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Dissertations / Theses on the topic 'Educational ideology'
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1
Adams, Ian S. "Philosophy, ideology and educational theory." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6681/.
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This work is concerned with the nature and scope of ideology. It begins with an examination of the relationship between theory and practice in the relatively uncontentious area of education. An analysis of different kinds of educational theory reveals the nature of the most comprehensive form of such theorising to be problematic. It is argued that a solution to this problem depends upon the solution to the wider problem of the nature of political ideology, to which the discussion therefore shifts. Existing theories of political ideology being deemed inadequate, a fresh start is made by showing how this form of theory combines the descriptive and the evaluative in a particular way and with particular logical consequences. These consequences characterise ideology as a peculiar form of ethical understanding, involving a distinctive way of thinking and having a logical structure of its own. However, these characteristics which make ideology distinctive are not inherently political, and the possibility of there being several different forms of ideology is discussed. With these conclusions it becomes possible to return to the problem of comprehensive educational theory and show that it is composed of a number of forms of ideology, some related to political ideology and some not. The work concludes with some reflections upon the extent to which ideology is an inevitable component of all thinking about human affairs.
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Brenner, Michelle Klein. "Ideology and decision making in school-based counseling." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601695.
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The present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology.
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Dewar, Merilyn. "Gifted education and ideology : the growth of the gifted education movement in South Africa." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/14570.
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Includes bibliography.Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.
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Indabawa, Akilu Sani. "Issues in the ideology of educational knowledge (with particular reference to Nigeria)." Thesis, University of Bristol, 1992. http://hdl.handle.net/1983/9e2297a9-919a-443e-bdca-1dc485f048f0.
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Winfield, Ann Gibson. "Eugenics and Education: Implications of Ideology, Memory and History." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04072004-131230/.
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Eugenics has been variously described "as an ideal, as a doctrine, as a science (applied human genetics), as a set of practices (ranging from birth control to euthanasia), and as a social movement" (Paul 1998 p. 95). "Race suicide" (Roosevelt 1905) and the ensuing national phobia regarding the "children of worm eaten stock" (Bobbitt 1909) prefaced an era of eugenic ideology whose influence on education has been largely ignored until recently. Using the concept of collective memory, I examine the eugenics movement, its progressive context, and its influence on the aims, policy and practice of education. Specifically, this study examines the ideology of eugenics as a specific category and set of distinctions, and the role of rhetoric and collective memory in providing the mechanism whereby eugenic ideology has shaped and fashioned interpretation and action in current educational practice. The formation of education as a distinct academic discipline, the eugenics movement, and the Progressive era coalesced during the first decades of the twentieth century to form what has turned out to be a lasting alliance. This alliance has had a profound impact on public perception of the role of schools, how students are classified and sorted, degrees and definitions of intelligence, attitudes and beliefs surrounding multiculturalism and a host of heretofore unexplored ramifications. My research is primarily historical and theoretical and uses those material and media cultural artifacts generated by the eugenics movement to explore the relationship between eugenic ideology and the institution of education.
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Accuardi-Gilliam, Joseph Emile. "Examining the Gap| Teachers' Color-Blind Racial Ideology and Deficit Thinking through the Lens of School Discipline." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10622699.
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Current statistics in education suggest a systemic problem of racist disciplinary practices in schools, as Black males have been demonstrated to be overwhelmingly overrepresented in the practices of school discipline (U.S. Department of Education Office for Civil Rights, 2014). While researchers have begun to explore the causes of this phenomenon to find solutions to counteract this trend (Gillborn, 2014; Skiba et al., 2014), little has been done to examine how racism—in the form of racial colorblindness—may play a role in manifesting the discipline gap and perpetuate structural racism in schools. Considering that a majority of the teaching force in the Northwest are white, this research examines how racial color-blind ideologies (Bonilla-Silva, 2014; Neville, Awad, Brooks, Flores, & Bluemel, 2013) and deficit thinking (Valencia, 2010) are related to ideologies of school discipline, which perhaps condition discipline in schools.
This quantitative research combines Neville, Lilly, Duran, Lee, and Browne's (2000) Color-Blind Racial Attitudes Scale, items from Skiba et al.’s (2003) Disciplinare Practices Survey, and scales developed for this study, designed to address deficit thinking (Valencia, 2010) and attitudes toward Black males within disciplinary contexts. An online survey was administered to practitioners in contrasting educational communities within the Northwest. Correlation analyses included examining relationships between components of the survey within and in-between organizations. Furthermore, this study introduces new scale items to address attitudes toward Black males within educational discipline settings, further penetrating the literature base on the topic.
Findings demonstrate significant correlations between color-blind, deficit thinking, and pro-discipline attitudes, suggesting a relationship between educators’ attitudes toward the justification for discipline and color-blind attitudes are perhaps an interwoven issue which contributes to racial disparities in school discipline. These data suggest a need for developing the racial identities of a predominantly white educational workforce in the effort to eliminate the discipline gap.
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Beatty, Thomas Hall. "The relationship between teacher sense of efficacy and pupil control ideology in urban middle schools." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618836.
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The purpose of this study was to investigate teacher sense of efficacy and its relationship to pupil control ideology in urban middle schools. The following questions were investigated: (1) Among urban middle school teachers, what is the relationship between their level of self-efficacy for teaching and their pupil control ideology? (2) Are female middle school teachers more or less efficacious than male middle school teachers? (3) Are female middle school teachers more or less humanistic than male middle school teachers?;The study included middle school teachers from 4 urban school divisions in the Commonwealth of Virginia. Teachers from 13 middle schools from the 4 school divisions participated in this study which yielded a total of 161 teachers.;A Pearson r correlation was run to investigate the relationship between teacher sense of efficacy and pupil control ideology. T-tests were run to determine if statistically significant difference existed between the pupil control ideology and teacher sense of efficacy scores of urban male and female middle school teachers. The results of the Pearson r correlation indicated that there was no statistically significant relationship between teachers' sense of efficacy and their pupil control ideology. The t-test results indicated that urban female middle school teachers were more efficacious than urban male middle school teachers. There was no statistically significant difference between the pupil control ideology mean scores of urban middle school teachers.;This study has implications for schools to provide staff development for urban male teachers to increase their sense of efficacy. A replication of this study using a larger sample and a different measure of pupil control ideology may yield different results.
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Hickey, Colm Fintan. "Athleticism and the London Training Colleges : the proletarian absorption of an educational ideology." Thesis, University of Strathclyde, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275051.
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Brehony, Kevin Joseph. "The Froebel movement and state schooling 1880-1914 : a study in educational ideology." n.p, 1987. http://ethos.bl.uk/.
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Thomas, Desmond. "Culture, ideology and educational change : the case of English language teachers in Slovakia." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020323/.
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This study of cultural and ideological aspects of educational change presents the case of state school teachers of English in Slovakia in the immediate post-1989 period. It considers the problems they face in the successful management of rapid change in their field, at the same time examining the implications of their situation for teacher education and support programmes in the region and elsewhere. It is argued that the voices of teachers, who are expected to act as both recipients and agents of change, have often been overlooked in previous studies of this type, with the ideas of the educational planner or innovator tending to dominate. The views of older, more experienced teachers in particular have seldom been consulted, with the result that they are sometimes perceived as being 'resistant to change'. In addition, many studies of change fail to take into consideration strong cultural and ideological influences on educational practice: it is claimed that these are of particular importance in the context of post-communist societies opening their doors to ideas imported from the West. In this study, a combination of interview, focus group and classroom observation data allows the voices of different protagonists (including educational specialists) to emerge. Through the juxtaposition of different accounts of the effects of educational change, it can be shown that successful change management depends very much on teachers themselves, and on their ability to resolve tensions between different cultural and ideological traditions. The provision of support for teachers via published materials, educational projects or collaborative networks also needs to take such traditions into account.
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Brehony, K. J. "The Froebel movement and state schooling 1880-1914 : a study in educational ideology." Thesis, Open University, 1987. http://oro.open.ac.uk/56947/.
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This thesis examines the relation between the Froebel movement and state schooling in England between 1880 and 1914. It is argued that the Froebelian pedagogy functioned as an ideology which expressed the interests of middle class women in the sphere of schooling and in particular, the interests of such women who were for political or religious reasons excluded from the dominant culture of the hegemonic fraction of the power bloc. It is further argued that the relation between the Froebel movement and state schooling during the period may best be approached through a consideration of the articulation of Froebelian ideology with ideologies of industrial modernization and national efficiency which were advanced by groups who aimed to modernize the schooling of young children who attended state schools. The failure of the Froebelians to transform state schooling in the way that they desired is shown to be not only an effect of their own lack of power and the inappropriateness of their strategies but also an effect of the relative failure of broader attempts to modernize state schooling. The internal transformation of the Froebelian pedagogy is charted and it Is related to external critiques, the main condition of existence of which was a search for a science of education which was linked to the perceived need for a new type of teacher. This transformation is also shown to have been determined by the requirements of the state system of schooling which broadly understood included not only schools but training colleges and state policies as well.
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McGuffie, Allison Doris. "African educational film and video: industry, ideology, and the regulation of Sub-Saharan sexuality." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1695.
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This thesis examines the industry of non-profit educational filmmaking in Sub-Saharan Africa, from the 1930's to the present, with particular attention on the contemporary period of video production from the late 1980's to approximately 2010. This thesis, first, identifies that there is a consistent industrial infrastructure around non-profit educational filmmaking in Sub-Saharan Africa, which has not previously been articulated. Second, it describes the industry's historical origins and contemporary manifestation, delineating the pathways for funding, systems for production, and avenues of distribution and exhibition, as well as the ideological underpinnings of each. Finally, this thesis proscribes alternative industrial practices for the imagination and execution of non-profit educational videos that alleviate some of the otherwise deeply engrained hierarchical features of the industry by drawing on several examples of recent innovations in the industry.
