Dissertations / Theses: 'Discipline policies'

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Beckham, Julius E. "Zero Tolerance Discipline Policies: Urban Administrators’ Perspectives." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250212346.

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Dwyer, Michael, and n/a. "Discipline policies and practices in the primary school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060706.162852.

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The study attempts to investigate discipline policies and practices in primary schools since the abolition of corporal punishment. The purposes of the study were to find out who is involved in the formulation of a policy; how this procedure takes place from the initial stages to fruition; the contents of a completed policy document and to canvass opinions of teachers and students about their school policy. Information was obtained from twenty-two completed questionnaires received from public primary schools in the Belconnen region of the ACT and a more detailed case study of three of these schools. A search of the literature revealed a number of key elements of a whole school discipline policy. These included: formulation of policy; recognition of appropriate student behaviour; rules and consequences; policy procedures; responsibility for policy implementation; the abolition of corporal punishment. The study showed that there is a growing awareness of the democratic decision-making process within classrooms and that schools are producing comprehensive discipline policies, many of which are now more accurately titled 'Management of Student Behaviour'. Schools are encouraging appropriate behaviour from the students, endeavouring to develop student self-discipline and self-esteem, and are using agreed logical consequences when rule violations occur. The case study concludes with comments on the ACT Schools Authority Discussion Paper 'Policy and Procedures for the Management of Student Behaviour in ACT Public Schools' issued during 1988.

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3

Nardone, Sara Elizabeth. "HIGH SCHOOL DISCIPLINE POLICIES AND THE TEACHER-STUDENT RELATIONSHIP." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156700673853885.

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4

Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.

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The study described in this report attempted to investigate the area of classroom discipline in the primary school. In particular the objectives were to ascertain the factors which influences teachers' knowledge of discipline procedures and the factors which influence teachers' implementation of discipline procedures. The study first examined discipline policies and practices in Australian schools generally and in Australian Capital Territory government schools in particular. A review of the literature indicated that the area of discipline in the classroom is one which seems to be increasingly important in the range of presage variables under investigation by researchers. Information was obtained from sixty completed questionnaires from primary teachers in eight primary schools. Respondents indicated that they taught over the full range of primary school years/grades. Results suggested that senior management in the schools appeared to have a relatively unimportant role in influencing classroom teachers' discipline programmes. The results indicated that the in-school influences which were perceived as the most influential on both teachers' knowledge of discipline procedures and on teachers' current discipline procedures were a) those connected with pupils and b) factors about the personal preference of teachers. The out-of-school influences which were perceived as the most influential on both teachers' knowledge of discipline and on teachers' current discipline procedures were a) those connected with professional development and b) factors about the intuitions and reactions of teachers. Results in general suggested that some primary teachers may be depending or) outdated information regarding school and classroom discipline programmes. These findings could have important ramifications for teacher training agencies regarding the allocation of resources to the area of school discipline programmes.

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Ransome, Jaraun Montel. "Discipline Disproportionality in an Urban School Division within the Commonwealth of Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103813.

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The purpose of this study was to determine what change, if any, existed in the number and percentage of student discipline referrals and exclusionary discipline practices of students by race, gender, and those with disabilities after the introduction of a division-wide, systematic approach to discipline that aligned behavior, social-emotional wellness, and academics into one decision-making framework. This research used quantitative data with a nonexperimental descriptive design. The researcher sought to answer the questions: 1. What is the number and percentage of students receiving an office discipline referral by race, gender, and those with a disability? 2. What is the number and percentage of students receiving suspensions, both in-school and out-of-school, related to office discipline referrals for students by race, gender, and those with a disability? 3. How has the number and percentage changed for incidents over the three years of implementing a systematic approach that aligns behavior, social-emotional wellness, and academics into one decision-making framework for students of different races, genders, and those with a disability? 4. How has the number and percentage changed for consequences over the three years of implementing a systematic approach that behavior, social-emotional wellness, and academics into one decision-making framework for students of different races, genders, and those with a disability? This study included 39 schools (24 elementary schools, seven middle schools, five high schools, one middle/high school, one specialty high school, and one alternative school) of an urban school division in the Commonwealth of Virginia. The selected division leadership team established an outcome to decrease office discipline referrals (ODRs), In-School Suspension (ISS), and Out-of-School Suspensions (OSS) in order to increase instructional time in the classroom. The sampled schools had evidence of varying levels of implementation. This study examined the effects of a multi-tiered system of support on student discipline. This study found that the proportion of students receiving ODRs was not reduced by the implementation of a multitiered framework. Additionally, the number of ODRs increased for most subgroups over the period of the study. However, the study did find that the disproportionality for SWD decreased for ODRs. The study also found that the gap in proportions between Black students receiving ISS and White students receiving ISS increased. Despite the growing disparity between Black and White students, disproportionality for SWD receiving ISS decreased. Conversely, the proportion of Black students receiving OSS decreased over the 3-year period of the study. In conjunction to the findings related to ISS, the disproportionality of SWD receiving OSS decreased during this study period. Finally, the study found that the proportion of female students receiving LTS increased over the 3-year period of the study. This study did not include an analysis of the critical features of a multi-tiered system of support.
Doctor of Education
The purpose of this study was to determine what change, if any, existed in the number and percentage of student discipline referrals and exclusionary discipline practices of students by race, gender, and those with disabilities after the introduction of a division-wide, systematic approach to discipline that aligned behavior, social-emotional wellness, and academics into one decision-making framework. This research used quantitative data with a nonexperimental descriptive design. This study found that the proportion of students receiving ODRs was not reduced by the implementation of a multitiered framework. Additionally, the number of ODRs increased for most subgroups over the period of the study. However, the study did find that the disproportionality for SWD decreased for ODRs. The study also found that the gap in proportions between Black students receiving ISS and White students receiving ISS increased. Despite the growing disparity between Black and White students, disproportionality for SWD receiving ISS decreased. Conversely, the proportion of Black students receiving OSS decreased over the 3-year period of the study. In conjunction to the findings related to ISS, the disproportionality of SWD receiving OSS decreased during this study period. Finally, the study found that the proportion of female students receiving LTS increased over the 3-year period of the study. This study did not include an analysis of the critical features of a multi-tiered system of support.

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Henson, Melissa. "Issues of Crime and School Safety: Zero Tolerance Policies and Children with Disabilities." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5297.

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In the aftermath of school shootings, safety in educational institutions became a national concern. The Zero Tolerance policy was designed to remove students who posed serious and or imminent threat to the school environment. It was hoped that the institution of this policy would allow schools to better police student behaviors through the use of tough disciplinary actions, and to ensure a safer learning environment for all. However, one of the latent consequences of establishing a broad set of directives was to result in the differential treatment of some minority groups such as special education students. To date, there exists little research that tests the efficacy of the zero tolerance approach in reducing school violence or its effect upon special education students who exhibit unique and separate characteristics from the general student body. Some of the behaviors that are beyond their control can impede their learning, but are even more often seen as falling under the guidelines of the zero tolerance policy, which in turn subjects this group to a number of disciplinary actions previously not utilized to address their specific needs. To address the potential impact this policy has on students with learning and emotional behavioral disorders this study analyzes data from a sample comprising of 2,736 total schools, reported over 4 different time periods, 1999-2008 originally collected by the School Survey on Crime and Safety. This study examines the relationship between various school characteristics, the proportion of special education students in a school, and the use of the disciplinary actions as a means of controlling behaviors that could be undesired but may not pose a serious threat to the educational institution. The results indicate that presence of students identified as “special education students” was strongly related to the number of disruptive behaviors reported. The increased frequency of those reported behaviors was also found to be significantly related to the use of suspension and expulsions as disciplinary actions in a school. Further multiple regression analysis yielded data demonstrating the nature of the relationships between the presence of special education students in a school, the frequency of disruptive behaviors reported, and the increased use of disciplinary actions.
ID: 031001274; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Ida Cook.; Title from PDF title page (viewed February 22, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 72-76).
M.A.
Masters
Sociology
Sciences
Applied Sociology; Domestic Violence

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Banjoko, Ajamu Abiola. "Restorative Discipline as an Alternate to Retributive Discipline within the Juvenile Court System: An Analysis of the Metro County Juvenile Court Community Restorative Board." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/61.

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ABSTRACT RESTORATIVE DISCIPLINE AS AN ALTERNATE TO RETRIBUTIVE DISCIPLINE WITHIN THE JUVENILE COURT SYSTEM: AN ANALYSIS OF THE METRO COUNTY JUVENILE COURT COMMUNITY RESTORATIVE BOARD by Ajamu A. Banjoko Giroux (2003) indicated that the prison industry has become a major economic industry with many states spending more money on prison reforms than on educational reforms. Juvenile delinquent behavior should be punished but fair treatment and equal rights for all human beings under the rule of law is paramount to punishment. Casella (2001) indicated that the prison population has sky-rocketed, and by 1995 forty-eight states passed laws to facilitate the prosecution of juveniles as adults and therefore children are placed in adult prisons where they are at a higher risk of not only attack and rape, but of suicide. The research established a rationale for restorative justice discipline as an alternate to punitive retributive discipline in order to potentially decrease the number of youth offenders facing incarceration. Crime control is the responsibility of all citizens not just the government and this responsibility reflects the foundational tenets of restorative justice. Bazemore and Umbreit (1995) suggested that restorative justice is not an alternative to punishment it is an alternate punishment to bad or unwanted behavior. A qualitative case study was used to analyze and explore the disciplinary functions and procedures of the Metro County Juvenile Court Community Restorative Boards. The perceptions of two board members and three juvenile court officials was analyzed in an effort to better understand how and why Community Restorative Boards implement restorative justice discipline toward youth offenders. Data were gathered through narrative interviews and participatory observations in order to better understand the emerging phenomenon of restorative discipline within the juvenile justice system as an alternate to punitive retributive discipline. The study analyzed the dynamics of the school to prison pipeline through zero tolerance school policies, examined the juvenile justice system and the sentencing of youth offenders in criminal court. The study also examined the usage of traditional retributive discipline and restorative discipline within the juvenile court system. The study provided empirical data that support the infusion of a complimentary or supplementary restorative justice disciplinary approach toward adjudicating youth offenders within the juvenile court system. Bazemore and Umbreit (1995) suggested that utilizing a restorative justice disciplinary model increases the opportunity for young people to be held accountable for their misbehavior by actively participating in the process of establishing consequences to help repair the harm that they have caused to an individual, the community, and themselves.

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8

Speelman, Luleka Miranda. "A critical analysis of the policies and legislation governing learner discipline: a case study of Kei Road Combined School in King Williams Town (Eastern Cape)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015142.

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So many efforts have been made, both at the legislative and policy-making level to ensure that learner discipline is handled more effectively and moves away from corporal punishment, which was the norm before the enactment of the current South African Schools Act. Some of the provisions of the Act stipulates that each school is responsible for setting up its own Disciplinary Code suited to its environment and developed in conjunction with relevant stakeholders like parents and other community leaders. The Act also makes provision for the setting up of structures such as the School Governance Body (SGB) and the School Management Team (SMT). A number of scholars have provided some insights on the issue of school discipline. Several of them have reported that in their research, several schools cited the lack of learner discipline as one of the problems hampering effective teaching and learning. The study, using various literature further attempts to make the distinction between discipline and punishment, stressing that the former is a process that uses teaching, modelling, and other appropriate strategies to maintain behaviour necessary to ensure a safe, orderly and productive learning environment by changing unacceptable behaviour to acceptable behaviour. On the other hand, punishment is a facet of discipline that involves action taken in response to inappropriate behaviour in order to correct or modify it, and to restore harmonious relations. Therefore punishment is a penalty or corrective measure inflicted on a person who has transgressed at school and is guilty of misconduct. The literature also shows that there are many difficulties and problems associated with implementing the discipline policy in South African schools in respect of the code of conduct. As a result, incidences of violence, gangsterism, stabbings, assaults on teachers and the rape of girls are quite common. Other researchers like Harber (2001) shows that such cases are actually increasing. Some findings from the research include the fact that there is no universally understood and clear definition of discipline which means it is interpreted differently 5 page with both learners and educators. Consequently, they perceive problems differently and come up with different solutions. Generally, both parties are of the opinion of the fact that the whole disciplinary process is not working as effectively as it should. The primary recommendation therefore is to review the whole policy and the statutory instrument in which both learners and educators base on the policy so that it reflects the current situation and takes cognisance of the challenges faced.

