Dissertations / Theses on the topic 'Formal education'
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Peera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.
Full textHoward, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.
Full textBrinks, Raymond G. "The formation of a non-formal education team." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
Full textTedder, Michael Thomas. "Stories of access : adults returning to formal education." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426084.
Full textWilliams, Veronica A. "Karen–Burmese Refugees’ Cultural Perception of Formal Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/118.
Full textEkwunife, Joe A. "Technology and secondary school science education : how can non-formal education help?" Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.
Full textBrowder, Christopher Todd. "English learners with limited or interrupted formal education| Risk and resilience in educational outcomes." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637307.
Full textThis dissertation examined the educational outcomes of high school English learner (EL) students with limited or interrupted formal education (SLIFE) to evaluate theories that explain their educational resilience. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs' homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts. Limited formal schooling (LFS) was operationalized with three indicators for students on arrival in the U.S.: (1) gaps in years of schooling relative to grade, (2) low self-reported first language schooling, and (3) beginner-level English proficiency. Bivariate and multivariate regression analyses were used to estimate the relationships between the LFS indicators and the educational outcomes as well as the degree to which school-based protective factors and personal risk factors had influenced the relationships. Protective factors included perceived pedagogical caring, social integration with non-immigrant peers, ESOL classes, out-of-school help, and extra-curricular activities. Risk factors included high social distance, past traumatic experiences, a lack of authoritative parental support, separations from loved ones, and hours spent working in employment. This study also examined the role students' academic self-concept played in mediating and moderating the influence of protective and risk factors in the resiliency process. The findings showed that SLIFE had lower achievement on the standardized tests, but that it was largely due to having lower English proficiency at the time of the test. Lower English proficiency at the time of the test was mainly attributed to arriving with lower English proficiency and lower first language literacy. ESOL classes appeared to help students acquire English faster. After controlling for differences in English proficiency, students' perceptions of social distance appeared to predict their academic achievement on standardized tests better than their academic self-concept and the other protective or risk factors. This study contributes to our understanding of risk and resilience among SLIFE and may help inform interventions to support them better.
Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.
Full textGarcia, Valeria Aroeira 1970. "A educação não-formal como acontecimento." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251690.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa se propõe a analisar a criação do conceito de educação nãoformal partindo da filosofia deleuziana, que compreende a criação de um conceito com seus movimentos e suas recriações. Nessa perspectiva, defendemos a educação não-formal como um conceito autônomo, com fazeres particulares e um campo próprio, a partir de uma lógica específica de funcionamento. Através de uma pesquisa bibliográfica, considerando autores internacionais, especialmente espanhóis, norteamericanos e autores brasileiros, a trajetória histórica do conceito de educação não-formal é apresentada, tanto internacionalmente, quanto nacionalmente. A educação não-formal é analisada a partir das políticas públicas para crianças, adolescentes e jovens, e nesse contexto é considerada sua relação com a educação social, assim como uma pequena apresentação e discussão da trajetória da educação social no Brasil. Foram pesquisadas três instituições de caráter não-formal em Campinas (SP) e região, sendo uma de origem religiosa, uma vinculada ao poder público e uma de caráter comunitário. A partir da pesquisa de campo, as concepções dos educadores dessas instituições foram consideradas como constituintes da criação de nuances do conceito de educação não-formal. Consideramos ainda as idéias divulgadas pela grande imprensa sobre os fazeres da educação não-formal e como os meios de comunicação vêm divulgando esse campo. Dessa maneira, a presente pesquisa se preocupou em cartografar a educação não-formal, não como um campo descoberto, ou como um conceito estático, mas como um conceito em movimento, que vem sendo criado e recriado em diferentes momentos e locais. Percebe-se, dessa forma, que o conceito de educação não-formal assume diferentes nuances, em função de que país e de que época histórica abordamos.
