisa teve como objetivo analisar as demandas de Desenvolvimento Profissional Docente (DPD) dos professores da rede pública municipal de Mariana – MG e sua relação com o Plano Nacional de Educação (Lei 13.005/2014) e o Plano Municipal de Educação (Lei 3.042/2015). A linha teórica metodológica seguida teve como foco analítico o DPD, bem como seus elementos constituintes (formação, carreira, condições de trabalho e remuneração) nas políticas públicas educacionais. A pesquisa é de natureza qualitativa e contou com a participação de 27 professores da educação infantil e do ensino fundamental I da rede pública municipal de ensino. Como instrumentos de coleta de dados, utilizou-se de pesquisa documental, questionário de caracterização e realização de grupos focais. Os resultados encontrados apontam que as demandas de DPD trazidas pelos professores revelam antigos problemas presos à formação inicial, a exemplo da relação teoria e prática; falta de motivação e incentivo à formação continuada; perda da autonomia; desprestígio social e déficits nas condições de trabalho dos docentes, que, apesar de não se queixarem dos salários, sentem-se excessivamente cobrados profissionalmente pelo sistema municipal de ensino. Os resultados também chamam a atenção para a falta de participação dos professores no processo de construção, implantação e avaliação das políticas educacionais. O confronto da política nacional do PNE e do PME em torno do desenvolvimento profissional dos professores revelou que apesar das políticas de DPD terem sido adotadas pela legislação educacional brasileira, falta muito para que sejam efetivadas. Como desafios, aponta-se: a) a falta de regulamentação do regime de colaboração entre os entes federados na condução dos sistemas educacionais e efetivação do PNE; b) a inexistência do Sistema Nacional de Educação, a encargo de ser instituído pelo próprio plano; c) a recente aprovação da Emenda Constitucional nº 95/2016, que ao reduzir os investimentos sociais por um período de 20 (vinte) anos, traz para a efetivação da política do PNE (2014-2024) e dos planos estaduais e municipais de educação do país, uma barreira praticamente intransponível.This research had the objective of analyzing the demands of teachers' professional development (DPD) of the municipal public network of Mariana - MG and its relationship with the National Education Plan (Law 13,005/2014) and the Municipal Education Plan (Law 3,042/2015). The theoretical methodological line followed was the analytical focus of the DPD, as well as its constituent elements (training, career, working conditions and remuneration) in public educational policies. The research is qualitative in nature and counted with the participation of 27 teachers of elementary education and elementary school I of the municipal public school system. As data collection instruments, we used documentary research, characterization questionnaire and focus groups. The results show that the demands of DPD brought by the teachers reveal old problems attached to the initial formation, such as the relation theory and practice; lack of motivation and encouragement for continuing education; loss of autonomy; social deprivation and deficits in the working conditions of teachers, who, despite not complaining about salaries, feel overcharged professionally by the municipal education system. The results also draw attention to the lack of participation of teachers in the process of construction, implementation and evaluation of educational policies. The confrontation of the national PNE and SME policy around the professional development of teachers revealed that although DPD policies have been adopted by brazilian educational legislation, they are still a long way from being implemented. As challenges, we point out: a) the lack of regulation of the collaboration regime between the federated entities in the conduction of educational systems and the effectiveness of the PNE; b) the inexistence of the National Education System, to be instituted by the plan itself; c) the recent approval of Constitutional Amendment No. 95/2016, which, by reducing social investments for a period of 20 (twenty) years, brings PNE policy (2014-2024) and state and municipal education plans of the country, a practically insurmountable barrier
A avaliação de desempenho docente na região dos Inconfidentes/MG sob a perspectiva de desenvolvimento profissional dos professores.