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9

Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.

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As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced exclusions from school. Purposive sampling was used to recruit participants who experienced both exclusions from schools and involvement with juvenile delinquency. Of the 30 potential participants who initially agreed to participate in the study, 26 actually participated. Data collection and analysis included capturing and grouping emerging themes and patterns from face-to-face interviews and observations that revealed the essence of how juveniles experienced exclusions from schools. According to participants, failure on the part of administrators to listen to their accounts of events that led to referrals for disciplinary action resulted in avoidable suspensions. Participants' narratives further highlighted the prevalence of disruptive behavior in schools throughout the United States. School administrators and policy makers should not only use data from this qualitative study to inform disciplinary policies and practices, but they should also consider input from students and other community stakeholders who are impacted by those decisions. These findings will promote the understanding that effective disciplinary practices are needed to meet the educational needs of all students. Even participants in this study were concerned about the impact that suspensions had on their education.

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Cornett, Joshua Stephen. "Policies and Practices for Improving Student Bus Behavior: A Delphi Study." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/75193.

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Students' behavior on buses continues to be an issue that requires administrators to spend significant time investigating and applying consequences for the behavior (Neatrour, 1994; Pattington, 1945; Putnam, Handler, Ramirez-Plat, and Luiselli, 2003). The purpose of this study was to identify policies and practices that may improve student bus behavior. Two research questions were addressed: (a) What policies could school districts implement to facilitate the improvement of student bus behavior? (b) What practices could school districts implement to facilitate the improvement of student bus behavior? A three-round Delphi technique was used to conduct the research. The goal was to obtain consensus among experts on the policies and practices that school districts could implement to improve student bus behavior. A panel of 22 experts on student bus behavior participated in one or more rounds of the study. Panelists were selected based on their involvement with and knowledge of student bus behavior and their geographic location, using the five-region structure of the National Association for Pupil Transportation. This process resulted in a broad representation of experts on student bus behavior throughout the United States. The panel of experts included superintendents, directors of transportation, principals or assistant principals, bus drivers, presidents of out-sourced school transportation companies, authors, researchers, and members of the National Association for Pupil Transportation Board of Directors. Panelists recommended 19 policies and 284 practices for school districts to implement to improve student bus behavior. Based on the consensus of the panelists, student bus behavior could be improved if polices were enacted in eight areas: bus driver responsibility, stakeholder training, bus driver evaluation through observation, student consequences for assaulting a bus driver, bus ridership, bus surveillance technology, bus routes for special education students, and a district-wide universal transportation system with supporting programs. Panelists indicated that student bus behavior could be improved if practices were implemented in nine areas: stakeholder communication, bus driver knowledge, stakeholder training content, stakeholder training processes, stakeholder daily practices, the enforcement of policies and procedures, positive behavior support systems, data analysis, and a district advisory committee.
Ed. D.

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Bejarano, Meghan. "Zero Tolerance for Some: The Role of Race in Zero Tolerance Exclusionary Discipline." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1572.

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Within the last few decades, zero tolerance policies and exclusionary discipline have become the standard way in which schools manage student behavior. These policies, namely suspension and expulsion have been shown to have negative impacts on the lives of students who are punished with them. Educationally, the removal of students from the classroom hurts their chances of achieving academic success. Furthermore, these policies have been linked with an increase in the presence of law enforcement on school campuses, which results in the arrest of students, burdening them with expensive and serious legal battles. This research examines whether nonwhite students are more likely to be sanctioned by this form of discipline. A nationally representative sample of middle and high school students is used to estimate four logistic regression models, with exclusionary discipline as the dependent variable and race as the primary independent variable. The analysis shows that nonwhite students are more likely to suspended or expelled than white students – even when student behavior is the same. This research adds to the existing body of research on exclusionary discipline and provides a nationally generalizable study to support the claim the nonwhite students are at an increased risk to be sanctioned by zero tolerance policies.
B.A.
Bachelors
Sociology
Sciences

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Bilatyi, Nkosana Carlon. "An assessment of the implementation of learner discipline policies in four high density secondary schools in the Graaff Reinet district, Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1018604.

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This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies.. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.

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Fletcher-Bates, Keisha N. "The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction Between National Policies and Local School Practices." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259737529.

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Zambito, Nancy S. "The Perceived Impact of the Individuals with Disabilities Education Act (IDEA), 1997 Disciplinary Mandates on the School Board Policies in Three Urban, K-12 Public School Districts." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000386.

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Taylor-Smith, Patricia. "Historical Analysis of the Development of Gun-Free Schools Act Legislation in Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/74939.

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In response to an increase of school shootings, America has seen public outcry for safer schools and the implementation of get-tough discipline policies that remove students who pose threats of violence to the safe school environment. One response to the increased rate of violence was the implementation of the Gun-Free Schools Act (GFSA). Criticism of these policies grew, unintended outcomes undermined their implementation, and research data supporting their effectiveness were lacking. The legislature sought to address issues relating to discretion in implementation, due process rights, mandatory expulsion language, and alternative education placement. This study sought to trace the evolution of GFSA legislation in Virginia. Selected sponsors of GFSA and patrons were identified and interviewed to learn their perceptions of goals and outcomes of legislation prohibiting the possession of weapons on school grounds. Interview questions sought to identify key factors that were considered throughout the legislative process. Interviews were recorded and transcribed. Interview data were analyzed using QSR NVIVO 9, data analysis software. The research design incorporated the collection and analysis of extant information, as well as the use of open-ended interviews with selected policymakers in the Commonwealth of Virginia. Emerging themes were described, categorized, and analyzed within the structure of a historical timeline of the GFSA legislation. Non-legislative documents were analyzed to add support to the interview findings and legislative analysis. Twelve themes emerged, which were supported in the review of non-legislative documents and in legislative documents. The legislative intent was reinforced in the literature and in the interviews. A review of these data led this researcher to conclude that the General Assembly came full circle and virtually reversed the initial requirements for zero-tolerance discipline policies. Continued study is recommended to trace how the General Assembly ameliorates racial inequity, increased drop-out rates, increased criminalization, and other harsh and unintended consequences of GFSA legislation in the Commonwealth.
Ed. D.

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Wickline, Mary K. "Capitalist Reproduction in Schooling: The social control of marginalized students through zero tolerance policies." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5782.

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Due to increasing media focus, there has been growing concern that U.S. students and the school environment are increasingly violent, leading the public to believe that school discipline should become more strict and punitive (Giroux 2003; Schept, Wall, & Brisman 2014). However, scholars argue that there is little evidence that current practices of school discipline have made the school environment safer, but instead have criminalized the school and are disproportionately targeting students of color and disabled students (Beger 2002; Civil Rights Project 2000; Gregory, Skiba, & Noguera 2010; Hirschfield 2008; McNeal & Dunbar 2010; U.S. Government Office of Accountability 2018). The expansion of zero-tolerance policies and the surveillance culture in schools have played a large role in the creation of the school-to-prison pipeline, in which students are increasingly being suspended and expelled from school and coming in contact with the juvenile justice system. This research explores the relation that zero tolerance policies function as the neoliberal social control mechanism to control students who are seen to have “no market value and [are] identified as flawed consumers because of their associations with crime and poverty, redundancy and expendability” (Sellers & Arrigo 2018, p. 66). Zero-tolerance policies function as the latest manifestation of capitalist reconstitution of educational institutions, through curricula, student conduct codes, disciplinary procedures, and the hidden curriculum, constructed of the language of capitalism, disproportionately targeting students of color (Bowles & Gintis 2011). A series of OLS regression analyses were conducted to analyze how community partners and school resource officer involvement impact the rate of suspension, expulsion, and combined school disciplinary measures using the School Survey on Crime and Safety Survey 2005-06 data. It was found that community partners and school resource officers have a positive and negative relationship with disciplinary rates. This research further substantiates that racial and ethnic minority students receive disproportionate rates of discipline.

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Burns, Fitzmore. "Defining and changing the culture of the public sector : an evaluation of the recruitment, compensation, discipline and retirement policies of established and non-established employees in Antigua." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38098.

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This thesis looks at the policies governing two groups of public sector employees—established and non-established workers—in Antigua and Barbuda, in the areas of recruitment, compensation, discipline and retirement. It provides an account of the views of employees at all levels of the public service in the areas under study. The thesis begins by establishing the background to the study, first considering its importance in light of the current fiscal situation affecting the service. It then gives a synopsis of the public sector, its historical origin, the role that the trade unions have played in politics, and the reasons why the policies governing the areas of recruitment, compensation, discipline and retirement need to be examined in light of the present culture. Empirical data were collected in a series of thirty interviews with participants drawn from the senior, middle and junior levels of the public sector (established workers, non-established workers and retired civil servants) and responses to a questionnaire survey of 116 people in over a dozen government ministries. Analysis of these data revealed no significant overall difference between established and non-established workers and their working culture, despite some perceptions to the contrary and despite the two parts of the public service being governed by separate pieces of legislation. It was also found that because of the evolution of the public sector, its governance and ties to political power, the relationship between politicians and public sector workers was personal in nature. Finally, despite the perceived tension among workers, the two groups were found to work in harmony, sharing a desire to move the sector forward. It is concluded that reform is needed in the areas mentioned, but the government must be willing to accept and embrace changes to the policies under review. In addition this study can be used as a benchmark for Small Island Developing states where there is need to change the culture from one of depending on the political directorate to one of independence towards personal development.

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Quiroga, Juan Pablo. "Price control policies and state capacities. Discipline, transfer and informal networks of control, monitoring and punishment. The "Precios Cuidados" Program in Argentina and its acceptance by local retailers." Thesis, Georgetown University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105447.

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The so called price control policies have traditionally been understood in terms of concerns about (a) the role and size of the bureaucracy implied (Taussig, 1919, Grayson and Neeb, 1974; Clinard, 1969; Rockoff, 1984; Galbraith, 1941 and 1946); (b) the (potential) short term effectiveness and medium/long term ineffectiveness of controls (Rockoff, 1984, Grayson and Neeb, 1974; Bienen and Gersovitz, 1986, FIEL, 1990); (c) the tax evasion and creation of black markets (Clinard, 1969); (d) the eventual emerging violence following the dismantling of controls or subsidies on consumer goods (Bienen and Gersovitz, 1986; van Wijnberger, 1992); (e) the potential impact on the government coalition (Agéndor and Asilis, 1997); (f) the levels of delivery, fill rates or even any breaks in supply chains (Grayson and Neeb, 1974; Clinard, 1969); (g) the incentives/distortions in the distribution of resources, as a result of the alteration of the price system (Galbraith, 1941, 1946, 1951, 2001; Friedman, 1990; Colander, 1984; Dunn and Pressman, 2005); (h) the search for focused or selftargeted alternatives in order to optimize the use of limited resources and prevent freeriding (Adams, s / f; Alderman, 2002; Gutner, 2002); and (k) its historical development as a political response to rising prices (Schuettinger and Butler, 1978).