Abstract: This doctoral thesis intends to analyze the creation of the concept of non formal education, starting from the deleuzian philosophy, which encompasses the creation of a concept together with its movements and its re-creations. Under this perspective, we defend the idea of nonformal education as na autonomous concept, with its particular makings and a proper field, and a specific logic of functioning. Through the supporting bibliography, which considered foreigners authors, and specially Spanish, North American and Brazilian authors, the historic trajectory of the concept of nonformal education is presented, both in international contexts as in the Brazilian context. The nonformal education is analyzed from the point of view of the public policies targeting children, adolescents, and young adult students, and under such context, we consider its relationship with the social education. We also do a short presentation and discussion on the trajectory of the social education in Brazil. We analyzed three educational institutions of nonformal character in the region of the city of Campinas (State of São Paulo), one of them having a religious origin, another related to the public administration, and the third one having a community character. From the field research, the conceptions of the educators from these institutions were considered as the elements for the creation of concept of nonformal education. We also considered the ideas publicized through the mass media respect to the makings - activities related to nonformal education, as well as the way the communication channels talk about this field. In this way, the present research was concerned in picturing and understanding the nonformal education not as a discovered field, not as a static concept, but instead, as a concept in movement, which is being created and re-created in different moments and different places. With that in mind, we realize that the concept of non-formal education assumes different forms, depending on the country and depending on the period we are focusing.
Doutorado
Ciencias Sociais na Educação
Doutor em Educação
Oliveira, Paulo de Jesus Silvério de. "Educação não formal : o caso do escutismo." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20774.
Full textThomas, R. Bradford. "Discovering why adults do not participate in formal adult education." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.
Full textDepartment of Educational Leadership
Covert, Julia L. "Abstract reasoning development: a result of formal schooling and natural development." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399630695.
Full textMirth, Diane Mary. "The I.C.W, a study in non-formal adult education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/NQ46886.pdf.
Full textSzakaly, Michael J. "Non-participation in formal education among active union members." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1273157.
Full textDepartment of Educational Studies
Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.
Full textSilva, Albina Pinto Pais Tiago. "As aprendizagens não formais e informais no ingresso à Escola Secundária Padre António Macedo: possíveis parcerias com outras instituições de Vila Nova de Santo André." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14528.
Full textMumba, Elizabeth Cisece. "Development of a framework for analyzing nonformal education systems." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25475.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Moura, Jessica Sarubi de. "Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7369.
Full textThis research has the objective to analyze the dynamics of the operation of non-formal activities of the State College Guadalajara and point to possible dialogue - bridges between formal and non-formal education in the school environment. To achieve this goal the dissertation included: a) a description of the activities of the Center for Culture of Guada since its implementation, b) analysis of the possible relations between the non-formal activities and the activities offered by the institution from the network proposed by official teaching and c) the influence of More Education program in the promotion of non-formal education activities for school. In this sense, the research focus, emphasizes the collaborative arrangements between the ideal of comprehensive education offered by the program and the prospect of holistic training of this individual in the non-formal activities of the EC Guadalajara. For it has theoretical support of authors like Gohn (2010), Trilla (2008), Gadotti (2005) and Libâneo (2010) to conceptualize and categorize formal and non-formal education. And Ferreira (2007), Guara (2006), Cavaliere (2002) and Coelho (s/d) to clarify the perspective of integral education and problematize it. The methodological procedures were non - participant observation, document analysis, oral history and application of semi - structured interviews with both cultural encouraging of Nucleus of Culture. The results show that indeed there are specific links between formal and non-formal education in the school studied. This is linked with the participation of teachers in the planning of non-formal activities and improving student performance in formal disciplines by participating in workshops offered by the core. Regarding the collaboration of More Education Programme for the promotion of non-formal school activities was found that the program served as an aid to subsidize activities that have occurred at school without their funding.
Godinho, Ana Cláudia Ferreira. "Trajetória formativa de educadoras de jovens e adultos: entre o formal e o não-formal." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1924.
