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Elegemos como objeto central deste livro a relação entre educação e neoliberalismo. Nosso objetivo principal é de conhecer suas origens, descobrir a que veio, discutir sobre as causas da sua aceitação geral e identificar as suas propostas para a educação. O mercado é o instrumento de (des)regulação da economia nomeado pelo neoliberalismo. Os doutrinadores neoliberais imaginam um mercado perfeito. Desejam que ele evite as crises, equilibre a oferta e a procura e aloque eficientemente os recursos. Pode-se analisar esse movimento de diferentes perspectivas. Por uma delas, o neoliberalismo é visto como mais uma representação da falsa consciência expressa pelas classes dominantes ou por frações destas classes. Desse ponto de vista, considera-se que essa falsa interpretação é imposta ao complexo social como se fosse uma leitura verdadeira da realidade. Por outro lado, entretanto, pode-se considerar que há uma “razão real” que justifica e respalda o neoliberalismo. Isto é, devido às deficiências do Estado “realmente existente” no atendimento ao público e em virtude da essência estatal já estar privatizada, as reformas propostas pelos neoliberais são aceitas sem maiores resistências pela população. Não obstante o discurso feito pelos neoliberais de que a educação é das poucas áreas onde o Estado que continuar sendo atendida pelo Estado, na realidade, esse patrocínio estatal, também, passa pelo mercado. As propostas para a educação elaboradas por Milton Friedman, referência inconteste do neoliberalismo, e a experiência privatizante do ensino de primeiro grau ocorrida no Município de Maringá são objetos de análise no presente trabalho.

Organization & management of education --- Educational administration and organization

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Administration --- Community colleges --- Decision making --- Dissertations, Academic --- Educational accountability --- Educational Administration and Supervision --- Educational Administration and Supervision thesis --- Florida --- UF

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Decision making --- Dissertations, Academic --- Educational Administration and Supervision --- Educational Administration and Supervision thesis --- Moral and ethical aspects --- School management and organization --- UF

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Universities and colleges --- Education, Higher --- Administration. --- Educational administration --- University autonomy --- College administrators

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When numbers become people, learners thrive Waves of data–indigestible, dehumanized, and disaggregated–are crashing into the education system every day, driving you to distraction. But imagine a world where you’re not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student. Sharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find  • A fresh look at data to incorporate new learning  • Updated case studies, figures, and vignettes  • Insights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work?  • An integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking  • Tools for committing to “equity and excellence” FACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you:  ◦ Increase learners’ growth and achievement  ◦ improve engagement that results in students, teacher and leader empowerment  ◦ build cultures of learning  ◦ drive a learning environment of continuous improvement

Educational Administration & Leadership (general) --- School Culture & Climate --- Teacher Leadership --- Educational tests and measurements. --- Effective teaching.