This thesis claims that the standard procedures by which non-profit educational films and videos in Sub-Saharan Africa come to be are problematic in the way that they maintain colonial hierarchies between Western philanthropic funders, cosmopolitan humanitarian professionals acting as producers, African casts and crews, and audiences that are necessarily objectified in order to be studied quantitatively. This structure has profound effects on content, most recently evident in neoliberal ideas that valorize the privatization of solutions to public health problems and quaint stories designed to encourage audiences to emulate ideal behavior based on Western gender norms as a primary solution to complex social problems, such as HIV/AIDS.
Drawing on examples from recent innovations in the industry, this thesis finally proposes that changes in the balance of decision-making power in the African educational film and video industry - changes such as sourcing audiences for stories addressing HIV/AIDS, integrating with existing media markets, or more loosely providing international support to existing local initiatives that pinpoint local concerns - are necessary in order to better realize the potential of cinema to effectively address the myriad of social, environmental, political, economic, and medical challenges faced by real and distinct Sub-Saharan audiences.
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Alger, Renée J. "A Comparison of Restorative Justice Ideology Between Administrators, Teachers, and Parents." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5967.
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Researchers suggest that restorative justice processes in schools are a successful alternative to traditional punishments for school discipline, and are used for both reactive and proactive responses to behavior issues. However, the processes are not sustainable if the administration implementing restorative justice do not promote a restorative justice ideology (RJI), and if all systems that impact the student are not aligned. Therefore, study was conducted to compare the level of restorative justice ideology between groups of administrators, teachers, and parents with a validated restorative justice ideology survey instrument that includes cooperation, restoration, and healing, and an accumulative score for RJI as a whole. Data were collected and analyzed with a One-Way ANOVA test at a selected convenience sample of 45 schools in a Western state. Using the theories of restorative justice, pedagogy, and Bronfenbrenner's ecological systems model, the comparison of ideologies between these groups indicated a statistically significant difference between administrators and parents in the restorative justice ideology belief of restoration, and in the overall belief of restorative justice ideology, showing a lack of alignment. The findings can impact social change by the identification of barriers in sustainable implementation of restorative justice in schools. The findings can also be used to suggest an evidence-based model that includes parents and families in all stages of planning, implementation, and continued practice, along with consideration that restorative justice is a belief system rather than a behavior intervention.
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Yeung, Hok Wo Henry. "Changing ideological discourse in the People's Republic of China, with specific reference to rural educational inequity." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7911.
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Marxism, which claims to be superior to capitalism, reached China with a promise to eliminate inequity. The reality however has been problematic in that inequality persists. In terms of education, many school-age children are deprived of access. Even those who manage to attend school receive sub-quality education and less opportunity for higher education and higher paid jobs. The focus of this thesis is specifically inequity in educational provision in rural China, by locating policy thinking in discourses from 1949, with three distinct periods identified: the eras of Mao, Deng and post-Deng to the present. This study is inspired by Freire’s humanistic vision. Althusser’s concept of “ideological state apparatus” informs the framework of the existence of complex ideological relations and a dominant ideology. The main theoretical tool employed in this study of Chinese Marxism is through a Foucauldian lens of discourse as knowledge/power nexus. By focusing on the dominant discourses constructed by the Chinese leadership, it is possible to outline the changing nature of discursive practices which inform and legitimate educational priorities. The arguments used to justify policy priorities are both the outcome of power and a contribution to the knowledge/power of the leadership. The analysis examines the interpretation and position of Chinese Marxism in relation to the global context and the local historical and socio-political themes of Chinese society. Abbreviated as a global-local dialectic, this dynamic relationship between external and internal factors distinctively shapes political choices and priorities. This dialectic provides a more complex framework to analyse why it is that deprived Chinese communities — at least in educational terms — have been the least likely to benefit from the country’s increasing wealth. This study reveals that i) Mao’s dominant discourse of proletarianism has turned education into a means of creating a proletarian culture and outlook, leaving other forms of educational inequity irrelevant to its main concern; ii) under Deng’s economism, as related to China’s modernisation, rural educational inequity is acknowledged but mainly in a rhetorical way and often, in practice, to the detriment of this provision; and iii) the post-Deng era is dominated by the attempt to secure social cohesion because of increasing political instability. The official solution involves a focus on “harmony” by linking Marxist and Confucian ideas into a distinct ideological framework, which stresses values of justice and harmony, leading to a greater emphasis on addressing issues such as rural-urban educational inequity. Ideo-political adaptability in shaping policies has sustained the position of the ruling party. Educational policy as a tool, however, continues to be sub-ordinated to the national dominant discourse.
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CHRISTEN, KATHERINE CARR. "CIVIC AND EDUCATIONAL LEADERS' PERCEPTIONS OF THE EFFECTS OF GLOBALIZATION TRANSNATIONAL CORPORATIONS, AND NEO-LIBERAL EDUCATION IDEOLOGY ON AN URBAN MIDWESTERN TOWN." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1108409101.
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Klaasma, Susanne. "Vem bestämmer vilken historia som är min? : Kvalitativ undersökning av processen som föranligger uppkomsten av kurs- och ämnesplanerna samt kunskapsbegreppet för Historia A på gymnasiet." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9396.
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Syftet med detta arbete var att undersöka processen i uppkomsten av nya kurs- och ämnesplaner. För att uppnå syftet gjordes en institutionsanalys där skolans olika maktcentra analyserades. Som en del i syftet undersöktes kunskapsbegeppet i två gymnasiala kurs- och ämnesplaner, detta för att se hur processen i utarbetandet av kurs- och ämnesplaner hänger ihop med kunskapsbegreppet. Metoden som användes i analysen av kurs- och ämnesplanerna var ideologisk textanalys där fokus låg på att ringa in ideologiskt färgade begrepp. Arbetets resultat blev att processen i uppkomsten av kurs- och ämnesplaner är byråkratisk och organisatorisk med flera maktcentra som är delaktiga vilket leder till att kurs- och ämnesplanerna kan ses som politiska maktutövningar. Ett tydligt resultat blev också att kunskapsbegreppet i kurs- och ämnesplanerna färgas av den politiska diskurs och de politiska kompromisser som finns i samhället vid tiden för utformandet av kurs- och ämnesplanerna.Aim for this research was to analyze the process in which new school programs arise. To fulfill this aim an institution analyze was made where different powers where analyzed. As part of this research the word knowledge in two different school programs was analyzed, in order to point out words with an ideological construction. These two methods made the research comprehensive and essential. The result of this research was that the process in which school programs arise is bureaucratic and several powers are assessorial in the process. Based on this the school programs can be seen as an exertion of political power. Another result is that the word knowledge in the school programs is coloured by the political discourse and the political compromises reigning at the time for the designing of the school programs.
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Costa, Valter de Almeida. "Política educacional para o ensino médio e educação técnica no estado de São Paulo - expectativas dos estudantes de quatro unidades escolares da zona leste da capital e a disputa ideológica na educação." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13122011-123359/.
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Trata-se de uma pesquisa que analisa a Política Educacional adotada para o Ensino Médio e Educação Técnica (do Centro Paula Souza), da Rede Pública de Ensino de São Paulo e as expectativas educacionais de estudantes de quatro escolas públicas (duas de Ensino Médio e duas Escolas Técnicas) localizadas em áreas próximas ao extremo da Zona Leste da Capital de São Paulo. Na análise da Política Educacional é dada ênfase ao período iniciado em 1995 quando o Estado de São Paulo passa a ser governado pelo grupo político que controlaria a Política Educacional neste Estado desde então, com atenção especial à última fase deste período que coincide com a aplicação dos questionários e realização de entrevistas com os alunos das escolas pesquisadas. Para esta análise são utilizados, principalmente, os referenciais teóricos da tradição marxista, dos quais, é destacada a utilização dos conceitos elaborados pelo pensador italiano Antonio Gramsci, sendo um dos principais o de Aparelho Privado de Hegemonia, que aparece também com os conceitos de Ideologia, Classes Sociais e Consciência de Classe, na visão deste e outros pensadores que utilizaram e utilizam o referencial teórico do Marxismo. Com o auxílio destes conceitos é que são analisadas as disputas que marcam a atuação dos vários sujeitos em ação no processo de implantação da Política Educacional no Estado, tanto os que defendem a política inspirada em valores do neoliberalismo como os que resistem às medidas com estas características neoliberais que são adotadas, em São Paulo, neste período. E, em meio a esta acirrada disputa ideológica entre defensores e críticos das medidas neoliberais na Educação, é que são levantadas as expectativas e opiniões dos estudantes, com o objetivo de compreender os modos pelos quais chegam e são assimilados estes confrontos, nas escolas, pelos estudantes e como seriam as formulações que os próprios estariam elaborando sobre a atual situação do ensino, à partir do que vivenciam nas unidades de ensino. Verificamos inicialmente com base na análise do resultado dos questionários e das entrevistas que, além dos prejuízos causados à imagem do professor na ação intencional e articulada de aparelhos de hegemonia, que parte considerável dos alunos do Ensino Médio demonstra profundo descontentamento com o trabalho de alguns professores. Concluímos que se a direita utiliza os mais variados aparelhos de hegemonia para disseminar os valores da ideologia neoliberal, os grupos políticos que atuam junto às categorias dos educadores, também devem pensar na ação intencional sistemática, planejada para a formação e luta ideológica não apenas nos sindicatos e partidos, mas também nos espaços que constituem campos de disputa e um dos espaços em que esta luta já está acontecendo é a escola.This is a study that examines the educational policy adopted for the High School and Technical Education (Centro Paula Souza), the Public Education Network of Sao Paulo and educational expectations of students from four schools (two high school and two Technical Schools) located in areas near the end of the Eastern Zone of Sao Paulo. Analyzing the Educational Policy emphasis is given to the period starting in 1995 when the state of Sao Paulo is now ruled by a political group that would control the Educational Policy in this state since then, with special attention to the last phase of this period that coincides with the implementation of questionnaires and interviews with students of the schools surveyed. For this analysis are used, especially the Marxist theoretical tradition, which is highlighted the use of concepts developed by the Italian thinker Antonio Gramsci, one of the leading private apparatus of hegemony, which also appears with the concepts of Ideology , Social Classes and Class Consciousness, in the view of this and other thinkers who have used and use the theoretical framework of Marxism. With the help of these concepts are analyzed disputes that mark the performance of several subjects in action during the implementation process of the Educational Policy in the State, both those who support the policy-inspired values of neoliberalism as those who resist the measures of this type neoliberals who are adopted in Sao Paulo in this period. And in the midst of this fierce ideological dispute between advocates and critics of neoliberal measures in education, is that they raised the expectations and opinions of students, with the aim of understanding the ways in which they arrive and are assimilated these confrontations, by schools,students and how are the formulations that they themselves would be elaborating on the current situation of education, from what they experience in teaching units. We note initially based on an analysis of the results of questionnaires and interviews that, beyond the damage caused to the image of the teacher in intentional action and articulated apparatus of hegemony that a considerable portion of high school students shows deep dissatisfaction with the work of some teachers . If we conclude that the right uses the most varied instruments of hegemony to spread the values of liberal ideology, the political groups that work with the categories of educators, should also think about intentional action systematic, planned for the training and ideological struggle not only in trade unions and parties, but also the spaces that constitute fields of contention and one of the spaces in which this fight is already happening in school.