However, little has been studied its contribution to the development of state capacities as well as the role of entrepreneurship in the acceptance of price controls.

In this sense, this thesis analyzes the first year of the "Precios Cuidados" program in force in Argentina since January 2014, in order to address two interrelated questions: (a) To what extent the “Precios Cuidados” Program, as a particular and specific form of joint coordination between public and private sector, favored the development and expansion of state capacities? (b) If it is true, as it will be argued, that this new form of joint articulation between the public and private sector contributes to expand state capacities, why did the retail community agree to take part of a voluntary agreement to freeze prices and markups that in the end would help to increase the relative powers of the agencies by which they are controlled without effective guarantees of limits to its exercise? A public policy, in a word, that will give us the unique opportunity to analyze the link between state, market and society and its effect on market regulation and the improvement of state capacities.

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Glenn, Jonathan W. "From School to Prison: Assessing the Impact of Non-systemic Contributors to the School-to-Prison Pipeline." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/cahss_jhs_etd/17.

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The school-to-prison pipeline is an expansive issue that impacts the educational and criminal justice systems in the United States. Traditionally, the research has linked the prevalence of the pipeline to factors based within school systems. These systemic factors include the use of zero tolerance policies, exclusionary disciplinary practices, and the presence of school resource officers. The proposed study aims to assess the impact of factors that perpetuate the school-to-prison pipeline that are non-systemic in nature. For the purposes of this study, the non-systemic contributors to the school-to-prison pipeline to be assessed are parental socialization, child self-control, learned noncompliance, child resilience, child problem behaviors, and child deviance. Scales for each non-systemic contributor were created and complied into a survey instrument. The study utilized an exploratory, quantitative methodology and non-experimental research using a survey approach in a cross-sectional design to assess the perceptions of non-systemic contributors of the school-to-prison pipeline among mental health professionals who service youth at risk for justice system involvement. A sample of 71 mental health professionals participated in the study. Results indicated that resilience predicted behavior problems in schools above and beyond any other non-systemic contributor. This finding produced wide-ranging implications for the manner in which children are socialized at home and disciplined at school.

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Kaul, Maya. "Deconstructing “Deviance” and “Disorder” as Systems of Domination: Chicago Public Schools as a Case Study of the Effects of Zero Tolerance Discipline Policies on Educational Outcomes in US Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/184.

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The rise of “zero tolerance” discipline practices in US primary and secondary schools has become increasingly well documented by the media and empirical studies. Despite the extensive scholarship that has emerged from these conversations, many of these analyses are limited in their scope and do not connect the phenomena of zero tolerance in schools to the diverse, shifting forces at play within American politics and policy today. As such, the goal of this work is to synthesize ideas about zero tolerance across disciplines by integrating historical thought, philosophical frameworks of punishment, shifting policy goals within the US education system, the sociological constructions of “deviance” and “disorder” in the context of the US criminal justice system, and empirical data directly from a school district to develop particular policy recommendations accordingly. The primary research question of this analysis is: What are the effects of zero tolerance discipline policies on educational outcomes? To answer this question, Chicago Public Schools will be employed as a case study from which lessons for the nation at large will be drawn. Ultimately, this analysis ends up revealing the ways in which zero tolerance policies stem from much deeper forces at play between dominant and marginal groups, and what comes to be defined as “deviance” in relation to a socially constructed system of “order.”

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Wyatt, Wendy Sue. "The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86146.

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The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this process as a result of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments (Bridgeland et al., 2006; Fenning et al., 2012; Foley and Pang, 2006). School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate (Picciano, Seaman, Shea, and Swan, 2012). School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs (Ferdig, 2010; Carver, Lewis, and Tice, 2010). Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through technological interactivity, personalization, and immediate feedback (Ferdig, 2010; Watson and Gemin, 2008). This study identified 97 Virginia school divisions offering online credit recovery programs to students identified as at-risk. This dissertation examined the relationship between the use of online credit recovery programs and on-time graduation rates in the Virginia and found an increase in the on-time graduation rates in the school divisions that implemented this strategy. The researcher also examined the various models used throughout the Commonwealth and found a variety of implementation strategies used by school divisions. However data indicated no significant difference in the Virginia on-time graduation rates when comparing the different program implementation measures.
Ed. D.

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Jablonka, Emily. "Positive Behavioral Interventions and Supports for Students with Disabilities in an Urban School Setting." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1619511352595029.

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Sawadogo, Elvis Flavien. "Les instruments de la convergence des politiques budgétaires dans la zone UEMOA." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0021/document.

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Les études juridiques portant sur les Finances publiques africaines n’abordent que très rarement les questions depolitiques budgétaires. Le caractère économique de la matière n’y est sans doute pas étranger. Or, la constitution d’espacesd’intégration économique entre Etats, partageant une même monnaie, conduit le droit, notamment communautaire à s’emparerdes questions de politiques budgétaires. Tout laxisme budgétaire de la part d’un Etat, se répercute sur les autres Etats membreset sur la stabilité de l’Union monétaire. Le renforcement de l’intégration économique, en Afrique de l’ouest, avec le TraitéUEMOA de 1994, a ainsi été accompagné de la mise en place d’un dispositif de convergence des politiques budgétaires desEtats membres. Celui-ci consiste, à travers un cadre institutionnel communautaire, à surveiller le respect par les Etats, decertains critères essentiellement budgétaires. La convergence des politiques budgétaires renvoie donc à la discipline budgétairecommune que devront respecter les Etats membres de la zone UEMOA. L’instauration d’un tel dispositif, aboutitnécessairement sur le plan normatif, à la transformation du droit public financier des Etats. Le respect de la discipline budgétairecommunautaire passe par une autodiscipline que les Etats doivent s’imposer dans la gestion de leur Finances publiques. Cenouveau pouvoir communautaire influence donc les Finances nationales au travers de leur contenu, choix de politiquespubliques comme de techniques de gestion. L’objectif de cette étude est de s’intéresser à l’un des facteurs déterminants destransformations des systèmes nationaux de gestion des Finances publiques dans les Etats membres de la zone UEMOA
Legal studies on African Public Finance rarely address fiscal policy issues. The economic nature of this subject isprobably the reason. Yet the creation of economic integration space between states sharing the same currency led the law,including community law, to take a firm hold on fiscal policy issues. Any fiscal laxity from a state has repercussions on theothers and the stability of the monetary Union. The strengthening of economic integration, in west Africa, with the WAEMUTreaty of 1994 has been accompanied by the setting up of a converging measures of budgetary policies of states members. This consists in monitoring, through a community institutional framework, compliance by states with some criteria, mainlybudgetary. The convergence of budgetary policies thus refers to common budgetary discipline to be observed by the statesmembers of the WAEMU area. The establishment of such measures necessarily ends at the normative level by thetransformation of public finance law of states. The compliance with community budget discipline goes through self-discipline that states must self-impose in the management of their public finances. This new community power has an effect on national finance through their content, their public policy choices and management techniques. The aim of this study is to take an interest in one of the determining transformations factors of national public finance management systems in the states members of the WAEMU area

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Martins, Eliezer Pereira. "A hipercodificação e a mortificação do “eu”, a docilização dos corpos e o panoptismo na deontologia e no ordenamento disciplinar militar do Estado de São Paulo: um exame sociofilosófico do militarismo policial." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20379.

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Life in the barracks is dictated by a multiplicity of normative commands that organic scan the behavior of the individual-military", particularly when it comes to functional routinization done by the military police. This is a process of interna corporis socialization that acts inside of the dynamics formation of military and police identity, and represents a traditional symbolic capital of institutional power of the military apparatus of the State. In fact, mark symbolically the individuals subject to the police culture, using specific features of "total institution" to the police rows. Thus, the profile of the identity of the military's civilian is gradually the mortification of mechanisms of the "I" conjured up by an instrumental logic of an axiological military discipline hermetically “closed” and distanced, from the point of view of politics, and the values of democracy, republic, and humanities. Given this, here it is claimed that the military "disciplines", in turn, establishes a general system of control and docilization of military conducts closely linked to the Panopticon system, which ensures an efficient and exemplary punishment of acts considered as deviants of military standards. Given this, here it is tried to identify that the hipercodification of the law system of the military police of São Paulo state, in Brazil, was inspired by the speech of the "military-moral". It constitutes the “I” mortification technique by docilization of the military bodies and the disciplinary panoptism. Finally, it is demonstrated here the need to reduce the field of completeness and disciplinary strategies of the legal system of the military police of São Paulo, which leads to the creation of a model of discipline aesthetically military aligned to the interests of society, justice system and the establishment of the fundamental rights of the military police. This kind of discipline needs to be aligned to the construction of a police identity in tune with humanistic values, what marks the originality of the thesis sustained in this work, marked mostly by philosophical musings of Michel Foucault
A vida na caserna é ditada por uma multiplicidade orgânica de comandos normativos que esquadrinham o comportamento do “indivíduo-militar”, particularmente no que toca à rotinização funcional exercida pelos policiais militares. Trata-se de um processo de socialização interna corporis que atua na dinâmica formativa da identidade policial militar e representa tradicionalmente um notável capital simbólico de poder institucional dos aparelhos militares do Estado brasileiro. Com efeito, marcam-se simbolicamente os indivíduos sujeitos à cultura policial, empregando-se caraterísticas próprias de “instituição total” às fileiras policiais. Assim, o perfil da identidade civil do militar é submetido gradualmente a mecanismos de mortificação do “eu” engendrados por uma lógica instrumental axiológica de disciplina militar hermeticamente “fechada” e distanciada, sob o ponto de vista político, de valores democráticos, republicanos e humanísticos. Diante disso, sustenta-se que as “disciplinas” militares, por sua vez, instauram um regime geral de controle e docilização das condutas militares intimamente ligadas ao sistema panóptico de vigilância, o que garante uma exemplar e eficiente punição de atos considerados desviantes dos padrões militares, inclusive. Diante disso, identifica-se que a hipercodificação do ordenamento jurídico disciplinar dos policiais militares do Estado de São Paulo, inspirada no discurso da “moral-militar”, constitui técnica de mortificação do “eu”, de docilização dos corpos militares e do panoptismo disciplinar. Por fim, demonstra-se a necessidade de redução do campo de estratégias totalizantes e disciplinares do ordenamento jurídico da policial militar paulista, o que leva à criação de um modelo de disciplina esteticamente militar que se alinhe aos interesses da sociedade, ao sistema de justiça e à efetivação dos direitos fundamentais do policial militar e à construção de uma identidade policial afinada com os valores humanísticos, o que marca o ineditismo da Tese sustentada neste trabalho, balizada, principalmente, pelas reflexões filosóficas de Michel Foucault

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Ulguim, Daltro Lucena. "Filosofia educacional contemporânea do policial civil do Estado do Rio Grande do Sul: crítica da disciplina e dos aspectos ideológicos." Universidade Federal de Pelotas, 2006. http://repositorio.ufpel.edu.br/handle/ri/1705.

