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1
McPherson, Maleah Lynne. "Instructor field manual for Camp Highland Outdoor Science School." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2818.
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This project was designed to help instructors at Camp Highland Outdoor Science School in Cherry Valley, California. The camp is drsinged for fifth and sixth grade students. The manual would be a useful tool for instructors to reference information to assist in lession planning and activities. It would familiarize them with the local natual history in the area including geology, climate, plants and Native Americans.
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Montierth, Michelle. "A moving experience the classroom activities and art camp /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-07082008-152005/.
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Young, Victoria Jewel. "Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4492.
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Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields.
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Martinez, Edward Regan Eileen Ridder Chad. "Building a collaborative partnership between Camp S.E.A. Lab and the Naval Postgraduate School /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FMartinez.pdf.
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Martinez, Edward, Chad Ridder, Eileen Regan, Edward Martinez, Chad Ridder, and Eileen Regan. "Building a collaborative partnership between Camp S.E.A. Lab and the Naval Postgraduate School." Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/9882.
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MBA Professional ReportApproved for public release; distribution in unlimited.
MBA Professional Report
Approved for public release; distribution is unlimited
The purpose of this project was to work with Camp S.E.A. Lab Monterey Bay to develop an approval strategy to lease government property from Naval Postgraduate School (NPS) on a services-in-kind payment plan. The goal was to help form a collaborative partnership between Camp S.E.A. Lab and NPS. In support of the potential partnership between Camp S.E.A. Lab and NPS, the students reviewed Camp S.E.A. Lab's current long-range business plan and identified recommendations for the creation of a revised plan. The terms and conditions that are required for the type of lease Camp S.E.A. Lab will be requesting were identified and delivered to Camp S.E.A. Lab. The students also developed a Strategic Communication Plan, which identified the requirements that are necessary to form a mutually beneficial partnership with NPS.
The purpose of this project was to work with Camp S.E.A. Lab Monterey Bay to develop an approval strategy to lease government property from Naval Postgraduate School (NPS) on a services-in-kind payment plan. The goal was to help form a collaborative partnership between Camp S.E.A. Lab and NPS. In support of the potential partnership between Camp S.E.A. Lab and NPS, the students reviewed Camp S.E.A. Lab's current long-range business plan and identified recommendations for the creation of a revised plan. The terms and conditions that are required for the type of lease Camp S.E.A. Lab will be requesting were identified and delivered to Camp S.E.A. Lab. The students also developed a Strategic Communication Plan, which identified the requirements that are necessary to form a mutually beneficial partnership with NPS.
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Peris, Melanie Ellen. "A Boot Camp Approach to Remediating Interdental /s/ in a School-Aged Child." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3891.
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The relationship between speech articulation therapy dose (frequency, intensity, duration) and treatment outcomes are poorly understood. Identifying optimal therapy doses for specific articulation disorders is essential to providing efficient clinical care. Recent research indicates that intensive speech therapy doses-known as boot camps-may promote rapid improvement and generalization for certain speech disorders. Therefore the present investigation examined the effects of a boot camp speech therapy approach to remediate interdental /s/ production in an 8-year-old male. The boot camp included two days of speech therapy involving visual, tactile, and auditory feedback approaches. Therapy was administered 5.5 hours per day across morning and afternoon sessions. Treatment outcomes were evaluated using auditory-perceptual ratings of pre- and post-treatment word pairs. The results indicated that /s/ production improved significantly immediately following the boot camp and improvements were sustained at one week post-treatment (p < 0.05). Medial and final /s/ productions improved more so than the initial /s/ productions. These findings suggest that the speech therapy boot camp approach may be effective for certain individuals with speech sound disorders. Future research should explore dose-response relationships among speech articulation therapy dose in other children with speech sound disorders.