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Christen, Katherine Carr. "Civic and educational leaders' perceptions of the effects of globalization transnational corporations, and neo-liberal education ideology on an urban midwestern town." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1108409101.
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Zetterström, Bo-Olof. "Samhället som föreställning : Om studerandes ideologiska formning i fyra högskoleutbildningar." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16599.
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The purpose of this study is to examine stabilization and change in students' notions of division of labour, wage differentiation and reproduction of labour force. A description is given of the development and application of a qualitative method for the analysis of interviews within the framework of a theory-generating evaluation of long-term effects of higher education. A central concept is notion, the theoretical and methodological development of which up to a strict description of the content is presented in different categories. A model is presented of the structural features of notions. A theoretical revaluation of ideological reproduction is outlined and reconnected with the initial theoretical frame of reference. The empirical data consist of transcribed interviews with students of economics, medicine, psychology and engineering. The interviews were made on two occasions: when the students entered their educational programmes and after a period of about three years. The initial number of students involved were 25-27 from each educational programme. The results of the empirical analyses show initial différencies in students' ideological shaping, both within and between educational programmes. For a majority of students notions remain stable over time. Occurring changes lack general characteristics. For students of medicine and engineering changes in notions of differentiation of wages are unidirectional and fairly common while students of psychology change their notions in another direction but not to the same extent. Changes in notions of division of labour are more common among students of economics and psychology than in other groups but the direction of change is not the same in the two groups. Changes in students' notions can be said to depend on initial notions, educational programme, and societal aspect subject to the analysis. The study ends with some reflections on qualitative methods and theory generating evaluation.digitalisering@umu
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Peel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.
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Thomas, Russell A. "Bernard Stiegler on a Unified Vision of Humanity and Technology in Education: An Analysis of Human/Technical Ideology in the Writings of Today's Most Influential Educational Leaders." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton155704919370421.
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Vuka, Denis [Verfasser]. "Ideology and Educational Media: Albania’s Third Grade National History Textbooks during the Period of Self-Isolation (1978-1984) / Denis Vuka." Berlin : Freie Universität Berlin, 2019. http://d-nb.info/1191180913/34.
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Hult, Agneta. "Yrket som föreställning : en analys av föreställningar hos studerande inom fyra högskoleutbildningar." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1990. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16594.
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This study deals with students' notions of the function in society of their future professions. The overall aim is to study what notions are actually represented by the students and to describe the content of these notions. Another aim is to study how the students' notions change during their period of training. Slightly more than 100 students, distributed equally among the higher education programmes of economics, medicine, psychology and engineering, were interviewed when entering these programmes and after a period of approximately three years. The result of the analysis of notions was that five qualitatively different categories of notions could be discerned among students of economics, psychology and engineering, whereas three could be found among students of medicine. The categories run on a dimension from the profession being regarded as manifestations of and subordinate to an economic-political system, to the profession being regarded as manifestations of and subordinate to individual differences. The various categories of notions have been given names intended to, somewhat incisively, summarize their content. The students of economics and engineering changed during their period of training so that a larger number of them conceptualized the profession as a manifestation of individual differences. The students of psychology changed in the opposite direction and the students of medicine remained in the middle position. An analysis of the students' reflections on notions and the conceptualization per se, has also been carried out. This analysis is an attempt at problemizing the relation between notions and actions. It showed that, at the end of their training period, the students of psychology and, to a certain extent, the students of engineering more often than students of economics and medicine, considered the possibilities of acting in accordance to their notions of the ideal function of the professions. Attempts are also made at relating certain changes of the students' notions to specific characteristics of the educational programmes. The importance of students' initial notions for how they change is, however, also analysed and emphasized. The answer to the question of students' change of notions during their period of training can, in other words, be found in the dynamics and in the opposition between students' initial notions and the notions of the professions conveyed by the education. In relation to the goal of higher education to encourage critical thinking in students, the results of this study indicate that the educational programmes, rather than conveying one specific critical notion, should convey an awareness of the fact that there are different notions of the function of the profession. The students would then be stimulated, on the basis of their own initial notions of the profession, to make critical examinations of, to decide on, and to make their own choices of alternative notions.digitalisering@umu
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Warnke, Jeffery H. "(Re)Presentation and (Re)Production of Ideology: The Case of Grand Theft Auto IV, a Framework for the Analysis of Culture and Violence, and the Role of Critical Media Literacy in an Education for Democratic Citizenship." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333736556.
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Botsis, Hannah. "Making public politics private: A narrative study of apartheid racial ideology and its effects on white teenage female sexual desire in post-apartheid South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/7814.
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An effect of apartheid among the youth has been that transformation in educational institutions has largely not moved beyond artificial interaction. There is an obvious divide between public rhetoric of integration and private experience. A reason for this may be that the private realm is a fertile and productive space for the reproduction of prejudice, where desire is seemingly coded in private tastes and not political ideologies. Theoretically I examine how historical public discourses come to function as personal norms, expressed as personal desire not political ideology. Literature has shown that these racial ideologies function both to fetishize the Other in interracial relationships and to maintain the hegemony of whiteness in interracial contact. Through narrative interviews with a select group of white teenage girls from a mixture of schools in the Northern Suburbs of Cape Town, I analyse how historical power relations become an intimate part of our subject experience. Drawing on a psychoanalytical account of ideology I examine how their racial subjectivities are predicated on exclusionary logics that bar certain objects from being produced as desirable for them.
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Silva, Paula Nascimento da. "Do ensino básico ao superior: a ideologia como um dos obstáculos à democratização do acesso ao ensino superior público paulista." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16092013-122330/.
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Diante da preocupação generalizada em relação à qualidade da educação pública básica e às dificuldades de acesso ao ensino superior público em São Paulo, a presente pesquisa se propõe a analisar as condições educacionais que inibem os estudantes das escolas públicas a terem as universidades públicas como possibilidade ou meta ao prestar o vestibular. Defendese, nesse trabalho, que a ausência de perspectiva em relação ao ensino superior, por parte dos estudantes, é mais do que a simples falta de informação do aluno frente ao vestibular. Trata-se antes de um dos efeitos das ideologias envolvidas na constituição e desenvolvimento do sistema educacional brasileiro. É necessário sublinhar também que a escola pública está se habituando à redução das possibilidades de acesso de seus estudantes ao ensino superior. Para tanto, explorou-se a bibliografia sobre o tema, procurando aprofundar uma discussão teórica e analisar dados estatísticos disponíveis sobre o ingresso nos vestibulares de universidades públicas paulistas. Essa pesquisa permitiu apreender efeitos das políticas públicas até agora empreendidas para o acesso ao ensino superior, tanto aquelas adotadas pelos órgãos governamentais como aquelas geradas pelas próprias universidades públicas. Como meio de aprofundar os significados abertos pela palavra dos sujeitos-alvos dessas políticas e vítimas dessa exclusão, entrevistamos jovens estudantes do 3º ano do ensino médio de uma escola pública paulista a respeito das suas ambições escolares e das suas expectativas de ingresso no ensino superior.Considering widespread concerns about the quality of the public elementary educational system and about the dificulties to access higher education in São Paulo, this research intends to analize the educational conditions that inhibit students of public schools from seeing public universities as their goal when trying to access higher education. This research defends that the student\'s absence of perspectives relating to higher education is more than a simple result of the lack of information about the selective process that leads to the public university. We believe it is only one of the many effects of the ideologies involved in the constitution and development of the brazilian educational system. It is also important to underline that the public school is becoming used to the idea that its students will not have the opportunity to access public higher education. To defend these arguments, we have explored the relevant bibliography on the issue, trying to deepen the theoretical discussion and to analize statistical data available about admission in selective processes to public universities in São Paulo. This research allowed us to apprehend the effects of public policies developed by governmental institutions and by public universities regarding the access to higher educational system. Trying to deeply understand the meanings involved in the discourse of those to whom these policies where created and who are the victims of this process of exclusion, we have interviewed young students of a public school in São Paulo about their educational ambitions and their expectations of accessing higher education.
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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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Previous issue date: 2006-12-20This 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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Oliveira, Jaqueline Marques Tavares de. "Lendo e escrevendo o amanhã: ideologias de “futuro” nas políticas educacionais da SEM/RJ dirigidas aos “territórios conflagados”." EPSJV, 2012. https://www.arca.fiocruz.br/handle/icict/8727.
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Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde.