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This study aims at investigating the contemporary educational philosophy found at the Civil Police in Rio Grande do Sul state. The main research question refers to the possibility of criticizing ideological aspects of the state civil police officer s educational philosophy - since she is the society s disciplinary agent in order to propose an educational philosophy based on the social historical process and its proposals for the performance of his tasks. The starting point is my own practice entwined with the theoretical considerations of the interpretative model I used in this study. Thus, by understanding praxis as both theory and practice, I have presented my experience and the dialectical method. After the theoretical-practical principles are launched, I present the main elements that comprise the history of the Civil Police. Then, I determine the concepts of civil police and civil police officer. I also present a systematic study on the main theoretical categories found in this research: Power, Authority, Social Control, Discipline and Ideology. Eventually, I discuss the contemporary philosophical conception of the state civil police officer s education, based on the data previously collected. The aim is to understand the role of the Civil Police Academy, the civil police officer s discipline, and the image she gives to the society. To sum up, the general results confirm the hypothesis that nowadays the civil police officers in Rio Grande do Sul state are taught an Educational Philosophy that disciplines the society they belong to. Besides, some unexpected conclusions were arrived at, such as the existence of a hidden educational philosophy and the civil police officer s alienation.
O trabalho objetiva investigar a filosofia educacional contemporânea da Polícia Civil do Estado do Rio Grande do Sul. A questão orientadora da pesquisa refere-se à possibilidade de realizar a crítica dos aspectos ideológicos da filosofia educacional do policial civil do Estado do Rio Grande do Sul, enquanto agente disciplinador da sociedade, para propor uma filosofia educacional do policial civil baseada na análise crítica do processo histórico social e suas propostas para o desempenho das funções do referido policial. O ponto de partida é a própria prática do autor entrelaçada à apresentação teórica do modelo interpretativo utilizado em todo o estudo. Assim, entendendo a práxis como teoria e prática conjunta, eu tenho presente a experiência e o método dialético. Uma vez lançados os fundamentos teórico-práticos, são apresentados os principais elementos que compõem a história da Polícia Civil. Em seguida, são determinados os conceitos de Polícia Civil e de policial civil. Do mesmo modo, é apresentado um estudo sistemático sobre as principais categorias teóricas que estão envolvidas no trabalho: Poder, Autoridade, Controle Social, Disciplina e Ideologia. Por fim, discute-se a concepção filosófica contemporânea da educação do policial civil do estado do Rio Grande do Sul, com base nos dados coletados, buscando compreender o papel da Academia de Polícia Civil, a disciplina do policial civil e a imagem que deste é transmitida à sociedade. Em síntese, o resultado geral alcançado comprova a hipótese de que atualmente os policiais civis do Estado do Rio Grande do Sul são educados com uma filosofia da educação para disciplinar a sociedade a que pertencem. Além disso, foram alcançadas conclusões imprevistas, como a existência de uma Filosofia Educacional oculta e a alienação do Policial Civil.

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França, Fábio Gomes de. "Disciplinamento e humanização: a formação policial militar e os novos paradigmas educacionais de controle e vigilância." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/7285.

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This work intends to analyze the contradiction between new educational paradigms and disciplining on the military police trainning in Paraiba. Its hypothesis is that the humanizing discourse used during the socialization of new policial officers actually hide a control and surveillance process as a new power strategy. The relation between discipline and power is analyzed through an historical analysis of the implementation of human Rights courses on the police training center. In this way, aiming to create a new image for itself, Military Police in Paraiba developed a citizenship based discourse about its practices through a new curriculum and courses, mosaics and panels displaing its ideals around the headquarter. This research shows empirically how supposedly humanists new knowledges and discourses employed by military police is actually pait of a new control mechanisms used to develop social order. The research tries to clarity why and how Human Rights teaching actually develop forms of resistance among new officers and the belief that it is only an instrument to protect criminals. Our hypothesis is that the very teaching process of Human Rights on the training center, due to its military and disciplining roots, avoids an understanding of the its necessity.
O objetivo desta pesquisa foi analisar a contradição que existe entre a utilização de novos paradigmas educacionais com propósitos humanizadores na formação dos alunos policiais militares, na Paraíba, e o disciplinamento próprio a essa instituição. Partiu-se da hipótese de que a proliferação de discursos (saberes) humanizadores na formação policial militar oculta um processo de controle e vigilância sobre os alunos policias militares que faz parte de novas estratégias de poder que se disfarçam por meio desses discursos. Estudou-se a relação estabelecida entre disciplina e poder e como se deu a entrada dos Direitos Humanos nos modelos de formação da PM paraibana a partir de uma contextualização histórica. Assim, com a pretensão de melhorar a formação de seus profissionais, a PM paraibana passou a propagar novos discursos pelo Centro de Formação por meio de currículos, Normas Educacionais, mosaicos, painéis e frases dispostos pelos ambientes arquitetônicos do quartel. Com base no suporte teórico escolhido e com a análise dos dados coletados concluiu-se que a utilização atual de novos saberes e discursos reconhecidos como humanizadores no ambiente disciplinador policial militar esconde relações de poder em que esses novos paradigmas educacionais servem de mecanismos mais sofisticados para legitimar práticas de controle e vigilância social. Decorre de tal fato que o conhecimento humanizador que não desperte de forma crítica os alunos policiais militares para a real importância do que sejam os Direitos Humanos na atividade policial militar enseje a prática de resistências por parte desses sujeitos através da crença de que os Direitos Humanos servem apenas para a proteção dos delinquentes e bandidos , por não existir tais direitos para os alunos no processo de formação policial militar.

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Cordeiro, Euler Carlos de Souza. "O papel da punição disciplinar no controle da tropa da polícia militar do Amazonas." reponame:Repositório Institucional do FGV, 2008. http://hdl.handle.net/10438/3878.

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The work is to undertake a review of the control system's internal disciplinary Military Police of Amazonas (PMAM) as a way to identify factors that deserve to be modified or improved before the current social situation that is presented to our Public Military Force. For this purpose discussing the elements motivating and purpose of disciplinary punishment to the question 'Why punish?'. Then were the legal aspects of legal and disciplinary reprimand the legislation in force. It was subsequently approached the concept of police activity in Brazil and its peculiarities, moving then to examine the main figures of our state correctional compared with other states of the country. Before closing, we analyze the data Search Field watching the view of commanders and commanded the respect of the disciplinary system now in military force.
O trabalho tem como finalidade realizar uma análise do sistema de controle disciplinar interno da Polícia Militar do Amazonas (PMAM) como forma de identificar fatores que merecem ser modificados ou aprimorados diante do panorama social atual que se apresenta à nossa Força Pública. Para tal finalidade abordamos os elementos motivadores e o objetivo da punição disciplinar com a questão 'porque punir?'. Em seguida foram observados os aspectos jurídicos legais da reprimenda disciplinar e os diplomas legais em vigor. Posteriormente foi abordado o conceito da atividade policial no Brasil e suas peculiaridades, passando em seguida a analisar os principais dados correcionais de nosso estado em comparação com outros estados do país. Antes de finalizar, analisamos os dados da Pesquisa de Campo observando a opinião de comandantes e comandados a respeito do sistema disciplinar ora em vigor.

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Lima, Elvoclebio de Araújo. "Justiça e disciplina : análise das práticas de controle institucional na Polícia Militar do estado de Sergipe (2001-2009)." Universidade Federal de Sergipe, 2010. https://ri.ufs.br/handle/riufs/6327.

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This study entitled "Justice and Discipline: Analysis of Institutional Control Practices in the Military Police of the State of Sergipe (2001-2009)" aims to examine the practices of institutional control and consequent restatements in disciplinary power in the period between 2001 to 2009, whereas these restatements reflect the search for elements reaffirmation of the effective exercise of power practiced within the hierarchical relationships-disciplinary. The reaffirmation of the domain of military authority, at any given time, assumed the aspect of a discourse oriented legal grounds to punish the act. The emergence of "new" procedures of accountability and culpability of the offender characterized the concern of military authority regarding maintenance of disciplinary content of hierarchical relationships. Using the documentary research, based on publications made in bulletin Overall, the analysis focused practices of empowerment appealed also to speak of the subject, trying, through discourse agents, make an overview of the concepts and representations concerning discipline and justice. In the scenario presented by institutional PMSE during the period in question, the transgression appears as one of the categories of the phenomenon of misconduct, thoughtful, often from two angles: the relations disciplinary transgression in this case was taken as a result of disobedience, the penalty being applied in the form of educational intervention, the background takes misconduct in higher degree, considering it as a serious deviation from the behavior, distanced professional ethics and responsible for military cause problems, eg, the police violence. During selected view which tried to design transgression existing in the institution and how it justifies the notion of "disciplining" and criminal liability and administrative officer practiced by the military authority. Amid the data relating to punishments and disciplinary procedures and judicial perceive problems as the transparency of procedures, preventing often the external observation of practice and investigation of allegations of criminal offenses. There was also a more effective coercive apparatus for the application of disciplinary punishments related to the discipline of the troops, however, this efficacy contrasts with the results of established procedures for verification of complaints of abuse of power committed by military police. One of the factors affecting the poor visibility of the route taken by the procedure is precisely the institutional design given by the militarism that treats the misconduct as something that concerns the military world, undermining a broader understanding of the effects of violence and transgression committed by police.
O presente estudo intitulado Justiça e Disciplina: Análise das Práticas de Controle Institucional na Polícia Militar do Estado de Sergipe (2001-2009) tem por objetivo analisar as práticas de controle institucional e as conseqüentes reformulações no poder disciplinar ocorridas no período entre 2001 a 2009, considerando que estas reformulações refletem a busca por elementos de reafirmação do exercício efetivo de poder praticado no interior das relações hierárquico-disciplinares. A reafirmação do domínio da autoridade militar, num dado momento, assumiu a faceta de um discurso orientado para a fundamentação legal do ato de punir. A emergência de novos procedimentos de responsabilização e de culpabilização do transgressor caracterizou a preocupação da autoridade militar quanto à manutenção do conteúdo disciplinar das relações hierárquicas. Utilizando da pesquisa documental, baseada nas publicações feitas em boletim geral, a análise direcionada às práticas de exercício de poder recorreu, também, à fala dos sujeitos, tentando, por meio do discurso dos agentes, fazer um apanhado das representações e das concepções relativas à disciplina e à justiça. No cenário institucional apresentado pela PMSE, no período em questão, a transgressão aparece como uma das categorias do fenômeno de desvio de conduta, pensada, freqüentemente, a partir de dois ângulos: o das relações disciplinares, nesse caso a transgressão era tida como resultado da desobediência, sendo a penalização aplicada sob a modalidade de intervenção pedagógica; o segundo plano toma o desvio de conduta em grau mais elevado, considerando-o como grave desvio do comportamento, distanciado da ética profissional militar e responsável por originar problemas como, por exemplo, o da violência policial. No período selecionado tentamos visualizar qual a concepção de transgressão existente na instituição e como esta fundamenta a noção de disciplinarização e de responsabilização criminal e administrativa do policial praticada pela autoridade militar. Em meio aos dados relativos às punições e processos disciplinares e judiciais percebemos problemas quanto à transparência dos procedimentos, inviabilizando, muitas vezes, a observação externa das práticas de apuração das transgressões e denúncias de crime. Verificou-se, também, uma maior eficácia do aparelho coercitivo disciplinar quanto à aplicação de punições relacionadas à disciplina da tropa, entretanto, essa eficácia contrasta com os resultados de procedimentos instaurados para verificação das denúncias de abuso de poder cometidos por policiais militares. Um dos fatores condicionantes da pouca visibilidade do percurso feito pelo procedimento é, justamente, o desenho institucional conferido pelo militarismo que trata o desvio de conduta como algo que diz respeito ao universo militar, prejudicando uma compreensão mais ampla dos efeitos da violência e da transgressão cometidas por policiais.

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Hau, Kwong-chi. "An evaluation of the discipline policy of the disciplined services a comparative study of the Hong Kong Police Force (HKPF) and the Fire Services Department (FSD) /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31967176.