Full textNenhuma
Este estudo aborda a relação entre a educação formal e não-formal na formação de educadores/as de jovens e adultos que atuam em projeto fundamentado nos pressupostos teórico-metodológicos da Educação Popular, na rede municipal de Gravataí - RS. Sendo assim, o foco do estudo é a relação entre a EJA e a EP. A escolha do tema, a definição dos sujeitos, contexto e procedimentos utilizados vinculam-se aos pressupostos da pesquisa participante. Ainda que, neste estudo, a observação participante e as entrevistas individuais semi-estruturadas sejam os procedimentos adotados, a participação constituiu-se como princípio norteador do percurso metodológico realizado. O objetivo é compreender e analisar a relação entre as experiências formais e não-formais desses/as educadores/as e as implicações dessas trajetórias formativas sobre a identificação dos sujeitos com o campo educacional popular. Para tanto, realizei o resgate histórico da relação entre EJA e EP no contexto educacional brasileiro, situando os momentos de dist
This study is about the relation between formal and non-formal education within the preparation of young and adult educators that take part in projects based on the theoretical-methodological estimations of the Popular Education, in the district area of Gravataí – RS. Therefore, the main subject of the study is the relation between EJA (young and adults education) and EP (popular education). The choice of the theme, the definition of the subjects, context and procedures that were used are linked to the estimations of the participant research. Even though, in this study, the participant observation and the semi-structured individual interviews are the chosen procedures, the participation was built as the guidance principle of the methodological trajectory that was made. The objective is to understand and analyze the relation between the formal and non-formal experiences that these educators have had and also the implications of these formative trajectories on the identification of the subjects with the popular
Kreitzer, Donald J. "A study of the current practice of private sector distance education receive-site coordinators in administering university formal and non-formal distance education programs." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1164923.
Full textDepartment of Educational Leadership
Abrandt, Madeleine. "Learning physiotherapy : the impact of formal education and professional experience /." Linköping : Univ, 1997. http://www.bibl.liu.se/liupubl/disp/disp97/ipp50s.htm.
Full textAl-zaroo, Salah H. "Non-formal education in Palestine : a response to school exclusion." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/36352/.
Full textGotsch, Kendra L. "Attitudes of certified athletic trainers concerning formal sport psychology education." Virtual Press, 2003. http://www.oregonpdf.org.
Full textHill, Cecily Erin. "Formal Education: Early Children’s Genres, Gender, and the Realist Novel." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.
Full textSenghore, Alieu Badara. "Training of agricultural fieldworkers in a unified extension system : an interface between formal and non-formal education approaches." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414561.
Full textAdey, Philip. "Cognitive acceleration : science and other entrances to formal operations." Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/448/.
Full textGoodson-rochelle, Peggy A. "New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.
Full textBostain, Dyanne Strohkorb. "Information gathering by trustees for decision-making: Informal and formal sources." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618597.
Full textScott, Anne Isobel. "The concept of alternance within the formal curriculum." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335999.
Full textSepulveda, Victoria I. "The Formal Instruction of Psychopharmacology in CACREP-Accredited Counselor Education Programs." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1297494791.
Full textCapozzoli, Thomas K. "Motivational orientations of adults returning to formal education : a quantitative study." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/517084.
Full textButvilienė, Jūratė. "Non-formal Adult Education in Lithuania: Public and Private Teaching Sectors." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132532-34935.
Full textDisertacijoje analizuojamas neformalusis suaugusiųjų (25-64 metų amžiaus) švietimas žmogiškojo ir socialinio kapitalo aspektu valstybiniame bei privačiame mokymo sektoriuose besimokančiųjų ir neformalųjį švietimą organizuojančių institucijų lygmenis. Formuluojama problematika, kad neformalusis suaugusiųjų švietimas, kaip vienas svarbiausių asmens sėkmingo veikimo visuomenėje, tenkinant jo/jos pažinimo, lavinimosi bei saviraiškos poreikius garantų, yra daugiau orientuotas į esamų darbdavių lūkesčius darbuotojų kvalifikacijai tobulinti/kelti, akivaizdžiai atsiejant individo saviugdos/asmenybės tobulėjimo bei saviraiškos galimybes (kitaip tariant, atitrūkstama nuo žmogiškojo kapitalo į pirmąją vietą iškeliant socialinį). Taip pat šiame procese pastebimos ir socialinės stratifikacijos apraiškos, ypač išskiriant besimokančiųjų grupių išsilavinimo, amžiaus bei sektorių, kuriuose dirbama, aspektus. Tyrimo eigoje buvo išanalizuoti bei patvirtinti ir ginamieji teiginiai, kad: a) neformaliajame suaugusiųjų švietime valstybinio ir privataus mokymo sektoriuose žmogiškasis kapitalas išlieka orientuotas į socialinio kapitalo kaupimą ir b) skirtumai tarp neformalųjį suaugusiųjų švietimą vykdančių valstybinio ir privataus mokymo sektorių yra nežymūs.