Esta dissertação de Mestrado tem por objetivo analisar o discurso produzido sobre o programa intitulado “Escolas do Amanhã”, desenvolvido pela Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ), desde o ano de 2009. O programa se propõe garantir o “futuro” para crianças e jovens dos territórios ditos “conflagrados”, isto é, espaços urbanos violentos, por meio da educação. As políticas educacionais se associam, neste programa, com as ações de segurança, saúde e assistência, demonstrando o caráter focalizado dessas políticas, direcionadas aos locais “pobres e violentos”. Nossa análise visa identificar os processos ideológicos presentes na elaboração e efetivação dessas políticas educacionais, a partir da configuração atual da sociedade capitalista, buscando, assim, compreender suas contradições. Como processos ideológicos que condicionam as políticas educacionais contemporâneas, consideramos a “educação compensatória”, a “medicalização da educação”, a “patologização da pobreza e da língua” e os “territórios conflagrados”. Para analisar o programa em foco, foram considerados documentos oficiais, entrevistas e reportagens. A partir da análise, concluímos que a noção de “futuro” nas políticas educacionais do capital busca legitimar as relações sociais vigentes, reproduzindo os processos ideológicos mencionados. Desse modo, apontamos, por fim, que a educação para um “futuro” de fato para estas crianças e jovens, só existe se for direcionada para além da lógica da sociabilidade capitalista.
This Master's thesis aims to analyze the discourse produced on the program called "Schools of Tomorrow," developed by the Municipal Education of Rio de Janeiro (SME / RJ), since 2009. This program aims intends to ensure a "future" for children and young people of the territories known as "embattled", that is, urban violence, through education. Educational policies are associated in this program with the actions of security, health care, demonstrating the narrow focus of these policies, directed at local "poor and violent" neighborhoods. Our analysis aims to identify the ideological processes present in the formulation and effective implementation of its educational policies, in the current context of capitalist society, trying to understand its contradictions on the basis of determinations of capitalism. As ideological processes that influence contemporary education policy, consider the "compensatory education", the "medicalization of education", the "pathologizing of poverty and language" and "embattled territories." To analyze the program in focus, were considered official documents, interviews and reports. From the analysis, we conclude that the notion of "future" in the educational policies of capital seeks to legitimize the current social relations. Thus, we point out, finally, that education for a "future" for these children and young people, exists only if directed beyond the logic of capitalist sociality.
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Albuquerque, Ana Sílvia. ""Lucere et Fovere" - Congregação das Irmãs Hospitaleiras (CONFHIC): Um estudo sobre o ideário educativo da Co-Fundadora Beata Maria Clara do Menino Jesus." Doctoral thesis, Universidade Portucalense, 2015. http://repositorio.uportu.pt/11328/1376.
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Tese de Doutoramento em Educação.A ideia de tentar compreender de que forma um ideário educativo católico duma congregação específica, neste caso, a CONFHIC, se enraíza na sua cofundadora - Libânia do Carmo Galvão Mexia de Moura Telles e Albuquerque, mulher que nasceu e viveu no século XIX (nome em religião – Maria Clara do Menino Jesus) - que mereceu o reconhecimento universal da sua obra, e da sua pessoa, que conduziu à sua beatificação, e indagar sobre a viabilidade desse ideário na sociedade atual, marcada por uma forte secularização, lançou as bases para a presente investigação. Percorridos múltiplos documentos eclesiásticos para compreender o sentido da educação católica nas mensagens diretas dos mais altos dignitários da Igreja; inferindo sobre o carisma fundacional da Congregação das Irmãs Franciscanas Hospitaleiras da Imaculada Conceição que passou pela análise das polissemias de conceitos de projeto, cultura e ideário; revisitada a história portuguesa oitocentista, numa vertente que privilegia a relação entre a Igreja, Estado e Sociedade, para melhor avaliar e dar a conhecer o contexto histórico que conduziu a Igreja a reconhecer o mérito da obra da Beata Maria Clara do Menino Jesus; reconstruída a história de vida da cofundadora numa vertente que visou aferir a sua identificação com o cariz franciscano; evidenciados os aspetos da sua obra pedagógica e assistencial; por fim, procedeu-se à análise de conteúdo das reflexões retrospetivas e prospetivas - constituintes do corpus de estudo empírico – do conjunto de participantes (n=11) que vivenciaram a ação educativa e educacional da CONFHIC. No presente estudo, enquadrado numa metodologia de natureza qualitativa de cariz interpretativo, adequada ao estudo de caso, como estratégia de investigação optada, que utilizou como instrumento de recolha de dados, o «inquérito por entrevista estruturada», e como técnica de análise, a «análise de conteúdo», foram concebidos três patamares para aferir as correspondentes dimensões de vivência dos participantes do estudo: (i) Uma dimensão experiencial, na qual se pretendeu conhecer a experiência dos participantes enquanto alunos e, ou professores na Escola da CONFHIC, nomeadamente quanto aos métodos de ensino, nas relações interpessoais - colegas, docentes, educadores – em conformidade com a situação individual e ainda, se em tal vivência ocorreu alguma marca pessoal e social; (ii) Uma dimensão social, a qual visou compreender o impacto do projeto educativo no caminho existencial dos participantes, nomeadamente enquanto cidadãos, profissionais e na esfera familiar, ou seja, aferir se a experiência de aluno e, ou professor em Escolas da CONFHIC, se repercutiu na sua vida social e profissional, inclusivamente se lhe atribui utilidade; (iii) Uma dimensão crítica que almejou avaliar a pertinência do ideário e do projeto educativo da CONFHIC na atualidade, ou seja, sob um prisma crítico, aferir o sentido desse ideário e projeto educativo no mundo atual e qual a sua viabilidade, na perspetiva dos participantes. As conclusões apontam no sentido de uma viabilidade do ideário e projetos católicos em estudo, na sociedade atual, desde que sejam implementadas diversas estratégias que tenham em vista a cooptação de sinergias internas e externas à CONFHIC, no sentido de continuar a obra da cofundadora Beata Maria Clara do Menino Jesus.
It is our aim in this work to understand how a Catholic educational ideology of a specific Congregation, namely-CONFHIC- so rooted in the cofoundress, Libânia do Carmo Galvão Mexia de Moura Telles e Albuquerque, a women that was born and lived in the 19th century (religious name - Maria Clara do Menino Jesus) whose work and herself were universally recognized resulting in her beatification and to investigate the viability of that ideology in the actual society marked by such a profound secularization. It covered multiple ecclesiastical documents to understand the meaning of Catholic education in the direct messages of the highest dignitaries of the Church; inferring about the foundational charism of the Congregação das Irmãs Franciscanas Hospitaleiras da Imaculada Conceição, what went through analysis of polysemy of project, culture and ideology concepts; revisited the nineteenth century portuguese history, in a trend that favors the relationship between Church, State and Society, to better assess and make known the historical context that led the Church to recognize the merit of Beata Maria Clara do Menino Jesus´s work; reconstructed the life story of the cofoundress in a shed which aimed to measure their identification with the franciscan nature ; highlighted aspects of their pedagogical work and welfare; finally , we proceeded to the content analysis of the retrospective and forward-looking reflections - constituents of empirical corpus study – of the group of participants (n=11) who experienced CONFHIC´s educational action. In this study, framed in a qualitative methodology of interpretive nature, appropriate to the case study, as defaulted research strategy, which used as a data collection instrument, the 'investigation by structured interview" and as an analytical technique, "content analysis" are designed three levels to measure the relevant dimensions of experience of study participants: (i) An experiential dimension in which it was intended to know the participants experience as learners and, or teachers in CONFHIC Schools, such as teaching methods, interpersonal relationships - colleagues, teachers, educators - in accordance with the individual situation and yet, if in such experience occurred some personal and social brand; ( ii ) A social dimension , which aimed to understand the impact of the educational project in the existential path of participants, including as citizens, professionals and family sphere, i.e., assess whether the student experience and, or teacher in CONFHIC Schools, was reflected in his social and professional life, including if utility is attributed to it ; ( iii ) A critical dimension that craved assess the relevance of the CONFHIC´s ideology and educational project at the present time, that is, from a critical perspective, assess the meaning of this ideology and educational project in today´s world and what is its feasibility from the perspective of the participants. The research findings point towards a feasibility of catholic ideology and projects under study, in today's society, since several strategies are implemented to coopt CONFHIC´s internal and external synergies in order to continue the work of the cofoundress Beata Maria Clara do Menino Jesus.
Orientação: Prof. Doutor Eusébio André da Costa Machado.
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Whiting, Ross. "Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390560.
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Urban EducationPh.D.
This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology.
Temple University--Theses
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Maia, Marcos Felipe Gonçalves. "Discurso midiático da ideologia de gênero e sua ressonância nos planos estadual e municipais de educação do Tocantins." Universidade Federal do Tocantins, 2017. http://hdl.handle.net/11612/493.