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Hau, Kwong-chi, and 侯廣智. "An evaluation of the discipline policy of the disciplined services: a comparative study of the Hong Kong PoliceForce (HKPF) and the Fire Services Department (FSD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31967176.

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Cerqueira, Homero de Giorge. "A disciplina militar em sala de aula: a relação pedagógica em uma instituição formadora de oficiais da Polícia Militar do estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/9906.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present work shows the process of formation of the officer of the Military Police of the State of São Paulo from the Academia de Polícia Militar do Barro Branco. Its main theme is the authoritarianism and the military discipline in the classroom. Theoretically supported by Michel Foucault s to Discipline and Punish: The Birth of the Prison my aim is to trace a historical panorama of the Military Police to understand this authoritarianism in the classroom. As a hypothesis, I put forward as a starting point for reasoning, the social-cultural evolution in which the responsible institution for the public order had to be inspired by human rights. When dealing with human rights and the dignity of the human being as regards the treatment of police officers as citizens, I have found out that there are evidences of equivocal authoritarianism in the formation of the military officer and I emphasize the idea of having a community police as a contribution to the solving of social conflicts. Consequently, I also propose the formation of officers at the military institutions and, simultaneously, at universities in order to promote the appearance of a hybrid formation of the police cadet adding to it the essence of the hierarchy and military discipline and that coming from the university. This movement will favour his maximum social inclusion, allowing him to solve his problems in a more democratic and humanistic way. Finally, I also take into consideration the curriculum of contemporaneity in which identity, the condition of the orther, diversity, subjectivity, signification and discourse, knowledge and power, knoweledge and culture are all interrelated in the formation of the officer of the Academilia de Polícia Militar do Barro Branco. I also point out thematic areas for implementation in the curriculum of the course in order to extinguish or minimize the authoritarianism in the classroom. Mediation and evaluation of the course are also pointed out as one of the most important aspects to improve the cadet s formation, transforming him into a responsible, democratic and autonomous officer
O presente trabalho apresenta o processo de formação do oficial da Polícia Militar do Estado de São Paulo da Academia de Polícia Militar do Barro Branco, trazendo como tema o autoritarismo e a disciplina militar em sala de aula. Apoiando-se em Michel Foucault (na obra Vigiar e punir: nascimento da prisão), busca-se a compreensão desse autoritarismo em sala de aula a começar pela trajetória histórica da Polícia Militar. Trabalha-se com a hipótese de que, com a evolução históricocultural, a instituição responsável pela ordem pública teve de se forjar nos direitos humanos. Ao abordar os direitos humanos e a dignidade da pessoa humana no trato do policial militar com o cidadão, evidencia-se o equívoco do autoritarismo na formação do oficial militar, e ressalta-se a idéia de uma polícia comunitária como forma de contribuição na resolução dos conflitos sociais. Sustenta-se também, por conseqüência, que é essencial formar os oficiais na instituição militar e simultaneamente na universidade, para ocorrer a formação híbrida do cadete da Polícia Militar, adicionando ao caráter militar da disciplina e da hierarquia a formação universitária que lhe possibilitaria uma maior inserção na sociedade, favorecendo a resolução de seus problemas de maneira mais humana e democrática. Por fim, considera-se o currículo na contemporaneidade, articulando-se identidade, alteridade, diferença, subjetividade, significação e discurso, saber e poder, conhecimento e cultura, na formação do aluno oficial da Academia de Polícia Militar do Barro Branco. Também se propõem algumas áreas temáticas a serem implantadas no currículo do curso, a fim de extinguir ou diminuir o autoritarismo na sala de aula, e aponta-se a necessidade da medição e da avaliação do curso como um dos aspectos fundamentais para a melhoria na formação do cadete, contribuindo para que este possa se tornar um oficial responsável, democrático e autônomo

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Zheng, Ruichen. "A percepção acadêmica chinesa sobre o Brasil e a relação bilateral: um estudo de dez maiores periódicos chineses (2003-2012)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/101/101131/tde-22102014-174231/.

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Este trabalho tem por objetivo principal estudar especificamente a percepção da academia chinesa em relação ao Brasil, bem como a relação entre os dois países. A análise tem por base a utilização de dez revistas acadêmicas chinesas na esfera de política/economia internacional, elaboradas por Think Tanks consagrados. O trabalho é composto por três partes. A primeira seção apresentará um quadro geral da disciplina Relações Internacionais na China e explicará também as principais funções de TTs da China. A segunda parte contém informações quantitativas obtidas pela análise dos periódicos, concentrando-se em três aspectos: a distribuição do tema, da região e do país; a quantidade de artigos que têm o Brasil como tema e, ainda, uma comparação da quantidade dos artigos de determinados países em relação ao Brasil. A título de conclusão, far-se-á uma revisão descritiva dos artigos encontrados sobre o Brasil, apresentando qual é a imagem do Brasil aos olhos da academia chinesa, e qual o seu posicionamento acerca da relação sino-brasileira.
The main objective of this work is to study specifically the Chinese academic perception in relation to Brazil, as well as the relationship between the two countries. The analysis is based on ten Chinese academic journals in the field of international politics and economy, publicated by principal Think Tanks. It consists of three parts. The first section presents a general framework of the International Relations discipline in China and also explains the main functions of chinese foreign politics think tanks. The second part contains information obtained by quantitative analysis of the journals, focusing on three aspects: the distribution of the topic, the region and the country; the quantity of items about the Brazil and also a comparison of the amount of articles about Brazil and certain countries. In conclusion, a descriptive review of articles will be given, which is presenting Brazilian image in the eyes of the Chinese academy, and also his position on the China- Brazil relationship.

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Lee, Kwan Tat. "Training by objectives in a disciplined service (police)." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.

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Uber, Stephanie M. "Police Corruption and Misconduct from a Police Officer Perspective:from Identification to Discipline and Prevention." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1364823916.

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Lo, Wai-ming Vivian. "A review of the effectiveness of the discipline policy of the Royal Hong Kong Police Force." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18596071.

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Ledford, Logan. "An Exploratory Study of Duty-Related Stress Among Conservation Officers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3654.

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Research relating to police stress has typically focused on officers working in urban areas, neglecting their rural counterparts. This is especially true of conservation officers, who are tasked with enforcing laws in state parks and other recreational areas. To date, only a handful of studies have sought to better understand their experiences and perceptions. The current study seeks to further our understanding of conservation officer stress in three unique ways: (1) via applying McCreary and Thompson’s (2006) operational police stress scale (PSQ-Op) to the population, (2) determining whether officer characteristics (e.g., age, education, length of service) affect perceived stress, and (3) exploring the influence of various job duties on these perceptions. Survey data are gathered from officers located in several states, with results serving to improve our understanding of conservation officer stress.

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Lo, Wai-ming Vivian, and 羅慧明. "A review of the effectiveness of the discipline policy of the Royal Hong Kong Police Force." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965349.

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Young, Jennifer. "(The) Student Body/ies: Cultural Paranoia and Embodiment in the American High School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1405542939.

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Hernani, Alvarez Daniel Wenceslao, and Ortiz Oscar Armando Mautino. "Implementación de un órgano de control de gestión del tribunal de disciplina policial." Master's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/19771.

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Con el presente proyecto proponemos una alternativa de mejoramiento en el sistema de justicia en materia administrativa disciplinaria, teniendo en cuenta que, existe una brecha preocupante, que se materializada en la inacción de la última instancia administrativa disciplinaria, el Tribunal de Disciplina Policial con la tardía resolución de expedientes sometidos a su competencia, lo que conlleva a la declaratoria desmedida de caducidad y prescripción. Cuando este debería ser el más idóneo y eficaz por ser la máxima instancia como hemos referido. En el trascurso del estudio, hemos advertido que existe un evidente descontrol por parte del Tribunal de Disciplina Policial respecto a los plazos, así como de la eficiencia y eficacia en la resolución de los casos, muchas veces evidenciado por un aparente exceso y extralimitación de su autonomía tanto funcional como administrativa, que conlleva a que no se ejerza control ni cuestionamiento a la gestión, por ende a sus resultados, lo que menoscaba no sólo el esfuerzo de los entes inferiores, como la Inspectoría General y todos sus órganos, sino también, de todos los efectivos policiales, que perciben negativamente la justicia administrativa disciplinaria; además los resultados podrían ser perjudiciales para la propia ciudadanía ya que esta ineficacia, puede reflejarse, por una parte, al mantener dentro del seno institucional, a efectivos policiales trasgresores de nuestras normas, y por otra parte, afectando los derechos fundamentales de aquellos que esperan justicia, al no haberse determinado plenamente su responsabilidad. Frente a esto se propone un modelo innovador de control, mediante la ampliación de funciones de la Oficina General de Integridad Institucional, a efectos que ejerza control sobre la gestión administrativa del Tribunal de Disciplina Policial, específicamente, sobre el avance y resolución de los expedientes administrativos disciplinarios sometidos a competencia. Precisándose que ambos órganos dependen orgánicamente del Ministro del Interior, y que las funciones de control y supervisión sobre los diversos órganos que conforman ese sector, está ya precisada y normada legalmente a favor de la Oficina General de Integridad Institucional, no existiendo al respecto, disposiciones legales que colisionen o se trasgredan. Además, no se requiere la dación o emisión de normas complejas, siendo únicamente, la vía que consolide una Resolución Ministerial que amplíe las funciones que el caso amerita. Concluimos en que de ejecutarse nuestra propuesta, se reducirá considerablemente la carga procesal administrativa, y se resolverán el mayor número de expedientes dentro de los plazos de ley. Estas acciones de control mejorarán la gestión del Tribunal de Disciplina Policial, así como de su propio personal, a quienes se les comprometerá a ejercen su función a cabalidad, transparencia y sobre todo en el control de resultados, lo que tendrá un impacto positivo en el personal de la PNP y la sociedad en general.

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Santos, Rosa Carmen de Melo. "O choque das culturas da ordem." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13684.

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Made available in DSpace on 2014-12-17T14:20:10Z (GMT). No. of bitstreams: 1 RosaCMS_DISSERT.pdf: 3283004 bytes, checksum: c49600980a68a54b94dc4c72f5556c03 (MD5) Previous issue date: 2013-03-14
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
Ao longo da hist?ria brasileira, o emprego das for?as coercitivas governamentais tem gerado, em certos aspectos, um profundo distanciamento entre a Pol?cia Militar e a sociedade. Pois, durante s?culos, a a??es policiais t?m evidenciado os interesses governamentais, desprezando-se a propicia??o do bem estar social e do interesse p?blico. Todavia, recentemente, com a abertura democr?tica brasileira e uma busca crescente pela fortifica??o dos direitos dos cidad?os, ares de renova??o come?am a atingir o trabalho policial militar e, consequentemente, os paradigmas que regem o processo formativo desses profissionais. Assim, este trabalho se volta ? an?lise da crise de sentido enfrentada pelos policiais militares em forma??o, diante do choque das culturas da ordem, ao confrontarem o militarismo tradicionalista e autorit?rio e as atuais exig?ncias sociais acerca de uma atua??o profissional mais humanizada. Diante da complexidade desse tema, julgou-se pertinente a utiliza??o, n?o apenas de um vasto arcabou?o te?rico, mas, tamb?m se buscou subs?dios em uma extensa pesquisa de campo, a qual forneceu um precioso arsenal de informa??es qualitativas, colhidas das percep??es dos cadetes. Como resultado deste estudo teve-se a comprova??o da hip?tese levantada, concluindo-se que os oficiais policiais militares em forma??o na Para?ba t?m dificuldade em lidar com o momento de transi??o social, marcado pela busca da consolida??o da democracia, pelo qual atravessa o pa?s. Com base no que foi averiguado, chegou-se ao entendimento que esses policiais militares ainda t?m bastante presente, no seu processo ensino-aprendizagem, a dial?tica existente entre um militarismo tradicionalista e autorit?rio, fortemente arraigado, e as atuais exig?ncias sociais acerca de uma atua??o profissional democr?tica, ?tica e humanizada

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Tello, Antonio. "El policia desconocido: Marco Miyashiro, la disciplina de un lider en la sombra." Universidad Peruana de Ciencias Aplicadas (UPC), 2008. http://hdl.handle.net/10757/622633.