Justino, Jussara Aparecida de Paula. "Educação musical humanizadora : uma experiência com crianças no campo da educação não formal." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9309.
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Não recebi financiamento
This research took place in the Curumim Program at the SESC unit in the city of Araraquara / SP, with children from 7 to 12 years of age, Children whose parents work in the commercial area and in tourism. The program aims at the integral development of the child through cultural, artistic and sports activities that prioritize the playfulness and quality of life. The general objective of the research was to identify possibilities in the development of educational and musical processes with children from the perspective of non - formal education, valuing a dialogical praxis between children and researcher. The research was based on authors of music education, such as Brito (2001, 2003, 2007), Koellreutter (1997), Joly and Severino (2016), who supported the concepts of music education, articulated with other area theorists. . In order to understand and contextualize non-formal education, the contributions came from research on texts by Gohn (2007, 2008), Garcia (2015), Park and Fernandes (2005, 2015), authors who have been studying the systematization of this area of study in Brazil. The research still relied mainly on the thinking of Freire (2014) to understand the exchange between knowledge and dialogical praxis. The methodology had a qualitative approach, with reflections based on some of the concepts of the Phenomenology, based on authors such as Merleau-Ponty (2011, 2013, 2014), Bicudo (2011), Martins e Bicudo ) And Rezende (1990). Data collection was based on Bogdan and Biklen (1994), children's drawings and writings, and photos of some of the musical moments. The research brings contributions to the production of knowledge about the music in education with children. Showing the importance of dialogue as a way to construct an autonomous world, and as a motivating element for the construction of joint propositions between children and educators.
Esta pesquisa foi desenvolvida no Programa Curumim na unidade do SESC na cidade de Araraquara/SP, que atende crianças de 7 a 12 anos de idade, filhos de servidores do comércio de bens, serviços e turismo, público prioritário do SESC. O programa visa o desenvolvimento integral da criança por meio de atividades culturais, artísticas e esportivas que priorizem o lúdico e a qualidade de vida. O objetivo geral da pesquisa foi identificar possibilidades no desenvolvimento de processos educativos e musicais com crianças em uma perspectiva da educação não formal, valorizando uma práxis dialógica entre crianças e pesquisadora. A pesquisa teve por base autores da área de educação musical, tais como Brito (2001, 2003, 2007), Koellreutter (1997), Joly e Severino (2016), que sustentaram os conceitos da educação musical, articulados com outros teóricos da área. Para compreensão e contextualização da educação não formal os aportes vieram da pesquisa e reflexão sobre textos de Gohn (2007, 2008), Garcia (2015), Park e Fernandes (2005, 2015), autoras que vêm se debruçando na sistematização dessa área de estudo ainda em construção no Brasil. A pesquisa ainda contou principalmente com o pensamento de Freire (2014) para entender a troca entre saberes e a práxis dialógica. A metodologia teve uma abordagem qualitativa, com reflexões baseadas em alguns dos conceitos da Fenomenologia, de onde trouxe autores como Merleau-Ponty (2011, 2013, 2014), Bicudo (2011), Martins e Bicudo (2006) Machado (2010) e Rezende (1990). A coleta de dados teve como ferramenta de registro, os diários de campo baseados em Bogdan e Biklen (1994), desenhos e escritos das crianças, e fotos de alguns dos momentos dos encontros musicais. A pesquisa traz contribuições para a produção do conhecimento sobre música na educação com crianças. Mostrando a importância do diálogo como meio para construção de uma leitura de mundo autônoma, e como elemento motivador para a construção de proposições conjuntas entre crianças e educadores.
Martins, Magda Cardoso de Oliveira. "Contribuições do pátio da ciência da Universidade Federal de Goiás para a educação formal." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6403.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This paper describes the experience of the application an educational product that was developed to verify the contributions of non-formal education to formal education for students from the ninth grade of elementary school in the to Educação de Adolescentes Jovens e Adultos (EAJA) in Goiânia - Goiás. This work is primarily engaged allow the students of basic education the discovery of new ways of learning to Physics, looking for the awakening of interest in science and technology as well as verify that somehow, there was the acquisition of scientific knowledge conceptual. We had four classes of two hours each, namely: The visit to the Pátio da Ciência of UFG and application of pre-test; class on environmental impacts in the construction of hydroelectric plants, renewable sources and the types of sources for power generation; class up the Oersted experiment, Faraday's Law and Lenz and last meeting was performing experiments by students mediated by monitors of Pátio da Ciência ending the application of the product to an interview with the subjects. It is a qualitative research and the methodology chosen was the exploratory applying the focus group technique. This is considered the goals of lessons, discussions and responses from the pre-test by students and interview with them. It is concluded that the Pátio da Ciência when working complementary to formal education brings contributions: public satisfaction; awakening in science; promotes the student as an active subject, as well as acquisition of concepts Physicists.