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Esta dissertação reflete sobre a concepção do tema da ideologia de gênero e sua reverberação nas mídias regionais do Tocantins a partir da aprovação dos Planos Estadual e Municipais de Educação (2015-2025). Tem como objetivo compreender os significados da expressão “ideologia de gênero” a partir dos discursos, motivos e/ou justificativas que se manifestaram em jornais regionais online do Tocantins para a supressão das questões de sexualidade e de gênero dos planos municipais e estadual de educação deste estado federativo. Tem como método a pesquisa qualitativa, com inspirações da etnometodologia e etnopesquisa crítica, etnopesquisa formação, bem como da análise do discurso numa perspectiva teórico-metodológica da abordagem multirreferencial. Traz uma pesquisa bibliográfica para exploração dos conceitos de identidade, diversidade, diferença, gênero, sexualidade, ideologia, ideologia de gênero e plano de educação. A pesquisa documental foi realizada com três jornais regionais online: Jornal do Tocantins, T1 Notícias e JM Notícia. Foram coletados trinta e três etnotextos ao todo, sendo nove do Jornal do Tocantins, cinco do T1 Notícias e dezenove do JM Notícia. Todos esses etnotextos foram lidos a partir da análise do discurso. Como resultado é possível destacar o agrupamento de dez noções subsunçoras para compreensão da expressão “ideologia de gênero”: 1) “Ideologia de gênero” como sendo contrária a concepção natural e “biológica” dos gêneros masculino e feminino; 2) “Ideologia de gênero” como prática gay, ou do movimento gay; 3) “Ideologia de gênero” como possibilidade de destruição da família [tradicional]; 4) “Ideologia de gênero” como promotora da sexualidade precoce; 5) “Ideologia de gênero” como má compreensão do conceito de gênero; 6) “Ideologia de gênero” como usurpadora da educação moral familiar; 7) “Ideologia de gênero” como conhecimento não científico; 8) “Ideologia de gênero” como uma teoria autoritária; 9) “Ideologia de gênero” como produtora de inconveniências; 10) “Ideologia de gênero” como contrária a uma sociedade onde a Bíblia junto com a Constituição Federal e o Código Civil são pilares da sociedade. Conclui-se que a utilização da palavra ideologia na expressão “ideologia de gênero” é a partir de uma valorização pejorativa de acordo com a vertente crítica da ideologia; sua utilização tem sido feita com a intenção de criação de um Estado Teocrático no Brasil em especial pela tomada da Educação como um campo de disputa e de formação desta sociedade; assim como a “Ideologia de gênero” tem sido utilizada também para desqualificar outras formas de saberes e conhecimentos científicos que teThis dissertation approaches to the theme of the gender ideology and its reverberation in the regional media of Tocantins after the approval of the State and Municipal Education Plans (2015-2025). It aims to understand the meanings of the expression "gender ideology" from the discourses, motives and / or justifications that have been expressed in Tocantins online regional newspapers for the suppression of sexuality and gender issues of the municipal and state education plans of this Federative state. It uses the qualitative approach and the method of ethnomethodology and critical etnopesquisa, etnopesquisa formation in a multirreferencial way. It brings a bibliographical research to explore the concepts of identity, diversity, difference, gender, sexuality, ideology, gender ideology and educational plan. The documentary research was carried out with three regional newspapers online: Jornal do Tocantins, T1 Notícias and JM Notícia. Thirty-three ethnotexts were collected in all: nine of Jornal do Tocantins, five of T1 News and nineteen of JM News. All these ethnotexts were read from Discourse Analysis. As a result, it is possible to highlight the grouping of ten subsuming notions to understand the expression "gender ideology": 1) "Gender ideology" as being contrary to the natural and "biological" conception of male and female gender; 2) "Gender ideology" as a gay practice, or the gay movement; 3) "Gender ideology" as a possibility of destruction of the [traditional] family; 4) "Gender ideology" as a promoter of precocious sexuality; 5) "Gender ideology" as a misunderstanding of the concept of gender; 6) "Gender ideology" as a usurper of family moral education; 7) "Gender ideology" as non-scientific knowledge; 8) "Gender ideology" as an authoritarian theory; 9) "Gender ideology" as a producer of inconveniences; 10) "Gender ideology" as contrary to a society where the Bible, together with the Federal Constitution and the Civil Code, are pillars of society. We conclude that the use of the word ideology in the expression "gender ideology" is based on a pejorative valuation according to the critical slope of ideology; Its use has been made with the intention of creating a Theocratic State in Brazil in particular by the taking of Education as a field of dispute and of formation of this society; as well as the "Gender Ideology" has also been used to disqualify other forms of scientific knowledge and knowledge that tries to show and denounce the different ways of being male and female in the societies.
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Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.
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Frowe, Ian. "Language, ideology and education." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/50486/.
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This thesis examines the relationship between language and social reality. The position argued for is one which sees language as having a constitutive role to play in the formation and maintenance of the social world. It elaborates and develops a view expressed by Quentin Skinner, namely, that language and the social world are mutually supportive and exist in a state of dynamic interaction. Because language has this constitutive role in relation to the social world attention to the use of language is important for the language we employ will be a significant factor in determining the nature of that world. The notion of ideology is defined in a critical sense as 'malign decontestation', i. e., the presentation of that which is contestable as if there were only one legitimate perspective. The concepts of absolutism and universalisation are taken as key ideological markers. Given the constitutive role of language, the identification of ideological language becomes important because aspects of the social world which are informed by such a language will reflect the errors inherent in the linguistic structures themselves. One of the central arguments of the thesis is that ideological language often arises when insufficient attention is paid to the ontological differences between activities whose subject matter is the natural world and those whose subject matter is the social world. There is a focus on educational issues because the impetus for this thesis arose out of a growing unease with the nature of the language used in relation to this topic. Although a concern with the language of education is not uncommon, the full significance of the language we use in this area is often unacknowledged because the necessary theoretical background is absent. It is the main purpose of this thesis to provide a philosophical justification for this concern.
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Schneider, Chad Curtis. "The Use of Children’s Books as a Vehicle for Ideological Transmission." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243969728.
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Costa, Adriano Medeiros. "Por tr?s de links, sempre existem pessoas: o anonimato como fator de pertencimento no uso de redes sociais on-line em projetos educacionais." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14458.
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Previous issue date: 2013-04-18The thesis investigated how social networks online that allows anonymous postings can be used by teachers and students to promote the meeting between the sexual education and the needs and expectations of young people face a crosscutting theme, remarkably a taboo. It needs teaching strategies more efficient than those traditionally defended. With this experience, found in a short course about sexuality and health, we sought to go beyond the use of social networks for social entertainment, showing they can be an field that favors the process of teaching and learning. The research was based on the convergence of the communication concepts from Paulo Frere and another from J?rgen Habermas, as well as the philosophical concepts of utopia, ideology and dialectic are interrelated not only among themselves, but also inside an education field. Methodologically in this thesis, we adopted the category of qualitative research; the method is a combination of case study with action research. The technique was the use of questionnaires, data collection was in attendance and the types of data were primary. Finally, we present, then, the idea the communication is not in the middle, but in the trusty relationship established between the interlocutors. In this way, we can think when a student has met their need to be able answer his questions about sex with their teacher through an online social network that allows anonymity and through which the student knows who responds is their teacher, but the teacher can not distinguish the identity of his students, this dialogic relationship serves to get claims of the validity that are characterized as potential communicative action
Esta tese investigou como as redes sociais on-line que permitem postagens an?nimas podem ser utilizadas por professores e alunos para a promo??o da Educa??o Sexual atender ?s necessidades e ?s expectativas dos jovens diante de um tema transversal notavelmente considerado tabu, exigindo estrat?gias pedag?gicas mais eficientes do que aquelas tradicionalmente oferecidas. Com essa experi?ncia, realizada em um minicurso sobre sexualidade e sa?de, buscou-se ir al?m da utiliza??o das redes sociais para o entretenimento social, mostrando que elas podem ser um ambiente que favorece o processo de ensino-aprendizagem. A pesquisa foi fundamentada na converg?ncia dos conceitos de comunica??o para Paulo Freire e J?rgen Habermas, bem como nos conceitos filos?ficos de utopia, ideologia e dial?tica que se inter-relacionam n?o s? entre si, mas tamb?m com o pr?prio campo da educa??o. Metodologicamente, nesta tese, foi adotada a categoria da pesquisa qualitativa. O m?todo ? uma combina??o de estudo de caso com pesquisa-a??o. A t?cnica foi a aplica??o de question?rios; a coleta de dados foi presencial e os tipos de dados foram prim?rios. Por fim, apresenta-se, ent?o, a concep??o de que a comunica??o n?o est? no meio, mas na rela??o de confian?a estabelecida entre os interlocutores. Dessa forma, ? poss?vel afirmar que quando um aluno tem sua necessidade atendida ao conseguir esclarecer suas d?vidas sobre sexo com seu professor atrav?s de uma rede social on-line que permita anonimato e atrav?s da qual o aluno sabe que quem responde ? o seu professor, mas o professor n?o consegue distinguir a identidade de seu aluno, essa rela??o dial?gica atende a pretens?es de validez que a caracterizam como a??o comunicativa em potencial
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Akbar, N. J. "BLACK MALE COLLEGIANS CULTIVATING SUCCESS: CRITICAL RACE ASPIRATION ETHOS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563497136309066.
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Wereley, Robert Lawrence. "Agency, ideology, and education, an interpretation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37662.pdf.
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Miller, Kurtz Karlmichael. "The essence of awareness of implicit bias: A phenomenological case study of educators' stories of coming to the realization they possess implicit bias." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574284477424395.
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McCloskey, Tricia A. "“To Tie Both Hands Behind Your Back . . . is Really Unjust and Disheartening”: Neoliberalism, Expansive Learning, and the Contradictions of Kindergarten Readiness." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588870718156486.
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Costa, Frederico Jorge Ferreira. "Ideologia e EducaÃÃo na perspectiva da Ontologia Marxiana." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=1175.
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O vÃnculo ontolÃgico entre ideologia e educaÃÃo està presente no fato do processo de transmissÃo e apropriaÃÃo das objetivaÃÃes requeridas de cada indivÃduo para enfrentar
as exigÃncias da vida social, ser cada vez mais importante para reproduzir e consolidar um conjunto de posiÃÃes teleolÃgicas socialmente desejÃveis. Estas estÃo
necessariamente presentes num conjunto de ideaÃÃes as quais visam dar sentido Ãs repostas prÃtico-conscientes dos indivÃduos sociais, ao mesmo tempo em que tornam
conscientes os conflitos sociais â seja entre indivÃduo e comunidade ou comunidade e natureza â nas sociabilidades primordiais, ou entre classes nas formaÃÃes sociais mais
desenvolvidas. Isso caracteriza o complexo da educaÃÃo como imanentemente ideolÃgica.The ontological ties between ideology and education is present in the process of transmission and appropriation required from each individual in order to confront the demands of social life. It is more and more important to reproduce and consolidate a joining of teleological desirable social positions, that are necessarily present in the conjunction of ideations which aim at explaining the practical and conscious answers from the social individuals. At the same time, they raise consciousness of the social conflicts, either between the individual and the community or community and nature, in the primordial sociability, or between classes in the more developed social formations. This characterizes the complex of education as something immanently ideological.