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Documento elaborado como trabajo final para la aprobación del curso Periodismo Literario II, del Programa Académico de Periodismo de la Facultad de Comunicaciones de la UPC
Libro que aborda la vida de Marco Miyashiro.

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SIMI, GUSTAVO ARAUJO. "REFORMATORY AND INDIGENOUS POLICE: THE EXPERIENCE OF UNIFORMS AND DISCIPLINE OF INDIANS DURING THE DICTATORSHIP." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32337@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente trabalho tem como objetivo analisar os acontecimentos transcorridos nos postos indígenas do estado de Minas Gerais – o Posto Indígena Guido Marlière (PIGM) e o Posto Indígena Mariano de Oliveira (PIMO) – durante a ditadura civil-militar, sobretudo entre os anos de 1967 e 1973, período no qual a Ajudância Minas-Bahia (AJMB), responsável pela administração desses postos, ficou sob o comando da Polícia Militar de Minas Gerais (PMMG). Nesse período, foi construído um reformatório para índios considerados delinquentes transferidos de várias regiões do país para o território demarcado ao povo indígena Krenak; foi formada uma tropa militarizada de policiais-indígenas conhecida como Guarda Rural Indígena (GRIN); e, finalmente, foi realizada a transferência forçada dos Krenak e dos confinados no reformatório para uma propriedade da PMMG chamada Fazenda Guarani. Esses acontecimentos atingiram diretamente a cultura política Krenak, levando o Ministério Público Federal (MPF) a pleitear uma inédita anistia política coletiva em prol do povo indígena Krenak junto ao Ministério da Justiça no ano de 2015. Essa dissertação procura descrever esses processos à luz de um conjunto de documentos colhidos em pesquisas no acervo do Museu do Índio e do Centro de Referência Indígena do portal Armazém Memória, sobretudo aqueles que permitem conhecer o funcionamento do órgão tutelar (primeiro o Serviço de Proteção ao Índio – SPI – e posteriormente a Fundação Nacional do Índio – FUNAI) naquela região, onde ocorriam frequentes conflitos fundiários.
This text aims to analyse the main facts which happened at Indigenous posts of Minas Gerais State- The Indigenous Post Guido Marliere (PIGM) and the Indigenous Post Mariano de Oliveira (PIMO)- during the civil-military dictatorship, mainly between 1967 and 1973, time in which the Ajudância Minas-Bahia (AJMB), responsible for administrating the mentioned posts, was under Military Police of Minas Gerais State s control (PMMG). During this time one reformatory was built for said offenders indians be transferred from several regions of the Country to the defined territory of Krenak indians. A militarised troop was organised with police Indians known as Rural Indigenous Guard (GRIN). All the Krenaks and the ones confined in the reformatory were forced to move to a PMMG s property know as Guarani Farm. These facts directly hit Krenak s political culture, leading the Ministério Público Federal (MPF) pleading an unique collective political amnesty to benefit the Krenak indigenous people. This litigation was submitted to Minister of Justice in 2015. This text describes all these processes under the lights of researched documents stored at Indian s Museum and Indigenous Centre of Reference collections both part of Armazem Memoria portal, mainly the ones which allow knowing how tutelary institutions such as initially SPI (Serviço de Proteção ao Índio) and later FNI (Fundação Nacional do Índio) worked in that region, where several conflicts over land had happened.

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Oliveira, Ana de. "Políticas de currículo: lutas pela significação no campo da disciplina História." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5314.

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Este trabalho tem como temática as políticas curriculares circunscritas à análise de processos articulatórios no campo disciplinar da História. Defendo que a Teoria do Discurso de Ernesto Laclau é mais potente para a compreensão de como sujeitos atuam na produção de políticas e de como seus significados são discursivamente produzidos e hegemonizados. Articulo os aportes teórico-metodológicos da Teoria do Discurso aos do Ciclo Contínuo de Produção de Políticas de Stephen Ball, retomando sua defesa de currículo como texto, mas questionando o risco de reintrodução de uma centralidade no processo de significação das políticas. De igual modo, articulo à Teoria do Discurso os aportes da História das Disciplinas Escolares de Ivor Goodson, recuperando sua defesa de que significados disciplinares são negociados nos processos de hegemonização, mas questionando o risco de essencialização dos sujeitos bem como sua subjetivação anterior à articulação política. Com essa construção teórica híbrida, defendo a concepção de currículo como política cultural discursiva e a delimitação de um campo discursivo disciplinar da História como campo ressignificador das políticas curriculares. Reforço os argumentos sobre as potencialidades da Teoria do Discurso a partir de analogias com a linguagem, conferindo centralidade aos conceitos imbricados de metonimização e metaforização e de lógica do significante. A partir de uma das ferramentas da Linguística de Corpus, o programa Wordsmith Tools 5, submeto à análise, por um de seus instrumentos o Concord , o material empírico selecionado. Assim, identifico nas edições da Revista Brasileira de História e da Revista História Hoje publicações da Associação Nacional de História (ANPUH); em Pareceres, Diretrizes, Orientações e Parâmetros Curriculares, dentre outros textos chancelados pelo Estado brasileiro no período compreendido entre os anos de 1960 e 2010; e, em seis entrevistas, a forma como nesses textos se significa conhecimento histórico, destacando a superposição de sentidos. Por fim, defendo, como nos processos de significação, sentidos se deslocam e se condensam simultaneamente, tornando hegemônica a concepção embutida na metáfora de História como construção. Identifico processos de subjetivação nos quais atores sociais, defendendo a centralidade do conhecimento histórico, constituem uma identidade da História, antagonizando-se a outros que constituem uma identidade pedagógica na luta pela hegemonização de sentidos nas políticas curriculares.
This thesis focuses on the curriculum policies which are inserted in the analysis of articulatory processes in the subject field of History. I defend that Ernesto Laclaus Discourse Theory is more effective for the understanding of how subjects act in the making of policies and how their meanings are produced and hegemonized through discourse. I articulate the methodological and theoretical contributions of the Discourse Theory to the contributions of Policy Cycle Approach proposes by Stephen Ball, retaking is defense of curriculum as text but putting in question the risk of the reintroduction of a centrality in the process of the meaning of the policies. I equally link the Discourse Theory to the Goodsons History of School Subjects, recovering his defense that the meanings of the school subjects are negotiated in the processes of hegemonization, but I put in question the risk of essencialization of the subjects as well as their subjectivation being prior to the political articulation. Based on this hybrid theoretical construction I defend the conception of curriculum as a discoursive cultural policy and the delimitation of a subject discoursive field of History as a field that sets new meanings to the curriculum policies. I reinforce the arguments about the potentialities of the Discourse Theory making analogies with language by giving centrality to the imbricated concepts of metonimization and metaphorization and those of logic of the significant. I submit the selected empiric material to analysis based on a tool of the Corpus Linguistics tools, the program Wordsmith Tools 5, through one of its instruments the Concord. Thus in the issues of The Brazilian Magazine of History (Revista Brasileira de História) and of the History Magazine Today (Revista História Hoje) publications of the History National Association (ANPUH); in official documents such as Reports, Directions, Orientations and National Parameters (Parâmetros Curriculares Nacionais), among other texts released by the Brazilian State between 1960s and 2010; and in six interviews, I identify the way in which in these previously mentioned texts the historic knowledge is meant by highlighting the superposition of meanings. Finally I defend how meanings are dislocate and condensed simultaneously in the processes of signification, making the conception embedded in the metaphor History as construction hegemonic. I identify subjectivation processes in which social actors constitute an identity of History by defending a centrality of the historic knowledge and in which they act in antagonism to others that constitute a pedagogic identity in the struggle for the hegemonization of meanings in the curriculum policies.

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Van, der Bank L. (Louis). "Polisiebeamptes se belewenis van dissiplinêre prosedures." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53003.

