A piece of legislation for the guidance of public education policies in Brazil: the National Education Plan 2014–2024

2017 ◽  
Vol 5 (3) ◽  
pp. 277-301 ◽  
Author(s):  
Maria Paula Dallari Bucci ◽  
Fernando A. Dourado Gomes
Keyword(s):  
Public Education ◽  
Education Policies ◽  
National Education ◽  
Education Plan

scholarly journals POLÍTICAS DE FORMAÇÃO DOCENTE À LUZ DO PLANO NACIONAL DE EDUCAÇÃO: ENTRE CONQUISTAS E DESAFIOS

2018 ◽  
Vol 15 (3) ◽  
pp. 106-122
Author(s):  
Camila de Fátima Soares dos Santos ◽  
Edite Maria Sudbrack
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Public Education ◽  
Educational Policy ◽  
Economic Crisis ◽  
Education Policies ◽  
National Education ◽  
Training Policy ◽  
Education Plan

This article emerges from a research that aims to reflect and understand the limits and contributions of the National Education Plan 2014-2024, in the process of producing teacher education policies. The research is qualitative in nature, with bibliographical and documentary focus. It presents an analysis of an educational policy for planning: National Education Plan (2014-2024) and legal acts sanctioned after its promulgation, Resolution 2 of July 1, 2015 and Decree 8,752 of May 9 of 2016; so as a method of analysis we opted for the content analysis proposed by Bardin (1977). The PNE envisaged new paths, fueling hope for the implementation of a training policy, aiming at a quality public education. The analysis of the documents made it possible to know the directives of teacher education policies, broadening the debate and understanding of the achievements and challenges that are presented in relation to the current political and economic crisis context.

scholarly journals PERMANÊNCIAS, RUPTURAS E DESAFIOS NA EDUCAÇÃO BRASILEIRA

2021 ◽  
Vol 28 (1) ◽  
pp. 186
Author(s):  
Maria Lília Imbiriba Sousa Colares ◽  
Anselmo Alencar Colares ◽  
Maria José Pires Barros Cardozo
Keyword(s):  
Public Education ◽  
Educational Policies ◽  
National Education ◽  
Class Society ◽  
Legal Texts ◽  
History Of ◽  
Education Plan

Este artigo aborda questões referentes à educação brasileira na contemporaneidade, destacando os desafios que marcam as proposições de políticas educacionais, assim como as rupturas e as permanências históricas. Resulta de pesquisa bibliográfica e documental, com aportes teóricos da historiografia educacional em textos legais. Discorre-se sobre as permanências que marcam a educação brasileira, com ênfase para o dualismo estrutural, fruto da sociedade de classes; apontamos alguns avanços conquistados e os desafios que se apresentam como possibilidades de superação dos problemas. Será dada a ênfase ao Plano Nacional de Educação em vigência (Lei nº 13.005 de 2014), para exemplificar permanências, rupturas e desafios. Após uma sucinta “viagem” pela história da educacional iniciando na colonização, e passando pelos diversos períodos subsequentes, conclui-se que a educação brasileira é marcada pelas contradições estruturais da sociedade e que, em determinados momentos conjunturais, as contradições acirram-se em virtude das correlações de forças marcadas pelos interesses de classe que limitam a efetivação da educação pública como direito social.Palavras-chave: Educação Brasileira. Políticas Educacionais. Contradições. Permanências. Desafios.PERMANENCES, RUPTURES AND CHALLENGES IN BRAZILIAN EDUCATIONAbstractThis article addresses issues related to Brazilian education in contemporary times, highlighting the challenges that mark the propositions of educational policies, as well as the ruptures and historical permanences. It results from bibliographic and documentary research, with theoretical contributions of educational historiography in legal texts. It discusses the permanences that mark Brazilian education, with emphasis on structural dualism, the fruit of class society; we point out some advances achieved and the challenges that present themselves as possibilities to overcome the problems. Emphasis will be placed on the National Education Plan in force (Law Nº. 13,005 of 2014), to exemplify permanence, ruptures and challenges. After a brief "journey" through the history of the educational beginning in colonization, and going through the various subsequent periods, it is concluded that Brazilian education is marked by the structural contradictions of society and that, at certain conjuncture moments, the contradictions intensify due to the correlations of forces marked by class interests that limit the effectiveness of public education as a social right.Keywords: Brazilian Education. Educational Policies. Contradictions. Stays. Challenges.PERMANENCIAS, RUPTURAS Y DESAFÍOS EN LA EDUCACIÓN BRASILEÑAResumenEste artículo aborda temas relacionados con la educación brasileña en tiempos contemporáneos, destacando los desafíos que marcan las propuestas de las políticas educativas, así como las rupturas y permanencias históricas. Es el resultado de la investigación bibliográfica y documental, con contribuciones teóricas de la historiografía educativa en textos jurídicos. Analiza las permanencias que marcan la educación brasileña, con énfasis en el dualismo estructural, fruto de la sociedad de clase; señalamos algunos avances logrados y los desafíos que se presentan como posibilidades para superar los problemas. Se hará hincapié en el Plan Nacional de Educación vigente (Ley Nº 13.005 de 2014), para ejemplificar la permanencia, las rupturas y los desafíos. Después de un breve "viaje" a través de la historia de lo educativo comenzando en la colonización, y pasando por los diversos períodos posteriores, se concluye que la educación brasileña está marcada por las contradicciones estructurales de la sociedad y que, en ciertos momentos de conjunción, las contradicciones se intensifican debido a las correlaciones de fuerzas marcadas por intereses de clase que limitan la eficacia de la educación pública como un derecho social.Palabras clave: Educación Brasileña. Políticas Educativas. Contradicciones. Estancias. Desafíos. 

