Revista on line de Política e Gestão Educacional

14

Authors: Fabiana Oliveira Koga, Rosa Maria Tolon

Music education and the specialized attention to the talented students are provided by the Law 13.278/16 and Law 13.234/15, both stemming from the Law 9394/96. However, many Brazilian students have no access to music education, neither a specialized educational service. If the music subject were implemented in all schools, as happens with physical education and arts, many students could benefit from this teaching, be identified and develop their potentialities. That is why this theoretical essay aims to discuss about music teaching and the development of music talent, so this subject can be increasingly discussed and, perhaps, can mobilize managers of basic and higher education for the relevance of this modality of education for human development and, in the case of musical talent, quality of life and opportunity for those who manifest it.

16

Authors: Geovania Fagundes Ribas, Ennia Débora Passos Braga Pires, Silvânia Brito Araújo

This article aims to make a survey of the studies regarding the implementation of the National Policy of Special Education in the Inclusive Education Perspective - PNEEPEI, produced from 2008 to 2017, in order to discover actions that enable the construction of a truly education. inclusive and how municipalities are organizing to make them effective. This is a bibliographical research, with qualitative approach, which had as methodological path: survey of productions; selection of those closest to the theme, systematization of information and organization of results. The search for the productions was carried out in the CAPES Thesis and Dissertation Bank (Coordination for the Improvement of Higher Education Personnel) and for the data analysis, thematic categories were elaborated. The results showed positive experiences in the implementation of the policy, although in a smaller number that indicate difficulties and reveal the contribution of the dissemination of these actions to the implementation of PNEEPEI throughout the country.

16

Authors: Claudia Pereira de Pádua Sabia

The São Paulo School Performance Assessment System was created in 1996. The aim of this study is to identify if the results of SARESP (Portuguese initials) 2016 were discussed between managers and teachers and what were the referrals; also check if the schools carry out the institutional evaluation in order to subsidize the school management. The methodology used is bibliographic research, documentary research and data collection. As a result, the study shows that students from schools with basic or below basic proficiency had as a referral, basically, the recovery during the other shift in the Programa Novo Mais Educação and aspects that compromise it. Regarding Institutional Evaluation, what is termed as such does not consist “in fact” in a process of seeking to understand the school reality. Only one AI Instrument provided by the Board of Directors is used and consists of a questionnaire applied on the last day of class.

18

Authors: Mariana Bulegon, Laura Fontana Soares

In this paper, we consider the teaching of Portuguese as a Welcoming Language in Brazil – which is represented by the initial “PLAc” - as a way of producing agency for the conquest of rights to forced immigrants. Our motivation to undertake this discussion is given by the fact that the teaching of PLAc is recently debated in the public and academic spheres, consequently, it is necessary to start new researches to develop this linguistic field, taking into account the discussion about linguistic policies that overlap the horizontalities and verticalities. Moreover, throughout our research, we are faced with the lack of theoretical and didactic materials - for teachers and students - that deal with PLAC teaching from the perspective of reterritorialization and agentivity. How to elaborate welcoming teaching avoiding the reproduction of excluding models that separate the immigrant student from the Brazilian teacher? Does the PLAc constitute a diminutive or additive language teaching while it is the language of new living space for migrant people? In view of the state of the art of the researches and assertions so far proposed, we reflect in what way the PLAc focuses on the policies for refugee immigrants in Brazil, besides discussing the nomenclatures “immigrant” and “refugee”.

27

Authors: Gislene Alves do Amaral, Marcelo Soares Pereira da Silva

In this work, we analyze the process of establishment of a National Training Policy, considering the determinant elements of its genesis, which can be highlighted from the reconfigurations of the State, from 2007 to 2010. The legal-normative forms expressed in the regulatory frameworks that gave support to the policies were given preference as an empirical basis. Starting from the context of the Education Development Plan, we developed the analysis of the changes promoted in the field of training of education professionals, which resulted in the normative acts that instituted the National Training Policy of Basic Education Professionals. The formulation and implementation of public policies isn't a linear process, but one marked by dynamics determined by the social totality and by the mediations that shape the singularities implied by the field, resulting from the correlation of forces of collective social involved. The limits in the construction of pacts on public policy in general, and particularly on the training policies, allow us to understand the struggles to move from "government policies" to "state policies".