Navegando por Autor "Moura, Elton Oliveira de"

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    Análise da percepção da qualidade dos serviços educacionais em uma instituição de ensino pública federal: um modelo para avaliação institucional na educação profissional técnica de nível médio
    (2024) Ribeiro, Ricardo Luís Alves de Oliveira; Castilho, Fabio Francisco de Almeida; Pontes, Edel Alexandre Silva; Pontes, Edel Alexandre Silva; Lima, André Suêldo Tavares de; Moura, Elton Oliveira de
    This dissertation analyzes the perception of the quality of educational services in a federal public educational institution, proposing a model for institutional evaluation in Technical and Vocational Education and Training. The work was developed within the scope of the Graduate Program in Vocational and Technological Education (ProfEPT) at the Federal Institute of Alagoas (IFAL), Benedito Bentes Campus. The research adopted a quantitative approach, using questionnaires based on the HEDPERF and SINAES models to collect data from students of technical courses. The model was tested and applied at IFAL - Satuba Campus in the medium-level integrated technical courses in Agroindustry and Agriculture. The results indicate that the quality dimensions most valued by students are Reputation, Access, Academic Aspects, and Academic and Professional Training. Statistical analysis confirmed the adequacy and validity of the proposed model, which can be used as an educational product for the continuous improvement of services offered by Federal Institutes. As a second educational product, a guide for using the model was developed. The originality of the work lies in the adaptation of quality evaluation models to the specific context of vocational and technological education, providing a robust tool for educational management.
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    Escolas como organizações que aprendem: a autoavaliação como moduladora da aprendizagem da escola
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-08-26) Moura, Elton Oliveira de; Bispo, Marcelo de Souza; http://lattes.cnpq.br/0046249640629512; Silva, Anielson Barbosa da; http://lattes.cnpq.br/3405428972303042; Guerra, Maria das Graças Gonçalves Vieira; http://lattes.cnpq.br/7195833831322050; Vieira, Almir Martins; http://lattes.cnpq.br/4298642111341453; Brito, Simone Magalhães,; http://lattes.cnpq.br/1833114674355841
    This thesis dissertation aimed to analyze how the practice of school self-assessment acts as a modulating element of school learning. The onto-epistemology of the Theories of Practice was adopted from the sociological perspective of Learning Organizations. The argument of this thesis is based on two assumptions: (1) the school is an organization that learns from its daily practices, and (2) that self-assessment can be a way to the development of school learning. The empirical study had a first exploratory phase, where some specialists and professionals in educational management were interviewed to foster reflections on the evaluation and learning processes of the school. In the second moment, empirical research was conducted in a public elementary and high school in the city of João Pessoa (PB) in northeastern Brazil. Data collection was driven through online interviews with participants from the school community, remote observations, and documents. Because the research was conducted during the Covid-19 pandemic, digital technologies such as video conferencing and messaging applications mediated the data collection process. The data analysis process adopted the framework proposed by Bispo (2015) to analyze research based on practice. The study's main results indicate that school learning occurs from three practices: self-assessment learning, engagement in practice, and translating policies and context. In addition, it was possible to verify that selfassessment acts as a modulating element of school learning to the point that it balances the relationship between concept ("what") and instrument ("how"). School self-assessment as a modulator of learning is based on the idea that reflection on the practices allows the school to direct more appropriate actions to its specific needs. This research contributes to approximate fields of Administration and Education to develop an expanded understanding of studies on school management and educational management. Also, in building the development of an alternative approach to the study of Schools as Learning Organizations from social learning. Last, in thinking possibilities of evaluation less classificatory, less focused on accountability, and more focused on school learning.