scholarly journals Políticas públicas atuais no Brasil: o silêncio da educação ambientalCurrent public policies in Brazil: the silence of environmental educationPolíticas públicas actuales en Brasil: el silencio de la educación ambiental

2018 ◽  
pp. 115-127
Author(s):  
Taís Cristine Ernst Frizzo ◽  
Isabel Cristina de Moura Carvalho
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Policy ◽  
Public Policies ◽  
Environmental Discourse ◽  
Education Policies ◽  
National Education ◽  
Common Base ◽  
Global Environmental ◽  
Education Plan

Nosso objetivo foi analisar a construção de políticas de educação ambiental, que desde o final dos anos1980 viveu uma expansão na categoria de objeto contemplado por diversas políticas públicas, mas que tem sido preterida pelas políticas de educação nos últimos anos. O argumento apresentado mostra a exclusão da educação ambiental dos principais documentos que embasam e regulam as escolas no momento atual. Realizamos uma análise do Plano Nacional de Educação e da Base Nacional Comum Curricular. Os resultados mostraram o silenciamento da educação ambiental nessas que são as principais peças legais das políticas educacionais dos anos recentes. Concluímos, concordando com outros autores, que essas políticas elegeram conceitos do discurso ambiental global como desenvolvimento sustentável, em detrimento da noção de educação ambiental. The objective was to analyze the construction of policies of environmental education. In the late 1980s the theme has experienced an expansion in the category of object contemplated by several public policies, but has been neglected by education policies in recent years. The argument presented shows the exclusion of environmental education from the main documents that regulate schools at the present time. We conducted an analysis of the National Education Plan and the National Curricular Common Base. The results showed the silencing of environmental education in these, which are the main educational policy laws in recent years. We conclude, in agreement with other authors, that these policies elected concepts of global environmental discourse as sustainable development to the detriment of the notion of environmental education. Nuestro objetivo fue analizar la construcción de políticas de educación ambiental, que ha sido preterida por las políticas de educación en Brasil en los últimos años. El argumento presentado muestra la exclusión de la educación ambiental de los principales documentos que regulan las escuelas en el momento actual. Realizamos un análisis del Plan Nacional de Educación y de la Base Nacional Común Curricular. Los resultados mostraron el silenciamiento de la educación ambiental en los principales instrumentos legales de las políticas educativas hoy. Concluimos, concordando con otros autores, que esas políticas eligieron conceptos del discurso ambiental global como desarrollo sostenible, en detrimento de la noción de educación ambiental.

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

2018 ◽  
Vol 56 (3) ◽  
pp. 822-867 ◽  
Author(s):  
Christopher P. Brown ◽  
Joanna Englehardt ◽  
David P. Barry ◽  
Da Hei Ku
Keyword(s):  
Public Education ◽  
Standardized Testing ◽  
First Grade ◽  
The United States ◽  
Ethnographic Study ◽  
Local State ◽  
National Education ◽  
Insight Into ◽  
Academic Content ◽  
Education Stakeholders

Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This explorative video-cued multivocal ethnographic study addressed this issue by examining how local, state, and national education stakeholders made sense of the changed kindergarten. Such findings provide insight into what it is they viewed driving these academic and instructional changes, what opportunities for further reform exist, and whether these stakeholders will work to support and/or alter such changes.

scholarly journals Manajemen dan Kebijakan Madrasah melalui Penguatan Tata Kelola, Akuntabilitas dan Citra Publik Pendidikan

2019 ◽  
Vol 5 (1) ◽  
pp. 33-38
Author(s):  
Afroh Nailil Hikmah ◽  
Agus Yudiawan
Keyword(s):  
Image Enhancement ◽  
Public Image ◽  
Community Based ◽  
National Education ◽  
School Based ◽  
Education School ◽  
School Based Management ◽  
Decentralization Of Education ◽  
Education Plan ◽  
Competency Management

Strengthening governance, accountability, and public image is a work of the national education plan. This policy aims to improve the capacity and competency management and budgeting of education in the implementation and management to realize transparent and accountable education so as to create the image and services of the school/madrasah quality sound and accountable manner. These objectives can be achieved through, autonomy and decentralization of education, school-based management/madrasah, community-based management, and image enhancement.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

José Vasconcelos, National Education, and Revolutionary Culture in Mexico

2016 ◽  
Author(s):  
William Beezley
Keyword(s):  
National Identity ◽  
Public Education ◽  
Everyday Life ◽  
Indigenous Communities ◽  
Literacy Programs ◽  
Jose Vasconcelos ◽  
National Education ◽  
Educational Campaigns ◽  
Inclusive Society ◽  
The City

As Mexico’s minister of public education from 1921 to 1924, José Vasconcelos played a prominent role in efforts to create a new national identity expressing the 1910 Revolution’s goals of an inclusive society and equitable nation, opportunities created through education, and shared cultural expressions. Vasconcelos has been widely praised for his educational campaigns, especially in the countryside, among indigenous communities, and for his literacy programs in the city. According to these recent interpretations, his efforts as minister of public education have been both over- and underestimated. Nevertheless, the revolutionary national identity that he helped to foster with his discussion of mestizaje in La Raza Cósmica (The Cosmic Race; 1925) has since been ingrained into everyday life and culture.

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