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Thesis (MEcon)--Stellenboschniversity, 2002.
ENGLISH ABSTRACT: The application of discipline is crucial for the South African Police Service. The new political dispensation in South Africa resulted in the amalgamation of different police departments and the use of the Discipline Regulations of 1995 as the new standard of discipline. The magnitude of the police service makes the application of discipline difficult and results in lengthy disciplinary procedures that cause high levels of frustration and stress amongst police officials. The high suicide rate amongst police officials raises questions regarding the factors that cause undue pressure. This led to the interest for this study and the following research questions: Firstly, how do police officials perceive the fairness of the disciplinary procedures of the SAPS. Secondly, what guidelines can be developed to enhance the police official's perception regarding the fairness of the disciplinary procedure. The theoretical perspective focused on discipline in organisations and procedural justice to describe fairness perceptions. The present study was divided into two phases. Firstly, to identify and describe the police official's experience of the disciplinary procedures of the SAPS and secondly, to develop guidelines that would enhance the fairness experience of the disciplinary procedures by police officials. The study was qualitative, exploratory, descriptive and contextual in design, The data was obtained by means of phenomenological interviews with respondents of two different populations, namely police officials that were exposed to a departmental tribunal, and experts of the disciplinary procedures of the SAPS. Once saturation level of the data was obtained, interviews were transcribed verbatim. Data was analyzed by utilizing the steps described by Tesch (Cresswell, 1994). The services of an independent decoder were also called in during the data analysis. Various themes were identified, as having an influence on the police official's experience of the disciplinary procedures of the SAPS. These are as follows: Police officials experience discrimination amongst members; that the process is emotionally exhausting; that the process becomes needlessly complex due to many petty or unnecessary charges; that there is a lack of consistent actions between the different role players in the process. The expert respondent group identified the following themes: There is a lack of consistent actions in the application of the process; cases are unique in nature and are assessed on merit; cases are often delayed; police officials experience the process as traumatic; station commissioners do not investigate cases properly; there is either a lack of emotional support or it is been wrongly applied. Throughout the process, steps were maintained to ensure trustworthiness. A literature control was also conducted to verify themes. Themes of the expert group were also used to verify themes of the police officials' group. Guidelines intended for use by supervisors and commanders were drawn up. These were based on the data obtained. The guidelines are supported by the existing Discipline Regulations (RSA, 1996), as well as the Discipline Guidelines (SAPS, 1996). It should therefore be of great value and use to supervisors and commanders. Recommendations for the application of the results in discipline practices, discipline education and further research concerning the discipline paradigm are discussed. In conclusion, findings indicated that police officials experience the disciplinary procedures of the SAPS as stressful and frustrating, and often as traumatic and emotionally exhausting. Supervisors and commanders should therefore endeavor towards the effective application of discipline in order to allow for a more fair perception of the process by their subordinates. It could also be advantageous towards the change of undesirable behaviour and to enhance moral and organisational climate at the station or unit.
AFRIKAANSE OPSOMMING: Die toepassing van dissipline is onontbeerlik vir die Suid-Afrikaanse Polisiediens. Die nuwe politieke bestel in Suid-Afrika het die amalgamering van onderskeie polisiedepartemente tot gevolg gehad, en Dissipline-Regulasies wat gedurende 1995 uitgevaardig is dien nou as maatstaf vir dissipline-toepassing. Die omvang van die polisiediens maak die toepassing van dissipline moeilik en veroorsaak dat die dissiplinêre prosedure dikwels uitgerek word en dat dit baie spanning en frustrasie onder polisielede veroorsaak. Die hoë selfmoordsyfer onder polisiebeamptes veroorsaak baie vrae ten opsigte van die faktore wat onnodige druk op hulle mag plaas. Dit het aanleiding gegee tot hierdie studie en die stel van die volgende navorsingsvrae: Eerstens, hoe billik polisiebeamptes die SAPD se dissiplinêre prosedure beleef. Tweedens, watter riglyne ontwikkel kan word sodat werknemers die SAPD se dissiplinêre prosedure as meer regverdig en billik beleef. Vanuit 'n teoretiese perspektief is gekonsentreer op die toepassing van dissipline in organisasies, asook prosessuele geregtigheid wat poog om die billikheidservaring van werknemers te beskryf Die studie was in twee fases ingedeeL Eerstens, om die polisiebeampte se belewenis van die SAPD se dissiplinêre prosedure te identifiseer en te beskryf en tweedens, om riglyne op te stel sodat die toepassing van dissipline as meer billik en regverdig beleef kan word. Die studie was kwalitatief, verkennend, beskrywend en kontekstueel van aard. Die data was ingesamel deur fenomenologiese onderhoudvoering met deelnemers van twee populasies, naamlik polisiebeamptes wat self 'n departementele tribunaal beleef het, asook kenners van die SAPD se dissiplinêre prosedure. Nadat alle data versadig was, is die onderhoude verbatim getranskribeer. Data-analise wat gebaseer is op die stappe soos beskryf deur Tesch (Cresswell, 1994), het hierna gevolg. Tydens die proses van data-analise is daar vir kontroledoeleindes, ook gebruik gemaak van die dienste van 'n onafhanklike kodeerder. Op hierdie wyse is verskillende temas, kategorieë en sub-kategorieë geïdentifiseer ten opsigte van die polisiebeampte se belewenis van die SAPD se dissiplinêre prosedure. Dit kan soos volg beskryf word: Polisielede is van mening dat daar tussen polisiebeamptes gediskrimineer word; dat die proses emosioneel uitputtend is; dat die proses onnodig ingewikkeld gemaak word met baie geringe of onnodige aanklagte; en dat daar nie konsekwente optrede tussen die verskillende rolspelers in die proses bestaan nie. Die temas, kategorieë en sub-kategorieë van die kennergroep kan soos volg vermeld word: Daar bestaan 'n gebrek aan konsekwentheid in die toepassing van die proses; sake bly uniek en word op eie meriete beoordeel; sake sloer dikwels te lank; polisiebeamptes ervaar die proses as traumaties; stasiekommissarisse ondersoek nie altyd sake behoorlik nie; en dat emosionele ondersteuning dikwels ontbreek ofverkeerd toegepas word. Daar is deurgaans aandag geskenk aan aspekte om geloofwaardigheid te verseker. 'n Literatuurkontrole is uitgevoer om die temas te bevestig. Die kennergroep se temas is ook gebruik om die polisiebeamptegroep se temas te verifieër. Riglyne vir dissiplinetoepassing, is vir bevelvoerders en toesighouers opgestel. Die riglyne is gebaseer op die data wat verkry is. Die riglyne word ondersteun deur die bestaande Dissipline- Regulasies (RSA, 1996), sowel as die Dissipline-Riglyne (SAPS, 1996) en behoort daarom met groot vrug gebruik te kan word. Aanbevelings vir die toepassing van die resultate in dissiplinepraktyke en dissipline-opleiding, asook die bevordering van navorsing gemoeid met die dissiplineparadigma is ook bespreek. Dit gevolgtrekking is gemaak dat polisiebeamptes baie spanning en frustrasie met die toepassing van die SAPD se dissiplinêre prosedure beleef, en dat dit meestalook as traumaties en emosioneel uitputtend ervaar word. Toesighouers en bevelvoerders behoort daarop ingestel te wees om dissipline meer effektief toe te pas, sodat hul werknemers die proses as meer billik en regverdig ervaar. Verder mag dit moontlik die voordeel inhou dat groter suksesse behaal word in die verandering van ongewensde gedrag en kan dit ook die moraal en organisasieklimaat van die stasie of eenheid verbeter.

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Loureiro, Samuel Robes. "A invenção da Academia de Polícia Militar (1809-1958)." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20256.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis examines the ways in which the histories of the Military School of Realengo (EMR), the Military Police Academy of Barro Branco (APMBB) and the Officers’ Training School (EFO) of the Military Police of the Federal District (PMDF) are interwoven. The main objective was to uncover the process of the creation and consolidation of a particular military school model present throughout the country: Military Police Academies (APMs). The research sought to prove the hypothesis that the APM prototype would have resulted from a mixture of the curriculum of the professional course of the PMDF, created in 1920, and the traditions invented by the José Pessoa reform in the EMR, between 1931 and 1934, and also that the first school which underwent this transformation was the APMBB, between 1935 and 1938. From there, the model would have been disseminated to all Brazilian Military Police (PMs), including the PMDF itself. The research advances studies in the history of school institutions and educational intellectuals, with an emphasis on the processes of the invention of traditions, the reformulation of curricula, and the history of school subjects. Starting from a criticism of the theoretical-methodological reference of Althusserian structuralism, the work references ideas such as Thompson's notion of experience, Hobsbawm’s invention of tradition, and the meaning of the term intellectual as attributed by Sirinelli. This reference was supplemented by notions from Anthropology like Gilberto Velho's “field of possibilities” and Celso Castro's “military spirit”. Specific references from the history of education also provided support for the research, including notions of curriculum from Goodson, Forquin, Sacristan and Circe Bittencourt, as well as Cherval's ideas about the history of school subjects. As research involving the invention of traditions, the origins and the stabilization of these traditions were examined, which involved taking a historical cross-section covering the founding of the Military Division of the Royal Guard of Police in 1809 to the consolidation, in 1958, of the ceremony in which the cadets receive their swords in the EFO of the PMDF. For this purpose, an investigation of a variety of sources was necessary: personal archives, official documents, legislation, archives of materials, press, among others. It was possible to conclude that that the APMs were an invention of Brazilian army officers who adapted the traditions idealized for the EMR between 1931 and 1934 and the curriculum of the PMDF’s professional course from 1920. They created a new type of military school that was established in São Paulo at the APMBB between 1935 and 1938, and then disseminated throughout the country. The purpose of this invention would be to facilitate the transformation of state military forces into MPs, the army’s reserve and auxiliary force. However, such a standard was not imposed on state military forces, it was desired; and the companies not only assimilated but improved this new type of military school. As a result, state military forces became PMs, the army's reserve force, in order to survive the imminent threat of extinction after the Revolution of 1930 and the end of the governors' policies
A presente tese estuda as imbricações entre as histórias da Escola Militar do Realengo (EMR), da Academia de Polícia Militar do Barro Branco (APMBB) e da Escola de Formação de Oficiais (EsFO) da Polícia Militar do Distrito Federal (PMDF). O principal objetivo foi desvendar o processo de gênese e consolidação de um modelo específico de escola militar presente em todo o país: as Academias de Polícia Militar (APMs). Buscou-se comprovar a hipótese de que o protótipo de APM seria resultante de um amálgama entre os currículos do curso profissional da PMDF, criado em 1920, e as tradições inventadas pela reforma José Pessoa na EMR, entre 1931 e 1934, e que a primeira escola que sofreu essa transformação foi a APMBB, entre 1935 e 1938. A partir dela, o modelo teria sido disseminado para todas as Polícias Militares (PMs) do Brasil, incluindo a própria PMDF. A pesquisa avança nos estudos da história das instituições escolares e dos intelectuais da educação, com ênfase nos processos de invenção das tradições, reformulação de currículo e na história das disciplinas escolares. A partir da crítica ao referencial teórico e metodológico do estruturalismo althusseriano, foram utilizados referenciais como a noção de experiência de Thompson, o processo de invenção das tradições de Hobsbawm e a acepção de intelectual de Sirinelli. Esse referencial foi complementado por noções da Antropologia, como o “campo de possibilidades” de Gilberto Velho e o “espírito militar” de Celso Castro. Deram suporte ainda referenciais específicos da história da educação, como as noções de currículo de Goodson, Forquin, Sacristán e Circe Bittencourt, e as ideias sobre história das disciplinas escolares de Chervel. Por tratar-se de uma pesquisa que envolve a invenção de tradições, foram examinadas as origens e a estabilização dessas mesmas tradições, o que implicou um recorte histórico que englobou desde a fundação da Divisão Militar da Guarda Real de Polícia, em 1809, até a consolidação da solenidade de entrega de espadins na EsFO da PMDF, em 1958. Para tal, foi necessária a investigação em diversos tipos de fontes, como arquivos pessoais, documentos oficiais, legislação, acervo material, imprensa, entre outros. Pudemos concluir que as APMs foram uma invenção de oficiais do Exército brasileiro que adaptaram as tradições idealizadas para a EMR, entre 1931 e 1934, e os currículos do curso profissional da PMDF de 1920. Com isso, criaram um novo tipo de escola militar que foi implementado em São Paulo, na APMBB, entre 1935 e 1938, depois disseminado para o país. O objetivo dessa invenção seria facilitar a transformação das forças militares estaduais em PMs, força reserva e auxiliar do Exército. Porém, tal padrão não foi imposto às forças militares estaduais, foi desejado, e as corporações não só assimilaram como aprimoraram esse novo tipo de escola militar. Com isso, as forças militares estaduais transformaram-se em PMs, força reserva do Exército, visando sobreviver à ameaça iminente de extinção após a Revolução de 1930 e o fim da política dos governadores

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Schactae, Andréa Mazurok. "Farda e batom, arma e saia : a construção da política militar feminina no Paraná (1977-2000)." reponame:Repositório Institucional da UFPR, 2011. http://hdl.handle.net/1884/25896.

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Orientadora : Profª Drª Ana Paula Vosne Martins
Tese (doutorado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Letras e Artes, Programa de Pós-Graduação em História. Defesa: Curitiba,28/03/2011
Bibliografia: fls. 250-265
Resumo: A presença de mulheres nos quadros permanentes de instituições armadas é um fato do século XX. Entre essas instituições está a Polícia Militar do Estado do Paraná. Considerando que as instituições armadas se constituem em modelos de masculinidade, analisar o ingresso de mulheres em uma instituição armada é importante para os estudos de gênero, pois a legislação, escrita para legalizar e organizar a inclusão feminina atribuiu significados às diferenças corporais e à sexualidade vivenciada pelos sexos, os quais orientam a construção de identidades. Assim, esta tese é um estudo de identidade de gênero na Polícia Militar do Paraná, tendo como recorte temporal o período entre 1977 e 2000, que é balizado pelos anos de criação e de extinção da Polícia Feminina no Paraná. Ao longo desse período foi constituída a identidade de Policial Feminina, que está vinculada à definição de um espaço feminino – um lugar, uma hierarquia, uma atividade, um nome, uma vestimenta, um comportamento – na estrutura da Polícia Militar do Estado do Paraná, bem como norteada pela identidade institucional, caracterizada por um padrão de masculinidade que subordina outras masculinidades e feminilidades, e por um ideal de feminilidade, o qual orienta relações de poder entre as mulheres.
Abstract: The presence of women in the permanent staff of the armies is a fact in twentieth century. Among those institutions is the Military Police of the State of Parana. Considering that armed institutions constitute themselves as models of maleness, the analysis of the admission of females in an armed institution is important to gender studies, since the law, written with the aim of legalizing and organizing female inclusion, assigns meanings both to bodily differences and to the sexuality experienced by different genders, which orients the construction of identity. Thus, this thesis is a study on gender identity in the Military Police of Parana, in the period between 1977 and 2000, which are respectively the years of creation and extinction of the Female Police Force of Parana. Along this period, it was constituted the identity of the Female Police, that is linked to the definition of a feminine space – a place, a hierarchy, an activity, a name, a garment, a behavior – in the structure of the Military Police of the State of Parana, as well as oriented by the institutional identity, that is characterized by a maleness pattern that subdues other malenesses and femalenesses, and by a femaleness ideal, which determines power relations among women.