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Hamel, Julie. "Career camp : elevating expectations for college-going and career self-efficacy in urban middle school students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18718.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Judith K. Hughey
Many efforts have been directed towards providing equitable access to higher education for youth from low-income, first-generation families. Despite gains, attendance and graduation rates from college are consistently lower for these students (U.S. Department of Education National Center for Education Statistics, 2012). A variety of initiatives have been implemented to support students' entry into college, persistence to graduation, and increased access to professional careers. One such program is Talent Search, which provides middle school students opportunities to achieve academic success and to become knowledgeable about college and career options. KU Talent Search offers a summer career camp as part of its programming. The Career Horizons Summer Program (CHSP) exists to help students between 6th and 7th grades explore career possibilities, build potential for success in academics and careers, and become more comfortable in a college environment (Dukstein, 2012b). This study examined beliefs about college and careers in a group of 52 students, as well as the impact of the CHSP on the intervention group. Educational aspirations and expectations, and career and college-going self-efficacy were assessed. It was predicted that participation in the camp would result in an increase in college-going and career self-efficacy. The study also provided additional insight into the construct of college-going self-efficacy. Using a quantitative comparison group design, data were collected from camp participants and from students who were eligible to participate but did not. Pre and posttest surveys assessed educational aspirations and expectations and included scales to measure career self-efficacy (Fouad & Smith, 1997) and college-going self-efficacy (Gibbons & Borders, 2010a). Educational aspirations and expectations were high in all participants and a bivariate correlation analysis revealed that career self-efficacy and college-going self-efficacy were highly correlated. Comparisons between the intervention and the comparison group suggested that the CHSP did have an impact on career and college self-efficacy. It is important to understand the characteristics of a successful college and career access program, and to identify interventions that are most impactful. The findings of this study add to understanding of one such intervention and may have implications for specific practices that can increase potential for college success.
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Feldhausen, Russell A. "Mission to Mars: a computer science curriculum for middle school STEM camps." Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38864.
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Master of ScienceDepartment of Computer Science
Daniel A. Andresen
This thesis presents a curriculum designed for 5th and 6th grade students attending a summer camp for science, technology, engineering, and mathematics (STEM) disciplines. The curriculum uses several concepts from educational theory and computer science education research. It also uses techniques such as cognitive apprenticeship, expansive framing, and scaffolded lessons to increase student learning outcomes. It was taught during two cohorts of a STEM summer camp. The curriculum is analyzed through self-efficacy surveys both before and after the class, measuring how students judged their own capability to use skills learned during the class. Analysis of the data shows that the increase in student self-efficacy has a medium to large effect size overall, as well as student self-efficacy with many computational thinking skills. Data from various population groups based on gender, previous STEM experience, and socio-economic status indicators is also analyzed. Finally, many areas of future work and improvement are presented and discussed. The outcome of this work is to demonstrate the effectiveness of the curriculum presented in increasing student self-efficacy with computational thinking skills, specifically by showing the links between content in the curriculum and specific computational thinking skills.
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Robinson, Diana Lynn. "Outdoor nature program for Azalea Trails Girl Scout Resident Camp." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2553.
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This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.
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Alabdullah, Ghanima. "Promoting Healthy Eating Habits and Physical Activity among School-aged Children in Kuwait – “My Healthy Habits" Summer Camp." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3704.
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The effectiveness of an eight-week nutrition and physical activity intervention at a summer camp to prevent obesity, and promote healthy eating habits and physical activity among children in Kuwait was studied. Two summer camps were recruited for intervention and comparison groups. Convenient sampling was used (N= 79). Pre-test/post-test assessment were used for the participants in the intervention and comparison groups. Modified Healthy Habits Survey (HHS) was used to measure children’s knowledge, behavior and attitude about nutrition, screen time and physical activities, BMI-for age percentile were collected. Statistical analysis included independent t-test, paired t-test, chi-squared test, McNemar's test, and multiple regression. Results indicated that there was a significant increase in nutrition knowledge score (Pp= 0.013, p = 0.007, p = 0.002, and p = 0.012, respectively). There was no significant decrease in the number of servings of unhealthy foods for french-fries and chips, fruit flavored drinks or soft drinks. The only significant decrease in the unhealthy food intake was seen in the number of servings of sweets and candies. Thirty-three-point-three percent of participants in the intervention group decreased their consumption of sweets and candies to 1 time or less per day (P=0.001). There was a significant increase in the intervention group in both physical activity and screen time knowledge (Pp
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Portnoy, Edmund Hillel. "The relationship of psychological type to the sociometric choices of junior high students involved in a leadership camp /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546981829.
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Dixon, Carmen S. "The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.
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Hale, Lela K. "Making the connection : an oral history of Mary Reid School and Potts Camp Attendance Center in Marshall County, Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1913389391&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278701096&clientId=22256.
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Alchin, Danielle. "Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5759.