Este trabalho visa relatar a experiência da aplicação de um produto educacional que foi desenvolvido para verificar as contribuições da educação não formal à educação formal para alunos do nono ano do Ensino Fundamental na modalidade da Educação de Adolescentes Jovens e Adultos (EAJA) em Goiânia – Goiás. Este trabalho tem por objetivo principal possibilitar aos alunos da educação básica o descobrimento das novasformas de aprender Física procurando despertar o interesse pela ciência e tecnologia, bem como, verificar se de alguma forma houve aquisição de conhecimento científico de forma conceitual. Foram realizados quatro encontros de duas horas cada, divididos em: A visitação ao Pátio da Ciência da UFG e aplicação de pré-teste; aula sobre impactos ambientais nas construções de usinas hidrelétricas, fontes renováveis e os tipos de fontes em geração de energia elétrica; aula sobre o experimento de Oersted, Leis de Faraday e Lenz e por último encontro foi a realização de experimentos pelos alunos mediados pelos monitores do Pátio da Ciência, finalizando a aplicação do produto com uma entrevista com os sujeitos da pesquisa. É uma pesquisa qualitativa e a metodologia escolhida foi a exploratória aplicando a técnica de grupo focal. Nesse é analisada os objetivos das aulas, discussões e respostas dos alunos mediante pré-teste e entrevista com os mesmos. Concluiu-se que o Pátio da Ciência quando trabalhado em complementaridade à educação formal traz contribuições: satisfação do público; despertar pelas ciências; promove ao aluno como sujeito ativo, bem como aquisição de conceitos Físicos.
Heard, Euwanna Antoinette. "The Relationship Between Formal Evaluations and Online Adjunct Faculty Teaching Practices." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5560.
Full textAhamad, Shihab Uddin Baker Iljas. "Non-formal primary education in Bangladesh : an examination of its compliance with the right to education /." Abstract, 2003. http://mulinet3.li.mahidol.ac.th/thesis/2546/cd357/4537445.pdf.
Full textMahama, Katumi. "A good education? : the value of formal education in the lives of Muslim women in Ghana." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532171.
Full textKhan, Asima. "Education and Women: Non-Formal Education Among Lower Socioeconomic Status Women in Pakistan In Their Voice." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1355698154.
Full textLavareda, Joana Frade. "Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers." Master's thesis, NSBE - UNL, 2011. http://hdl.handle.net/10362/10085.
Full textThis study aims to understand how Portuguese children are being taught about education for sustainable development in both formal and non-formal education: environmental contents in the Portuguese Curriculum for Basic Education, Eco-Schools Program – a program created by UNESCO for which schools from all levels can apply to – and other activities developed by NGOs and private companies in this same issue. Results show that the Ministry of Education is still missing the true value of activities such as Eco-Schools and that Environmental Education is still overcoming Education for Sustainable Development in the activities carried by the stakeholders. Also, it was found that parents consider that they have changed behaviors towards a more environmental-friendly way of living due to their children.
Meira, Andréa Carla Guimarães de. "A educação não formal e a prática educativa do Centro Juvenil Padre Ludovico Redin - Realeza/PR." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/980.