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Magalhães, Alcio Crisóstomo. "Goianidade em canto: ideologia e educação no movimento da mercadoria ou na modernização do sertão goiano." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5136.
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The thesis "Goianidade in singing: ideology and education in the movement of goods or in the modernization of Goiás hinterland" is the expository synthesis of an investigative journey that anchoring in the line of research Education, Labor and Social Movements, the Graduate Program the Faculty of Education of the Federal University of Goiás, takes as a problem the question of how the project civilization goianidade produces explanatory mediations of 'collective will' that the particularity of modernization in Goiás produced as a cultural system or goiana identity. In this sense, it corresponds to a literature review in the light of materialist dialectics, of the determinants which link a set of Goiás cultural organizations, as well as their organic intellectuals, the victorious productive matrix in Brazil. The same that had historical bloc in the range of just over half a century that separates the early 1930s and the first half of the 1980's radical critique of the movement that founded the city of Goiania and it articulates the judiciary, the Holy House, the Historical and Geographical Institute, the education system, the Goiana Academy of Letters, the mass communication system (newspaper, magazine, radio and television), associations and / or employer associations (Federation of Industries, the Trade and Agriculture), the Archdiocese, the first two universities and the military allows this theory. In other words, taking as methodological theoretical support categories work, class, culture, ideology, organic intellectuals, position war, war of movement and invented tradition, it can be said that the case Goiás in their educational collusion, just shows the limits of a reality that is produced and reproduces as a commodity, so, enchanted by the ideological reversal.
A tese “Goianidade em canto: ideologia e educação no movimento da mercadoria ou na modernização do sertão goiano” corresponde à síntese expositiva de um itinerário investigativo que, ancorando-se na linha de pesquisa Educação, Trabalho e Movimentos Sociais, do Programa de Pós Graduação da Faculdade de Educação da Universidade Federal de Goiás, toma como problema a questão do modo como o projeto civilizatório goianidade produz mediações explicativas da ‘vontade coletiva’ que a particularidade da modernização em Goiás produzira como sistema cultural ou identidade goiana. Nesse sentido, trata-se de uma análise bibliográfica, à luz da dialética materialista, dos determinantes que atrelam um conjunto de organizações culturais goianas, bem como seus respectivos intelectuais orgânicos, à matriz produtiva vitoriosa no Brasil. A mesma que se fizera bloco histórico no intervalo de pouco mais de meio século que separa o início dos anos 1930 e a primeira metade da década de 1980. A crítica radical do movimento que funda a cidade de Goiânia e nela articula o Poder Judiciário, a Santa Casa, o Instituto Histórico e Geográfico, o sistema de ensino, a Academia Goiana de Letras, o sistema de comunicação de massa (jornal, revista, rádio e televisão), as associações e/ou sindicatos patronais (Federação das Indústrias, do Comércio e da Agricultura), a Arquidiocese, as duas primeiras universidades e o Estado militar autoriza essa teoria. Em outros termos, tomando como suporte teórico metodológico as categorias trabalho, classe, cultura, ideologia, intelectuais orgânicos, guerra de posição, guerra de movimento e tradição inventada, pode-se afirmar que o caso goiano, em seu conluio educativo, revela exatamente os limites de uma realidade que se produz e reproduz como mercadoria, ou seja, encantada pela inversão ideológica.
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Silva, Pedro RogÃrio Sousa da. "Fetichismo, ideologia e educaÃÃo em Theodor Adorn." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17346.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoCoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
Investigam-se os conceitos de fetichismo, ideologia e EducaÃÃo em Adorno. Para tanto, este escrito à apoiado na pesquisa teÃrica e bibliogrÃfica, mais especificamente, em torno da obra e das diversas categorias filosÃficas, sociolÃgicas e educacionais do Pensador supracitado, como tambÃm de seus interlocutores e comentadores. Delineiam-se, por essa via, o surgimento e a difusÃo do conceito de fetichismo por diversos autores, tais como Charles de Brosses, Marx, Freud e Adorno, entre outros. EsboÃa-se, em seguida, o ponto de interseÃÃo de Marx com Adorno acerca do fetichismo. Discutem-se, com efeito, o fetichismo na mÃsica erudita e o dualismo entre dois compositores â Schoenberg e Stravinsky â bem como o elemento musical e suas correlaÃÃes com o Fetichismo da Mercadoria Cultural em Adorno, mostrando que a investigaÃÃo acerca da mÃsica constitui um problema importante, que implica a contradiÃÃo para o pensamento adorniano. Pesquisa-se, ademais, o conceito de belo, mostrando, de modo sintÃtico, sua propagaÃÃo no curso da HistÃria da Filosofia, bem como a estÃtica contemporÃnea em Adorno, delineando algumas correntes artÃsticas, seus impactos e propÃsitos. Aponta-se outra apropriaÃÃo de Adorno feita em relaÃÃo ao escritor de O Capital, qual seja, o conceito de ideologia, porÃm, feita de modo divergente, e distinta, comparativamente à compreensÃo de Marx. Analisa-se, alÃm disso, o elo entre Adorno e Benjamin, isto Ã, as convergÃncias e as divergÃncias dos filÃsofos alemÃes a respeito de algumas conceituaÃÃes. Averigua-se, prontamente, o tormento de Auschwitz, mostrando sua origem, consequÃncias sociais e educacionais. Discute-se, outrossim, de que modo a EducaÃÃo pode evitar para que Auschwitz nÃo se repita. Examina-se, a posteriori, a crÃtica feita por Adorno à EducaÃÃo portadora de um carÃter instrumental, tÃcnico e quantitativo. De modo contrÃrio, com base em Adorno, pensa-se uma educaÃÃo nÃo idÃntica à lÃgica vigente, recuperando o aspecto da autonomia e da emancipaÃÃo humana. Reporta-se, por fim, ao conflito entre dois conceitos, no Ãmbito educacional â formaÃÃo e semiformaÃÃo.
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COSTA, Frederico Jorge Ferreira. "Ideologia e Educação na perspectiva da Ontologia Marxiana." www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/3168.
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COSTA, Frederico Jorge Ferreira . Ideologia e educação na perspectiva da ontologia marxiana. 2007. 159f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2007.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-11T15:05:25Z No. of bitstreams: 1 2007_Tese_FJFCOSTA.pdf: 1485299 bytes, checksum: a7abc855c0239691ef89a9080921ff49 (MD5)
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The ontological ties between ideology and education is present in the process of transmission and appropriation required from each individual in order to confront the demands of social life. It is more and more important to reproduce and consolidate a joining of teleological desirable social positions, that are necessarily present in the conjunction of ideations which aim at explaining the practical and conscious answers from the social individuals. At the same time, they raise consciousness of the social conflicts, either between the individual and the community or community and nature, in the primordial sociability, or between classes in the more developed social formations. This characterizes the complex of education as something immanently ideological.
O vínculo ontológico entre ideologia e educação está presente no fato do processo de transmissão e apropriação das objetivações requeridas de cada indivíduo para enfrentar as exigências da vida social, ser cada vez mais importante para reproduzir e consolidar um conjunto de posições teleológicas socialmente desejáveis. Estas estão necessariamente presentes num conjunto de ideações as quais visam dar sentido às repostas prático-conscientes dos indivíduos sociais, ao mesmo tempo em que tornam conscientes os conflitos sociais – seja entre indivíduo e comunidade ou comunidade e natureza – nas sociabilidades primordiais, ou entre classes nas formações sociais mais desenvolvidas. Isso caracteriza o complexo da educação como imanentemente ideológica.
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Allala, Patrick Nicanda. "An Exploratory Study of Ghanaian Teachers' Social Distance with their Female Principals: A Gender Ideological Investigation." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334270592.
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Baron, Castellà Joan. "Ideologies lingüístiques dels mestres de les promocions del pla 67 (1967-72) i del pla pilot de Bolonya (2004-09) envers les llengües de l’educació primària a Catalunya." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/396140.
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Aquesta recerca ha anat encaminada a esbrinar i comparar les ideologies lingüístiques de les promocions de mestres del tardofranquisme (1967-72 de l'Escola Normal de Magisteri de Barcelona) i les de la prova pilot del pla Bolonya (2004-09 de la Universitat de Barcelona i de la Universitat Autònoma de Barcelona) o contemporànies d'aquell moment. L'interès per aquests dos grups de promocions de mestres, situades en dos moments clau de la història de l'escola catalana contemporània, rau en el fet que són fruit de sistemes educatius molt diferents, sobretot pel que fa a temes com la immersió, l'escola en català o la visió plurilingüe de l'ensenyament. Es tracta d'una investigació que s'emmarca en el camp de la sociolingüística i manté una relació directa amb les ciències de l'educació, sobretot amb l'àmbit de la formació del professorat de primària en llengua catalana, però amb referències també a l'ensenyament en castellà i a les llengües estrangeres en general.
Més enllà del propòsit general d'esbrinar el punt de vista que tenen les dues generacions ja citades sobre les ideologies lingüístiques, aquesta investigació s'ha plantejat com a objectius específics indagar en les creences i percepcions sobre aquestes ideologies; investigar els factors que determinen les ideologies lingüístiques basant-se en l'anàlisi dels usos, les xarxes de relacions socioculturals, el paper de les llengües presents al territori i els grups de referència; i relacionar les ideologies lingüístiques de les promocions esmentades amb els reptes educatius que planteja el multilingüisme a les aules de primària de Catalunya.