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This study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through questionnaires and interviews of school district personnel on the SRC committee regarding the implementation of the 2012 lesson plan, and from students' Winter Benchmark Assessment scores. The school district implemented the SRC to fulfill a state requirement that all students who received a Level 1 on the reading Florida Comprehensive Assessment Test (FCAT) Reading must receive remediation. The SRC committee designed the curriculum using the state reading benchmarks and decided the activities required during SRC would be whole group, small group, writing, and independent reading. The program was to be evaluated each year using teacher and administrator survey data and the analysis of test scores to determine changes to be implemented. Of the 10 benchmarks assessed on the school district reading benchmark test, only three were aligned with the students' knowledge voids. There were a total of eight FCAT tested reading benchmarks that were not taught during SRC. The researcher suggests the school district re-align the curriculum with the needs of the students as identified by the Winter Reading Benchmark. It is further recommended that each student's specific remediation needs be evaluated to ensure the curriculum is meeting the needs of all the students in attendance at SCR.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Mullins, Terry W. "A coal camp and its classroom: a historical study of a Virginia coalfield community and its school 1888-1987." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38764.
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Logerwell, Mollianne G. "The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4592.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 147. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 137-146). Also issued in print.
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Thomas, Kim G. "Selected Students’, Parents’, and Graduate Student Tutors’ Experiences and Perceptions in a Community of Interest Summer Literacy Camp." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3709.
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In this qualitative case study, I examined a local summer literacy camp in which
graduate student tutors tutored elementary and middle school students in reading and
writing. I focused the study on the primary stakeholders in the summer literacy camp:
�������������������������������������� ts, and the course instructor/camp director because
their voices are limited in the current literature. In this Community of Interest Summer
Literacy Camp, the graduate student tutors moved from a position of fear and trepidation
to a position of empowerment in which they hoped to make changes in their classrooms,
schools, and communities. The tutees learned to appreciate the tutoring program and
some tutees began to understand tutoring could be an enrichment experience rather than
only a remedial experience. There was limited parental participation in the tutoring
program and that may have hindered a richer experience in which parents learned
strategies to help their child/children excel in reading and writing.
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Jurand, Erin K. "Visualization in the writing process : a case study of struggling K-4 learners in a summer writing camp." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/615.
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Kager, Elisabeth. "Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.
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Bixler, Krista. "A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5769.
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The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement. It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive
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Pratas, Lúcio Manuel Fernandes de Oliveira. "Quinta das Flores / Conservatório: Estudo acerca da integração num único campus escolar de uma escola básica e secundária e de um conservatório de música - Escola de artes, agrupamento ou escolas protocoladas." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/4190.
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Dissertação apresentada à Universidade
Fernando Pessoa como parte dos
requisitos para a obtenção do Grau de Mestre
em Docência e Gestão da Educação, área de especialização em Administração Escolar e Educacional“Quinta das Flores / Conservatório: Estudo acerca da integração num único campus escolar de uma escola básica e secundária e de um conservatório de música” é o tema escolhido para servir de base a este trabalho de investigação. Os vários cenários que esta questão nos coloca são aqui equacionados com o propósito de contribuir para uma resposta mais esclarecida e objetivamente analisada a esta situação particular. O estudo baseia-se no caso concreto de duas escolas públicas de Coimbra, a Escola Básica e Secundária da Quinta das Flores, EBSQF, e a Escola Artística do Conservatório de Música de Coimbra, EACMC, que fruto de opções políticas passaram a coabitar no mesmo espaço físico. A metodologia utilizada passa pela i), análise teórica de alguns dos métodos e técnicas utilizadas para o estudo de cenários vindouros, ii) consolidação da legislação referente a estatutos de autonomia, iii) estudo cronológico e das funções dos diversos órgãos de planeamento e prospecção das entidades educativas do país, iv) resenha documental das duas escolas para melhor as identificar, v) caraterização da realidade escolar e da rede educativa do concelho tendo em conta algumas variáveis sociais e demográficas, vi) e, finalmente, a apresentação e estudo das hipóteses mais verosímeis, fundamentadas e educativamente mais bem estruturadas a que o estudo nos conduziu, culminando então com o retrato da situação atual vivida neste original acampamento educativo.