No full textPrograma de Pós-Graduação em Educação. Departamento de Educação, Instituto de Ciências Humanas Sociais, Universidade Federal de Ouro Preto.No Brasil, os baixos índices de desempenho dos alunos nas avaliações de larga escala e as estratégias políticas dos anos de 1990 que tiveram como intuito alavancar a qualidade e eficiência dos serviços públicos, dentre eles, a educação, influenciaram na crescente formulação e implementação de políticas de Avaliação de Desempenho Docente (ADD) por parte de diversas secretarias de educação do país (estaduais e municipais). Assim, esta pesquisa teve por objetivo analisar os modelos de ADD propostos pelas redes públicas de ensino municipal da Região dos Inconfidentes/MG, tendo em conta as percepções dos professores e avaliadores, frente ao Desenvolvimento Profissional Docente (DPD). O estudo está vinculado ao Grupo de Pesquisa: Formação e Profissão Docente (FOPROFI), no âmbito do Programa de Pós-graduação da Universidade Federal de Ouro Preto/MG e foi financiado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Trata-se de uma pesquisa de abordagem qualitativa, que adotou como procedimentos técnicos a pesquisa bibliográfica, documental e de campo. Na produção de dados, foram utilizados questionários de caracterização e entrevistas semiestruturadas. O estudo contou com a participação de 10 professores (Educação Infantil e Ensino Fundamental I) e 10 avaliadores da ADD (coordenadores e diretores de escolas), todos pertencentes às redes públicas municipais de ensino da referida região, composta pelos municípios de Acaiaca, Diogo de Vasconcelos, Itabirito, Mariana e Ouro Preto. Dentre outras legislações, o aparato legal investigado privilegiou os Planos Municipais de Educação e os Planos de Carreira do Magistério, referentes ao lócus da pesquisa. A análise documental revelou que os modelos de ADD investigados, a partir dos planos de carreira, vêm sendo regidos pelo princípio do desempenho, com foco na produtividade, competência e eficiência. Para tanto, se apropria de uma linguagem do campo empresarial e de cunho operacional, desmerecendo as peculiaridades e subjetividades inerentes à profissão de professor. Os planos de carreira não apontam perspectivas formativas, advindas dos resultados encontrados na ADD, e apresentam um acentuado viés de julgamento voltado para questões de ordem burocrática. Além disso, nenhuma das redes públicas municipais de ensino investigadas possui lei específica direcionada para a regulação da ADD. A partir das falas dos participantes, percebeu-se que os modelos de ADD utilizados nas redes públicas municipais de ensino da Região dos Inconfidentes, ao invés de se revelarem como políticas indutoras de Desempenho Profissional Docente (DPD), são apontados como mecanismo burocrático, com fins fundamentais de intervir na concessão da progressão horizontal da carreira dos professores. Os resultados mostraram ainda que os modelos de ADD estudados desperdiçam: 1) o viés formativo, passível de ser alcançado por meio de feedbacks que, por sua vez, precisam observar a formação dos avaliadores, elementos da valorização da carreira, as condições de trabalho, as relações interpessoais dentro das escolas e as condições socioeconômicas dos alunos; 2) o viés organizacional, tendo em vista as contribuições que a ADD pode oferecer para o levantamento de indicadores capazes de interferir na qualidade do desempenho gestor das Secretarias Municipais de Educação, a quem cabe prezar por processos de DPD e pela melhoria dos processos educativos. O estudo apontou aspectos que podem nortear o desenho de novos modelos de políticas de ADD e a necessidade de uma avaliação sistêmica das redes de ensino investigadas, que envolva as unidades escolares e as secretarias municipais de educação. Mostrou-se, assim, como uma pesquisa capaz de possibilitar outros olhares, interpretações, ressignificações e reorganizações desse tipo de avaliação por parte dos órgãos gestores de educação municipal, dos professores, dos avaliadores e das comunidades escolares.In Brazil, low student performance rates in large-scale assessments and political strategies in the 1990s that aimed to boost quality and efficiency of public services, including education, influenced the increasing formulation and implementation of Teaching Performance Assessment (ADD) policies by various education departments in the country (state and municipal). Thus, this research aimed to analyze the ADD models proposed by public municipal education networks in the Inconfidentes Region/MG, considering the perceptions of teachers and evaluators, regarding Teaching Professional Development (DPD). The study is linked to the Research Group: Training and Teaching Profession (FOPROFI), within the scope of the Postgraduate Program at the Federal University of Ouro Preto/MG and was financed by the Coordination for the Improvement of Higher Education Personnel (CAPES). This is a research with a qualitative approach, which adopted bibliographic, documentary and field research as technical procedures. In data production, characterization questionnaires and semi-structured interviews were used. The study included the participation of 10 teachers (Early Childhood Education and Elementary Education I) and 10 ADD evaluators (coordinators and school directors), all belonging to municipal public education networks in that region, made up of the municipalities of Acaiaca, Diogo de Vasconcelos, Itabirito, Mariana and Ouro Preto. Among other legislation, the legal apparatus investigated privileged the Municipal Education Plans and the Teaching Career Plans, referring to the locus of research. Document analysis revealed that the ADD models investigated, based on career plans, have been governed by the principle of performance, with a focus on productivity, competence, and efficiency. To this end, it uses language from the business and operational fields, belittling the peculiarities and subjectivities inherent to the teaching profession. The career plans do not indicate training perspectives, arising from the results found in the ADD, and present a pronounced judgment bias towards bureaucratic issues. Furthermore, none of the municipal public education networks investigated have a specific law aimed at regulating ADD. From the participants' statements, it was noticed that the ADD models used in municipal public education networks in the Inconfidentes Region, instead of revealing themselves as policies that induce Teaching Professional Performance (DPD), are seen as a bureaucratic mechanism, with fundamental purposes of intervening in granting horizontal career progression to teachers. The results also showed that the ADD models studied waste: 1) the training bias, which can be achieved through feedback that, in turn, needs to observe the training of evaluators, elements of career enhancement, working conditions, interpersonal relationships within schools and the socioeconomic conditions of students; 2) the organizational bias, taking into account the contributions that the ADD can offer to the survey of indicators capable of interfering in the quality of the managerial performance of the Municipal Education Departments, which are responsible for valuing DPD processes and improving educational processes. The study highlighted aspects that can guide the design of new ADD policy models and the need for a systemic assessment of the education networks investigated, involving school units and municipal education departments. It thus proved to be a research capable of enabling other perspectives, interpretations, resignifications and reorganizations of this type of assessment by municipal education management bodies, teachers, evaluators and school communities
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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