Full textThe non formal education composes the main object of this research that has been developed during the Master Degree in Education, at Unioeste Campus of Francisco Beltrão. It has been investigated how the non formal education and the educational practices happen at the Padre Ludovico Redin Youth Center in the city of Realeza State of Paraná. It characterizes as case study all the writings that consider the education as possibility of social transformation written by Freire (1997), Gohn (2001 and 2010), Caro and Guzzo (2004), Fernandes and Park (2005), Cendales and Mariño (2006), Libâneo (2007), Park, Fernandes and Carnicel (2007) Ghanem & Trilha (2008) and Saviani (2013). It has been presented the work field with the specifications and basic principles of formal, informal and non formal education. The data collection for the research has been dealt through semi structured interviews with the current coordinator of the institution, with the city hall education secretary and with a psychologist, who was responsible for two workshops developed at the institution as well throw the observation in loco of the political pedagogical proposal and the description of the main activities developed in 2014. All further data of the research were collected throw questionnaires with the students, parents and professionals and/or teachers of the Padre Ludovico Redin Youth Center, pointing out possible contributions on non formal education and the educational practice in the students development. Through the research has been established relation between non formal education and educational practice of the Youth Center, besides the possible contributions in the adolescents and children development.
A modalidade de educação não formal compõe o objeto principal desta pesquisa, desenvolvida no Programa de Mestrado em Educação, na Unioeste - Campus Francisco Beltrão. Nela investigamos como ocorre a modalidade de educação não formal e a prática educativa do Centro Juvenil Padre Ludovico Redin no município de Realeza PR. Caracteriza-se como estudo de caso, que se liga aos escritos de Freire (1997), Gohn (2001 e 2010), Caro e Guzzo (2004), Fernandes e Park (2005), Cendales e Mariño (2006), Libâneo (2007), Park, Fernandes e Carnicel (2007), Ghanem & Trilha (2008) e Saviani (2013) que, em comum, consideram a educação enquanto possibilidade de transformação social. Apresentamos o campo de atuação com as especificidades e princípios fundamentais da educação formal, informal e não formal. A coleta de dados da pesquisa foi conduzida por meio de entrevistas semiestruturadas com a coordenadora atual da instituição Centro Juvenil Padre Ludovico Redin, com a Secretária Municipal de Educação do município de Realeza e com um psicólogo, este responsável por duas oficinas desenvolvidas na instituição e também por meio de observação in loco, da análise da Proposta Político-pedagógica e da descrição das principais atividades desenvolvidas no ano de 2014. Os demais dados da pesquisa foram coletados através de questionários com alunos, pais e profissionais e/ou professores do Centro Juvenil Padre Ludovico Redin, apontando possíveis contribuições da modalidade em educação não formal e da prática educativa no desenvolvimento dos alunos. Através da pesquisa desenvolvida estabelecemos relação entre a modalidade de educação não formal e a prática educativa do Centro Juvenil Padre Ludovico Redin, além de fazer constar possíveis contribuições no desenvolvimento de crianças e adolescentes.
Chan, Siu-chu Helen. "Curriculum implementation : a case study of formal assessment in secondary 1 geography /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752182.
Full textDodson, Robert B. "The Effectiveness of Principal Training and Formal Principal Mentoring Programs." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2217.
Full textAmato, Sarah. "Non-formal education, voluntary agencies and the role of the women's movement in educational development in India." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66255.
Full textNewashi, Qasem S. al. "Towards improving the status of formal and nonformal environmental education in Jordan." [S.l. : s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=965367320.
Full textBarua, Bijoy P. "Non-formal education and grassroots development : a case study from rural Bangladesh." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39037.pdf.
Full textWang, Shuo Yilmaz Levent. "Exploring the integration of model-based formal methods into software design education." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/WANG_SHUO_14.pdf.
Full textPedersen, Trond Einar. "Is AMT necessarily best? : the importance of product design and formal education." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270324.
Full textMoyer, Lisa Ann. "Engaging Students in 21st Century Skills through Non-Formal Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70949.
Full textPh. D.
Williams, Kelly M. "Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2503.