“Quinta das Flores / Conservatório: Study about the integration into a single school campus of a basic and secondary school and a conservatory of music” is the theme chosen to serve as the basis for this research work. The various scenarios that this issue raises here are equated with the purpose of contributing to a more enlightened response and objectively analyzed to this particular situation. This study is based on two state-schools in Coimbra: Escola Básica e Secundária Quinta das Flores (EBSQF) e a Escola Artística do Conservatório de Música de Coimbra (EACMC) that nowadays in result of polity choices cohabit in the same physical space. The methodology used crosses by i) theorical analysis of some of the methods and techniques used for the study of future scenarios, ii) consolidation of the legislation relating to the autonomy state, iii) chronological study and functions of components of planning and exploration of education bodies of the country, iv) Documentary review from both schools to better identify, v) characterization of the school reality and f the education network of the country taking on account of some social and demographic variables, vi) and finally, the presentation and study the more correct and believable hypotheses grounded and educationally better structured the study led us, finishing then with the portrait of the current situation lived in this educational camp.
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Capsada-Munsech, Queralt. "Overeducation: incidence, persistence and institutional differences across countries: the influence of field of study and social origin on graduates' overeducation risk." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/399989.
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This dissertation studies overeducation incidence and persistence among graduates from different fields of study and social origin from a social stratification standpoint. Empirical research has shown that overeducation probability varies across graduates from different fields of study and social origin, but the relevance of social background in predicting overeducation might differ depending on the field of study of graduation. This research explores the (in)existence of the unevenly distributed effect of social origin on overeducation probability across fields of study from a cross-sectional, cross-national and longitudinal perspective. The dissertation is structured in three empirical articles, preceded by an introduction and a methodological chapter discussing overeducation measurement. The first empirical article focuses on the overeducation incidence of a sample of Italian graduates from different fields of study and social origin. The second article assesses the different strengths of field of study and social origin in predicting overeducation risk across countries with different arrangements in their national education systems. Finally, the third article addresses overeducation persistence and the variation in graduates’ likelihood of exiting overeducation across fields of study and social origin.Aquesta tesis doctoral estudia la incidència i la persistència en la sobreeducació entre els graduats universitaris de diferents camps d’estudi i origen social des de la perspectiva de l’estratificació social. La recerca empírica ha mostrat que la probabilitat de sobreeducació varia en funció del camp d’estudi i l’origen social, però la rellevància de l’origen social a l’hora de predir la sobreeducació pot variar en funció del camp d’estudi de graduació. La present investigació explora la possible existència d’aquest efecte diferenciat de l’origen social segons el camp d’estudi en la probabilitat de sobreeducació des d’una perspectiva transversal, longitudinal i comparada entre països. Aquesta tesis doctoral està estructurada en tres articles empírics, precedits per una introducció i un capítol metodològic on es discuteixen les diferents formes de mesurar la sobreeducació. El primer article empíric es centra en la incidència de la sobreeducació utilitzant una mostra representativa de graduats universitaris italians de diferents camps d’estudi i origen social. El segon article aborda la variació en la capacitat predictiva que el camp d’estudi i l’origen social tenen en la sobreeducació en diferents tipus de sistemes educatius. Finalment, el tercer article estudia la persistència en la sobreeducació i les diferents probabilitats de sortir-ne segons el camp d’estudi i origen social del graduat universitari.
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Karangu, Philip Kimani. "Hidden curricula revealed : a case study of Dadaab refugee camp schools." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61804.
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Within the field of Curriculum studies, a large part of the research literature portrays schools as places where formal curriculum translates into learning experiences. However, some literature acknowledge the existence of ‘other’ curricula––unintended, hidden or inexplicit––which also influence teaching and learning activities within school contexts. While such research recognizes informal, hidden curricula at work, most findings reference Western contexts. Limited literature and understanding exist on the nature of hidden curricula across non-Western contexts.
This research inquires into the existence of hidden curricula and influences within a refugee camp context, the case of Dadaab refugee camp in Northeastern Kenya. Dadaab refugee camp is the largest encampment in the world. Its formal curriculum is adopted from the host country, Kenya. I framed this case study within a social constructivist framework to investigate the question: What are hidden (unwritten) curricula revealed in how the teachers in Dadaab refugee camp schools interpret and implement the formal (written) curriculum?
Framed as a case study, I collected data from interviews with teachers and students in schools within Dadaab refugee camp. I visited the schools and conducted semi-structured, individual face-to-face interviews with the participants. My limited observations of both classroom environments and school routines complemented the interviews. These observations became critical to framing the interview questions and particularly follow-up questions seeking clarification during interviews. Analysis of the data corpus revealed six key broad themes that describe hidden curricula within the schools’ learning contexts: 1) curriculum of trust and alliance; 2) curriculum of what is at stake; 3) curriculum of communal benefit; 4) curriculum and pedagogy of oppression; 5) curriculum of silence and conspiracy; and 6) curriculum of culture and religion. The findings offer significant insight into how hidden curricula operates, as unnamed, obscured and even invisible to teachers in their practice.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Farias, Ana Elizabete Moreira de. "Educação contextualizada e a convivência com o semi-árido no assentamento Acauã-PB." Universidade Federal da Paraíba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/6020.