Quant a la metodologia, a fi de poder assolir els objectius i obtenir els resultats pertinents, el present treball s'ha basat en una combinació de dades quantitatives i qualitatives que han estat recollides a partir de la utilització d'un qüestionari de múltiples respostes combinat amb preguntes obertes relacionades directament amb els objectius. La mostra de subjectes que ha aportat el seu testimoni per a aquesta recerca ha estat formada per 80 mestres, 40 per cadascuna de les dues generacions ja esmentades,.
Els resultats han mostrat un paral•lelisme considerable entre ambdues generacions i un consens força ampli al voltant de les creences i percepcions sobre les ideologies lingüístiques, els factors que les determinen i els reptes educatius que planteja el multilingüisme actualment. Tanmateix, també hi ha hagut diferències, tant sobre el context que ha marcat aquestes generacions i el seu origen en el passat, com pel que fa a la situació present i a la seva visió de futur, sobretot respecte a la immersió en català, el paper que ha d’ocupar el castellà i el tractament que s’ha de donar a les llengües estrangeres.
Sobre l’aplicabilitat dels resultats, aquests poden trobar la seva utilitat en la detecció, a temps, dels punts que cal reforçar, consolidar i ampliar en l’àmbit curricular de les aules de primària, sobretot per a la millora de la formació en llengua catalana, però també en castellà i en llengües estrangeres. Alhora permeten exposar algunes de les problemàtiques que afecten la formació del professorat, tant a les universitats com fora d’aquestes, a partir de la visió que tenen les dues generacions de mestres ja anomenades. Per tant, això hauria de permetre millorar o corregir algunes de les mancances amb què va néixer el pla Bolonya com a mínim a les facultats d’educació de les dues universitats, UB i UAB, en què s’ha format la nova generació de mestres analitzada en aquest treball i que en aquest moment agafa el relleu de la generació veterana a les aules.This research has focused to determine and compare the linguistic ideologies of the promotions of teachers of the end of the Franco dictatorship (1967-72 of the Escola Normal de Magisteri de Barcelona) and the ones of the pilot test of the Bolonya plan (2004-09 of the Universitat de Barcelona and the Universitat Autanoma de Barcelona) or contemporary of that moment, as the rehearsal of the mentioned plan was only implemented in some specialities of the corresponding career. The focus on these two generations of teachers, which belong to two important moments of the history of the contemporary catalan school system, has been determined byt the fact that they are the result of two very different educational systems, specially when concerning the linguistic frame, the status of the catalan language or the role of multilingualism in education. Therefore, this research belongs to the field of sociolinguistics and keeps a direct link with the sciences of education, especially with the field of primary level teachers training in Catalan language, but with references to the education in Spanish and to the foreign languages in general. Regarding the objectives, further of the general purpose of determining the point of view of the two mentioned generations about their linguistic ideologies, this research has focused as specific objectives on investigating the beliefs and perceptions on these ideologies; the factors that determine the linguistic ideologies based in the analysis of the uses, the social and cultural relation networks, the role of the present languages to the territory and the groups of reference; and link the linguistic ideologies of the mentioned promotions with the educational challenges posed by the multilingualism at primary levels in Catalonia. About the methodology, to achieve the objectives and get the corresponding results, the current work has been based in a combination of quantitative and qualitative data that have been collected through the use as an instrument of a questionnaire of multiple answers combined with open questions related directly with the mentioned objectives. Simultaneously, the sample has been obtained after interviewing 80 subjects, 40 of each generation, which have collaborated voluntarily. As a consequence, the results have shown an important parallelism between both generations and a quite wide consensus around the beliefs and perceptions about the linguistic ideologies, the factors that determine them and the educational challenges that poses the multilingualism at present. However, there have also been differences, both on the context that has marked these generations and their origin in the past, as well as regarding the present situation and their vision of future, especially with regard to the immersion system in Catalan, the role that Spanish language should carry on and the treatment that has to be given to the foreign languages. Concerning the applicability of the results, these can be useful to detect, in time, the points that should be reinforced, consolidated and expanded in the curricular fields of primary levels, especially for the improvement of the training in Catalan language, but also in Spanish and in foreign languages. At the same time this should show some of the problems related to teachers training, both at universities and out of these, according to the vision of the two mentioned generations. Therefore, this should allow improving or correcting some of the lacks of the new Bolonya plan, at least at the two education schools of the two mentioned universities, the UB and the UAB, where the new generation of teachers studied.
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Marchi, Junior Wanderley. "Classificação das tendencias da educação fisica : uma abordagem filosofica-educacional e ideologica." [s.n.], 1994. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275301.
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Orientador: Antonia Dalla Pria BankoffDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: A presente dissertação tem origem na nossa inquietação acadêmica sobre os limites da produção literária da Educação Física e na periodização política de suas tendências, formuladas no trabalho de Paulo Ghiraldelli Júnior. Ao entrarmos em contato com a literatura da área, observamos que os textos predominantes eram aqueles que tratavam, exaustivamente, dos métodos de aprendizagem desportiva e de correção dos movimentos técnicos, sendo que em poucas obras, encontramos produções que trabalhavam as questões históricas, filosóficas ou educacionais. Percebida a existência dessa limitação teórica e a qualidade da contribuição prestada à Educação Física pela obra de Ghiraldelli, objetivamos com o desenvolvimento da nossa pesquisa, rever os autores que construíram o referencial teórico da Educação Física, durante sua história, e produzir um texto de ordem filosófica-educacional e ideológica, capaz de remeter à apreciação da comunidade acadêmica, em primeira instância, uma Classificação de suas tendências. Com a concretização da pesquisa, esperamos poder contribuir, efetivamente, com as discussões que se fazem necessárias em relação aos objetivos pretendidos pela Educação Física e, principalmente, quanto ao nível de formação intelectual e política de seus profissionais. A possibilidade de termos um referencial teórico para analisamos o trabalho que está se desenvolvendo nas escolas, clubes ou academias e, a que tipo de formação está servindo tais propostas, foi uma contribuição desejada na elaboração da dissertação. Metodologicamente, fomos assistidos pela Dialética Materialista de K. Marx e K. Kosik que definiu dentro da Pesquisa Bibliográfica o método de investigação e o método de exposição dos resultados. Ao final do trabalho de investigação, chegamos à definição das tendências Higienista, Militarista, Sócio-Pedagógica, Estruturalista-Sistêmica, Técnico-Científica e Histórico-Crítica da Educação Física, relacionando-as com as concepções filosóficas educacionais brasileiras de D. Saviani, e com as dimensões ideológicas de A. Gramsci
Abstract: The origin of the present dissertation is our academic restlessness concerning the limits of the literary production in Physical Education and in the political timing of its tendencies, formulated in the work of Paulo Ghiraldelli Júnior. As we got in contact with the literature of the area, we observed that the predominant texts were those which dealt exhaustively with sports learning methods and technical movernent correction; only in few texts, however, have we found productions dealing With the historical, philosophical and educational questions. Once both the existence of such theoretical limitation and the quality of the contribution of Ghiraldelli's work to Physical Education were noticed, by developing our work we aimed at examining the authors who constructed the theoretical reference in Physical Education during its history, and at producing a text of a philosophical-educational and ideological order, capable of exposing to the appreciation of the academic community, for the first time, a Classification of its tendencies. With the concretization of this research, we hope to have been able to contribute effectively to the discussions that are necessary as far as the objectives intended by Physical Education are concemed and, mainly, in what concerns the intellectual and political background of its professionals. The possibility of having a theoretical reference to analyze the work that is being done at schools, clubs or academies, and to what kind of developrnent it is being used, was a desired contribution to the developrnent of the dissertation.. As far as methodology is concerned, we have been assisted by Materialist Dialectic by K. Marx and K. Kosik, which defined in the Bibliographic Research, the method of investigation and the method of exposition of results. At the end of the investigation work, we arrived at the definitions of the Hygienist, Militaristic, Social-Pedagogical, Structural-Systemic, Technical-Scientific and Historical-Critical trends of Physical Education, associating them with D. Saviani's philosophic educational Brazilian concepts, and with A. Gramsci's ideological dimensions
Mestrado
Mestre em Educação Física
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Reis, Jonas Tarcísio. "Limites e possibilidades do Ensino Médio Politécnico : um estudo em escolas de Porto Alegre - RS." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7308.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O compromisso dessa tese é com o avanço no campo da análise da implementação de políticas educacionais, de desvelar os meandros dos processos de correlação de forças inerentes à dinâmica de confrontação entre ideias arraigadas na escola e ideias trazidas por novas políticas. O objetivo geral foi analisar a implementação do Ensino Médio Politécnico (EMP), buscando compreender os seus limites e possibilidades e as posições ideológicas presentes na defesa ou na recusa a esta reforma curricular implementada pela Secretaria de Estado da Educação do Rio Grande do Sul (SEDUC-RS) no quadriênio 2011-2014. A base teórico-metodológica da investigação constituiu-se no materialismo histórico dialético. O banco de dados esteve composto por documentos publicados pela mantenedora para a implementação do EMP, a legislação educacional vigente, entrevistas semiestruturadas realizadas com sujeitos formuladores e implementadores da política, na mantenedora e em quatro escolas do município de Porto Alegre. Para a interpretação e tratamento dos dados utilizamos princípios da Análise Documental. A tese está dividida em nove capítulos incluindo as considerações finais. Os resultados apontaram que: a origem dessa política está em fundamentos socialistas e da Educação Popular (EP); a pesquisa no Seminário Integrado (SI) e a Avaliação Emancipatória (AE) assumiram espaço central. Muitos trabalhos realizados pelos alunos tiveram orientação aproximada ao conceito de Trabalho Socialmente Necessário, cunhado nos primeiros anos da educação soviética, ajudando a formar sujeitos capazes de produzir uma consciência de que são capazes de fazer aquilo que se propõem enquanto seres humanos. A AE também gerou muita polêmica e embates ideológicos; as escolas que já tinham conhecimento e/ou experiências com os conceitos inerentes ao EMP obtiveram melhores resultados na implementação; a ideologia da meritocracia materializada nas práticas escolares, como na avaliação seletiva e classificatória e no conteudismo constituiu uma forte resistência a implementação. Entretanto, com o EMP, o Estado tentou mobilizar-se para formar sujeitos emancipados capazes de transformarem a sociedade, mas não conseguiu conquistar política e ideologicamente a necessária influência para consensuar com o todo da sociedade acerca da sua positividade, por não ter o sindicato como aliado ao, principalmente, não ter pagado o Piso Salarial Nacional no básico da carreira, também por ter encontrado um quadro de baixos incentivos à inovação pedagógica na rede, com um modelo de ensino calcado no currículo fragmentado, numa pedagogia bancária e numa avaliação seletiva e classificatória. Igualmente por barreiras na formação docente, aliada a uma histórica falta de investimentos na infraestrutura escolar. Outro motivo foi, por fim, a gestão da SEDUC-RS ter implementado a proposta sem um tempo maior para debates com as comunidades escolares; houve uma desacomodação e um processo de correlação de forças entre o novo e o velho dentro das escolas, sendo travado de certa forma um enfrentamento aos processos de exclusão escolar. Essa pesquisa ajuda a identificar os meandros dos limites e das possibilidades de uma política de reestruturação curricular que objetivou promover a emancipação humana no Ensino Médio, contra um secular modelo escolar meritocrático, objetivando em último grau a conformação da igualdade substantiva e da justiça social real.