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Busnardo, Flávia de Mattos Giovannini. "A comunidade disciplinar de ensino de Biologia na produção de políticas de currículo." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2338.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
Esta dissertação se insere no estudo de políticas de currículo em múltiplos contextos educacionais, com base na abordagem teórico-metodológica do ciclo de políticas de Stephen Ball, na forma como interpretado para o campo do Currículo por Lopes e Macedo. Essa análise é subsidiada também pela concepção de comunidade disciplinar de Ivor Goodson e pela teoria do discurso de Ernesto Laclau. O objeto desta pesquisa é a investigação da produção de políticas curriculares pela comunidade disciplinar de ensino de Biologia. Para tanto, são analisados os principais documentos curriculares relacionados à Biologia no nível médio produzidos em âmbito federal os Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEm), as Orientações Complementares aos Parâmetros Curriculares Nacionais para o Ensino Médio (PCN+) e as Orientações Curriculares Nacionais para o Ensino Médio (OCNEM). Igualmente buscando entender o processo de produção da política, foram realizadas entrevistas com professores e pesquisadores reconhecidos nessa comunidade disciplinar que participaram da elaboração dos documentos curriculares supramencionados. Nessa análise, são identificadas demandas em disputa no âmbito dessa comunidade disciplinar assim como distanciamentos e aproximações entre esses documentos. Concluímos que mesmo em governos diferentes, representantes das comunidades disciplinares podem se manter atuantes no contexto de produção de textos das políticas e produzir sentidos e significados semelhantes nas políticas.
This dissertation is part of a study of curriculum policies in multiple educational contexts, based on the theoretical-methodological approach of Stephen Balls policies cycle, as interpreted for the Curriculum field by Lopes and Macedo. That analysis is supported also by Ivor Goodsons concept of disciplinary community and by Ernesto Laclaus theory of discourse. The aim of this research is to investigate the production of curriculum policies by the disciplinary community of Biology teaching. For that purpose, an analysis is made of the principal curricular documents relating to Biology at medium level produced in the federal sphere the National Curricular Standards for High School Teaching (PCNEm), Complementary Guidance for National Curricular Standards for High School Teaching (PCN+) and National Curricular Guidance for High School Teaching (OCNEM). Similarly seeking to understand the policy production process, interviews were conducted with teachers and researchers acclaimed in that disciplinary community who participated in the preparation of the above-mentioned curricular documents. In that analysis, claims disputed in the sphere of that disciplinary community are identified, as well as withdrawals and approximations between those documents. We concluded that even under different governments, representatives of the disciplinary communities can continue active in the context of producing texts of policies and producing similar senses and meanings in the policies.

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Schmidt, Vera Viviane. "Coerência programática e disciplina parlamentar: partidos políticos frente à proposta das organizações sociais." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-18122007-112529/.

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A partir da década de 1990, o Brasil adere a tendências difundidas internacionalmente de Reforma do Estado, seguindo pressupostos de ajuste fiscal e busca de maior eficiência da ação estatal, através de medidas macroeconômicas e de novas formas de gestão e execução dos serviços públicos. Nesse contexto, o modelo das Organizações Sociais (OS) é proposto como estratégia de descentralização/desconcentração para a provisão dos serviços públicos por meio de parcerias entre Estado e organizações não estatais. Inicialmente apresentada no Plano Diretor de Reforma do Aparelho de Estado (1995), alcança seu marco legal na Medida Provisória nº. 1591-1/97, reeditada até a conversão na Lei nº. 9.637/98. A presente pesquisa examina os processos de desenho e aprovação da proposta das OS em nível federal e sua adoção pelos estados - estudando mais detidamente o estado de São Paulo - com o intuito de demonstrar o papel dos partidos políticos na decisão dos atores políticos. A adoção do modelo representou um ponto de conflito entre partidos de centro e direita (defensores da proposta) e partidos de esquerda (contrários à proposta) tanto na aprovação nacional da legislação pertinente como em sua adoção pelos estados. Tal conflito ocorreu segundo as regras da estrutura institucional que definem os parâmetros em que as decisões são tomadas nas arenas decisórias.
From the 1990\'s, Brazil supports internationally widespread State Reform trends, following fiscal adjustment and searching for greater efficiency of state action, through macroeconomic measures and new forms of public service management and execution. In this context, the Social Organizations model (OS) is proposed as decentralization/deconcentration strategy for provision of public services by means of partnerships between state and nongovernmental organizations. Initially proposed in the Plano Diretor de Reforma do Aparelho de Estado (1995), it reached its legal landmark in the MP nº. 1591-1/97, with successive new editions until being converted into Law nº. 9.637/98. The present research studies the formulation processes and approval of the OS proposal on federal and state levels (more specifically, in the state of São Paulo), for demonstrate the relevance of politics parties on the decisions of politic actors. We intend to demonstrate that the model represented a point of conflict between center and right parties (defenders of the proposal) and left parties (contrary to the proposal) in the national approval of the pertinent legislation as well as in its adoption by the states. Such conflict occurred according to the rules of the institutional structure that define the parameters where the decisions are taken in decision process arenas.

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Bernaola, Santi Liceth Avilia. "Estudio correlacional entre estilos de crianza e indefensión aprendida en estudiantes del quinto y sexto grado de primaria de la Institución Educativa Nº 2013 "Asociación Policial" S.M.P.-2007." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2008. https://hdl.handle.net/20.500.12672/497.

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El presente estudio titulado “Estudio Correlacional entre Estilos de Crianza e Indefensión Aprendida en Estudiantes de Quinto y Sexto Grado de Primaria de la Institución Educativa N° 2013 Asociación Policial - S.M.P. - 2007”, se realizó debido a la importancia para los alumnos del Quinto y Sexto grado de primaria, profesores, sociedad y para la profesión de enfermería, ya que enfermería a nivel comunitario cumple un papel trascendental e importante realizando actividades preventivo promocionales en bien de la salud físico-emocional de la población, contribuyendo con ellos para adoptar conductas saludables. Además sirve de referencia para conocer los estilos de crianza que tienen los estudiantes y así ellos saber la importancia de la educación en la prevención de la indefensión aprendida. Tuvo como objetivo principal el determinar los Estilos de Crianza que están relacionados con el desarrollo de la Indefensión Aprendida, en los Estudiantes del Quinto y Sexto grado de primaria, con el propósito de conocer los indicadores de los casos que manifiesten la indefensión aprendida en los alumnos, así los resultados permiten concientizar a la ciudadanía sobre la necesidad de implementar programas preventivos de salud mental en la atención integral, así como la creación de una escuela de padres para reducir su impacto en los niños. El estudio es de tipo cuantitativo, no experimental, descriptivo, de corte transversal; la población total estuvo conformada por 64 estudiantes del quinto y sexto grado de primaria de la I. E. N° 2013 “Asociación Policial”. La técnica que se utilizó fue la encuesta, y el instrumento dos cuestionarios.
Tesis

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Tomazi, Jeovania Fabro. "Ensino médio organizado por blocos de disciplinas semestrais: avanços e limites no contexto escolar." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/960.

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Inserted into the search Society, Knowledge and Education of Masters in Education of UNIOESTE campus of Francisco Beltrão, Paraná, this research fits into the debate on education, labor and educational policies for secondary education. It has as object of study high school program organized in blocks of semester subjects in the state of Paraná and as objective to analyze the process of implementation, development and contradictions of this organization at school. Part of the hypothesis is that this proposal represented an emergency action ahead of government to lower results of high school without changing up the foundations of the educational system. The theoretical basis of this study follows the Marxist methodological option for believing that this provides elements that allow understanding the contradictions of those intended for high school education policies, as well as contributes to the display of new ways to understand the formation of young people in this stage of schooling. The starting point of this thesis is the understanding of the relationship education and work in a Marxist perspective of human omnilateral training. However, when analyzing the economic, political and cultural relations in capitalist society, resulting from changes in the production process, it is concluded that the reforms of the state and education go toward a unilateral human, based on neoliberal principles of flexibility and employability. The research follows analyzing the educational process of young people and the strategies developed by the state in encouraging the organization of focal proposals, in order to meet the needs of high school Brazilian. It discusses the approach of the organization of secondary education in blocks of semester subjects in the state of Paraná, with definitions of the policy outcome and the discourse of school autonomy. This dissertation concludes with an analysis of data concerning the qualitative research conducted in 2013 with students, teachers and educational staff from two schools of the state system who experienced reforms in secondary education in the state in recent years specifically related to High School program block semester subjects. Thus, it was possible to point out the contradictions with regard to the construction, deployment, and in the process of teaching and learning in this organization.
Inserida na linha de pesquisa Sociedade, Conhecimento e Educação do mestrado em Educação da UNIOESTE, campus de Francisco Beltrão PR, esta pesquisa inscreve-se no debate sobre educação, trabalho e políticas educacionais para o Ensino Médio. Teve como objeto de estudo o programa Ensino Médio organizado em blocos de disciplinas semestrais no estado do Paraná e como objetivo, analisar o processo de implantação, desenvolvimento e as contradições desta organização no espaço escolar.Parte-se da hipótese de que esta proposta representou uma ação emergencial de governo frente aos baixos resultados do Ensino Médio, sem alterarem-se as bases do sistema educacional. O embasamento teórico deste estudo segue a opção metodológica marxista por acreditar que esta fornece elementos que possibilitam compreender as contradições das políticas educacionais voltadas ao Ensino Médio, bem como, contribui na visualização de novas formas de entender a formação dos jovens nesta etapa de escolarização. O ponto de partida desta dissertação é o entendimento da relação educação e trabalho numa perspectiva marxista de formação humana omnilateral. No entanto, ao analisar as relações econômicas, políticas e culturais na sociedade capitalista, advindas de mudanças do processo produtivo,conclui-se que as reformas do estado e da educação caminham na direção de uma formação humana unilateral, baseada nos princípios neoliberais deflexibilização e empregabilidade. A pesquisa segue analisando o processo formativo dos jovense as principais estratégias desenvolvidas pelo Estado no incentivo à organização de propostas focais, a fim de, suprir as carências do Ensino Médio brasileiro. Discute a aproximação da organização do Ensino Médio em blocos de disciplinas semestrais, no estado do Paraná,com as definições das políticas de resultado e com o discurso da autonomia escolar. Esta dissertação finaliza com a análise dos dados referentes à pesquisa qualitativa, realizada no ano 2013, com alunos, professores e equipe pedagógica de duas escolas da rede estadual que vivenciaram as reformas no Ensino Médio do estado nos últimos anos especificamente relacionada ao programa Ensino Médio em bloco de disciplinas semestrais. Assim,foi possível apontar as contradições no que se refere à construção, implantação e no processo de ensino e aprendizagem nesta organização.

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Dissertations / Theses on the topic 'Discipline policies'

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