Full textFontana, Silene. "Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9737.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study aims to analyze, by means of two case studies, some movement for the construction of the curriculum of Full-Time Education in an educational context formed by a partnership between two institutions: an elementary school, which includes the formal dimension of education and an Urban Social Center (USC), a socioeducative institution that represents the dimension of the non-formal education, both located in the city of Barretos (SP, Brazil). This study was developed from the participation in the full time project when it was observed that the movements toward the organization of the aforementioned school allowed to infer at first a bias between the formal and non-formal, which was consolidated later on in a diffuse perception of the process and the project, which caused an opening to better understand what is the full time school in the formal and non-formal dimensions. This research was developed from two case studies, C1 and C2, in an elementary school from 1st to 5th grade and an Urban Social Center (USC), which caters to that school unit a full time project. The choice of these institutions occurred because of their location: a neighborhood of lower socioeconomic class of a city in the state of São Paulo. This study brought together teachers, the school principal, and USC educators. The results for the first case study showed that most participants understand the Full Time School (FTS) as a supplementary period of learning. On the overall, the teachers and the school principal pointed out more negative aspects (N=25) than positive ones (N=22) and most report not seeing differences between those students who attend full-time and those who attend part-time school. No differences were noticed regarding the average grades of full-time students and part-time ones. In Case 2, three of the USC educators reported the FTS as being a place where the student stays all day long, and three others as a fully equipped place to meet the needs of students and a place that facilitates the students daily routines and their safety. The main positive aspect mentioned in relation to the FTS was the safety sensation that the school provides for working parents who do not have a place where to leave their children. As a negative aspect, they point out the lack of interaction between parents and children and the students fatigue. The USC offers children/teens dance workshops, physical education and drama. From these studies, it was possible to evaluate the results on the operation of the program or project and on tutoring classes aimed at strengthening the students' learning of their curricular subjects. Moreover, the results also pointed out scarce equipment and teaching resources, and insufficient spaces for the students to rest and have recreation. Thus, it was concluded that, comparing what was intended with the full time school with what the literature on this subject shows, the USC, considered as such, was classified as a non-formal education center
O presente trabalho objetiva analisar, por meio de dois estudos de caso, alguns movimentos realizados para a construção do currículo da Educação de Tempo Integral em um contexto educacional formado pela parceria entre duas instituições: uma escola de ensino fundamental, que compreende a dimensão formal da educação e um Centro Social Urbano (CSU), instituição socioeducativa que representa a dimensão não formal da educação, ambos localizados na cidade de Barretos (SP). Este estudo desenvolveu-se a partir da participação no projeto de tempo integral ao observar que os movimentos em direção à organização da referida escola permitiram inferir, inicialmente, um viés entre o formal e o não formal, que se consubstanciou, mais tarde, em uma percepção difusa do processo e do projeto, o que provocou uma abertura para compreender melhor o que é a escola de tempo integral, nas dimensões do formal e do não formal. Esta pesquisa foi desenvolvida, partir de dois estudos, E1 e E2, em uma escola de ensino fundamental de 1º ao 5º ano e em um Centro Social Urbano (CSU), que atende à referida unidade escolar, com projeto integral. A escolha dessas instituições ocorreu pelo fato de localizaram-se em um bairro de classe socioeconômica baixa de uma cidade do interior do estado de São Paulo. Participaram professores e diretor da escola e educadores do CSU. Os resultados referentes ao Estudo 1 mostraram que a maioria dos participantes entendem a Escola de Tempo Integral (ETI) como um período complementar ao aprendizado da escola. Na avaliação total, os docentes e diretor apontaram mais aspectos negativos (N=25) do que positivos (N=22) e a maioria relata não ver diferenças entre os alunos que frequentam o período integral e o parcial. Quanto às médias das notas dos alunos de período integral e parcial, não se notou diferenças. No Estudo 2, três dos profissionais do CSU relataram ser a ETI um local em que o aluno permanece o dia inteiro, e outros três um local totalmente equipado para suprir as necessidades dos alunos e um local que facilita o dia a dia e a segurança do aluno. O principal aspecto positivo citado em relação à ETI foi a segurança que a escola fornece aos pais que trabalham e não têm um local para deixar o filho. E, como aspecto negativo, a falta de convivência entre pais e filhos e o cansaço dos alunos. O CSU oferece às crianças/adolescentes oficinas de dança, educação física e teatro. A partir desses Estudos, foi possível avaliar os resultados sobre o funcionamento do programa ou do Projeto e sobre as oficinas curriculares de reforço que visavam retomar o conteúdo aplicado no currículo básico. Além disso, os resultados apontaram também os escassos equipamentos e recursos pedagógicos, além de insuficientes espaços para descanso e lazer dos alunos. Dessa forma, concluiu-se que, cotejando o que se pretendia com escola de tempo integral com o que a literatura sobre o tema aponta, o CSU, considerado como tal, passou a ser classificado como um local de educação não formal