The commitment of this thesis is with the advancement in the field of analysis of the implementation of educational policies, to unveil the meanderings of the processes of forces correlation inherent to the dynamics of confrontation between ideas rooted in the school and ideas brought about by new policies. The general objective was to analyze the implementation of the Polytechnic High School (EMP), seeking to understand its limits and possibilities and the ideological positions present in the defense or refusal of this curricular reform implemented by the State Secretariat of Education of Rio Grande do Sul (SEDUC –RS/ BRAZIL) in the quadrennium 2011-2014. The theoretical-methodological basis of the investigation was constituted in dialectical historical materialism. The database consisted of documents published by SEDUC-RS for the implementation of the EMP, current educational legislation, semi-structured interviews with policy creators and implementers, at SEDUC-RS and at four schools in the city of Porto Alegre. For the interpretation and treatment of the data we use principles of Documentary Analysis. The thesis is divided into nine chapters including the final considerations. The results showed that: the origin of this policy lies in socialist and Popular Education (EP) fundamentals; the research in the Integrated Seminar (SI) and the Emancipatory Assessment (EA) took center stage. Many of the works carried out by the students have had approximate orientation to the concept of Socially Necessary Work created in the early years of Soviet education, helping to form subjects capable of producing an awareness that they are capable of doing what they propose as human beings. The AE also generated much controversy and ideological clashes; the schools that already had knowledge and / or experiences with the concepts inherent to the EMP obtained better results in the implementation; the ideology of meritocracy embodied in school practices, as in selective and classificatory evaluation and in content, constituted a strong resistance to implementation. However, with the EMP, the State attempted to mobilize to form emancipated subjects capable of transforming society, but failed to conquer politically and ideologically the necessary influence to reach agreement with the whole of society about its positivity, for not having the Syndicate as an ally, mainly, not having paid the National Salary Floor in the basic of the teaching career, also for having found a scenario of low incentives for pedagogical innovation in schools, with a teaching model based on the fragmented curriculum, in a banking pedagogy and a selective and classificatory evaluation. Also by barriers in teacher training, coupled with a historic lack of investments in school infrastructure. Another reason was that SEDUC-RS management had implemented the proposal without a longer time for discussions with school communities; there was a dismantling and a process of forces correlation between the new and old within the schools, being, in a certain way, a confrontation with the processes of school exclusion. This research helps to identify the intricacies of the limits and possibilities of a curricular restructuring policy aimed at promoting human emancipation in high school, against a secular meritocratic school model, aiming ultimately at the conformation of substantive equality and real social justice.
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Bargouthi, Sa'id. "Ideology, education, and multiculturalism : a study of Jewish education in Israel." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400401.
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Romão, Arquilau Moreira. "Filosofia, educação e esclarecimento : os livros de auto-ajuda para educadores e o consumo de produtos semi-culturais." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251675.
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Orientador: Cesar Apareciddo NunesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Essa tese de doutorado pretende, à luz da teoria crítica, compreender o processo de explosão comercial do livro de auto-ajuda que vem sendo disseminado no campo educacional, interpretando os conteúdos destinados a professores. Faremos reflexões sobre a sociedade de consumo, sobre as matrizes da educação brasileira, sobre a história do livro e as novas maneiras de apresentação do livro como mercadoria, revestidas de uma aura de valor absoluto. Iremos mobilizar os conceitos de indústria cultural, semi-cultura e semi-formação para investigar um total de vinte obras de cinco autores que se "especializaram" em escrever livros endereçados ao universo docente. Nos últimos anos, o consumo destas obras expandiuse muito, apresentado como um saber científico, como uma receita eficaz com rápidos resultados. As fórmulas prontas de oferta da felicidade, os manuais de sucesso, as cartilhas de como dar aula e administrar conflitos indicam o quanto é preciso refletir sobre o que julgamos ser uma visão estreita do mundo baseada na consciência ingênua e no senso comum que vê a educação como autônoma.
Abstract: That doctorate thesis intends, to the light of the critical theory, to understand the process of commercial explosion of the book of solemnity-help that has been disseminated in the educational field, interpreting the contents destined to teachers. We will make reflections on the consumption society, on the head offices of the Brazilian education, on the history of the book and the new ways of presentation of the book as merchandise, covered of a breeze of absolute value. We will mobilize the concepts of cultural industry, semi-culture and semiformation to investigate a total of twenty works of five authors that you/they specialized " in writing books addressed to the educational universe. In the last years, the consumption of these works expanded a lot, presented as a scientific knowledge, as an effective revenue with fast results. The ready formulas of offer of the happiness, the success manuals, the spelling books to give class and to administer conflicts indicates him/it all of how it is necessary to contemplate on the one that we judged be a narrow vision of the world based on the naïve conscience and in the common sense that sees the education as autonomous.
Doutorado
Filosofia e História da Educação
Doutor em Educação
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Silva, Tiago Cortinaz da. "A revista Veja e os discursos jornalísticos sobre educação no Brasil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106490.
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A pesquisa investiga e analisa os discursos jornalísticos sobre educação da revista Veja entre os anos de 2002 e 2012. Os estudos jornalísticos sobre educação foram tomados como objeto de estudo devido ao entendimento de que ao falar sobre educação esses discursos também constituem a mesma. A revista Veja foi escolhida como campo de análise devido ao fato de ser a revista brasileira de maior circulação semanal. E o referido período, que compreende a análise, foi delimitado tento em vista ser um período de significativo crescimento da classe média brasileira, majoritariamente o público-alvo leitor da revista Veja. Ao me aproximar do objeto de estudo buscando entender que ideologias operam nesses discursos e que visões hegemônicas sobre educação são constituídas pelos mesmos, através dos conceitos de ideologia (HALL, 2009) e hegemonia (WILLIAMS, 1979), tive de recorrer a referenciais metodológicos que me permitissem operar as análises. Através dos conceitos de intertextualidade e representação de atores sociais (FAIRCLOUGH, 2003) e falta e excesso (PÊCHEUX, 1990) pude identificar algumas vozes presentes e ausentes nos discursos jornalísticos sobre educação da revista Veja, assim como de que modos são representados aqueles que têm voz ou são privados das mesmas nesses discursos. A pesquisa e análises demonstraram que operam ideologias nos discursos sobre educação da revista Veja, muitas vezes híbridas e contraditórias, não necessariamente uma única ideologia. A educação básica, de modo geral, é entendida como um projeto público e coletivo nacional, já o ensino superior é caracterizado como passível de privatização ou capitalização. A revista também apresenta uma preocupação constante com a presença de ideologias de esquerda em materiais didáticos e escolas, assim como uma vigilância constante ao trabalho docente, conclamada principalmente na participação dos pais na educação escolar dos filhos. O trabalho docente, por sua vez, é tomado como problemático e propulsor de mudanças, deste modo tanto críticas à formação de professores são encontradas nesses discursos quanto a necessidade de valorização dos professores. Finalmente, a revista toma indícios de experiências de outros países e recomendações de organismos internacionais como referência para fazer avançar a educação no Brasil.This research analyzes the journalistic discourses of education in Veja, a Brazilian magazine, between 2002 and 2012. Journalistic discourses were taken as the object of this study due to the understanding of media and information as a social construction. Veja magazine was chosen as the field of this analysis because it is Brazil‟s biggest magazine in circulation, the third largest weekly news magazine in the world and the largest outside the United States. That period of time was chosen since it was an important moment for Brazilian economy, when a significant economic growth of the country‟s middle class – Veja‟s target readership – happened. I identified media as one of the social structures that has been continuously mobilized for education, under the assumptions of a deficit in Brazilian basic education, and low qualification of teachers – both in comparison to the rest of the world via rankings or, sometimes, to a certain selective past. Through the concepts of intertextuality and representation of social actors (FAIRCLOUGH, 2003), I realized that present and absent voices in Veja‟s journalistic discourses about education consider basic education as a public and collective national project that requires managerial inputs, considering the urgency of an economic development for the country. In this sense, Veja magazine presents the work of teachers, at the same time, as the problem and the solution. It is both critical - to formation and performance of teachers - and scrupulous - as it recognizes the need to value teachers. If we consider that all social problems and their possible solutions are partly discursive (RESENDE; RAMALHO 2013), hegemonic discourses built through the articulation of certain ideologies‟ alliances (HALL, 2009) with the common sense, even though never guaranteed, are powerful. This research conclusions suggest that counter-hegemonic alternatives to managerialist projects must always be accompanied also by discursive alternatives, and journalistic discourses about education, more than objects of study, should also be seen as objects of dispute.