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Previous issue date: 2009-03-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work is linked to the line of research Regional History, of the course of the mastership of Pos-Graduate in History from UFPB, whose the concentration area is History and Historical Culture Has as main objective, apprehend how the proposed sociability with the brazilian Semi-Arid has favored the (re) signification of education and the history teaching in the Municipal Elementary School Lili Queiroga. In this sense, in the second chapter developed a theoretical discussion of historical culture, school culture, representations and appropriations. Then we question the notion of sociability with the brazilian Semi-Arid from the understanding of what is brazilian Northeast, for to show the transformation the social and cultural in the educational of the Brazilian Semi-Arid context. Continuing, in the third chapter also analyzed legislation, parecer and parameters of the National Education Political, trying comprehend how they possibiliting the debate around the education contextualized. In this chapter also analyzed the didactic book contextualized "Knowing the Brazilian Semi-Arid Region 1 and 2" produced by RESAB and adopted in camp Acauã's elementary school in year 2007. Now in the fourth chapter we understand how the discussion about sociability go possibiliting the (re) construction of new knowledge, principally, referring to historical knowledge. The work's architecture is based in bibliographical source, oral history's methodology and documentary analysis of laws National Education Political.
Esta dissertação vincula-se à linha de pesquisa História Regional, do curso de mestrado do Programa de Pós-Graduação em História/UFPB, cuja área de concentração é História e Cultura Histórica. Tem, como objetivo principal, apreender como a proposta de Convivência com o Semi-Árido favoreceu a (re)significação da educação, e do ensino de história na Escola Municipal de Ensino Fundamental Lili Queiroga. Nesse sentido, no 2º capitulo desenvolvemos uma discussão teórica sobre Cultura histórica, cultura escolar, representações e apropriações. Em seguida problematizamos a noção de Convivência com o Semi-Árido a partir do entendimento do que seria o Nordeste, para mostrar as transformações das práticas sócio-culturais no contexto educacional do Semi-Árido Brasileiro. Dando prosseguimento, no 3º capítulo analisamos as legislações, pareceres e parâmetros da educação Nacional, tentando compreender como eles vêm possibilitando o debate em torno da educação contextualizada. Nesse capítulo analisamos ainda o livro didático contextualizado Conhecendo o Semi-Árido 1 e 2 produzido pela RESAB e adotado na escola do assentamento Acauã no ano de 2007. Já o 4º capitulo visa compreender como a discussão sobre Convivência vem possibilitando a (re)construção de novos conhecimentos, principalmente, os referentes ao conhecimento histórico. A arquitetura do trabalho se fundamenta em fontes bibliográficas, na metodologia da história oral e na análise documental das legislações da educação Nacional.
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Marinho, Iasmin da Costa. "Administração escolar no Brasil (1935-1968): um campo em construção." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11112014-101357/.
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O objetivo dessa dissertação é revisar a produção dos pioneiros da Administração Escolar no Brasil, compreendendo o período de 1935 a 1968. Destacam-se enquanto pioneiros da Administração Escolar no Brasil: Anísio Spínola Teixeira; Antônio Carneiro Leão; José Querino Ribeiro e Lourenço Filho. Esses educadores se enquadram enquanto pioneiros da Administração Escolar brasileira, por serem os primeiros a produzir pesquisas sobre o tema. Suas produções sobre Administração Escolar se situam nos anos 1935 a 1968, quais sejam: Administração pública: administração e desenvolvimento (TEIXEIRA, 1935); Fayolismo na Administração de escolas públicas (RIBEIRO, 1938); Introdução à Administração Escolar (LEÃO, 1939); Ensaio de uma teoria de Administração Escolar (RIBEIRO, 1952); Pequenos Estudos Sobre Grandes Problemas Educacionais (Alguns aspectos do ponto de vista da Administração Escolar) (RIBEIRO, 1952); Racionalização do Sistema Escolar (RIBEIRO, 1954); Administração pública brasileira e a educação (TEIXEIRA, 1956); Que é Administração Escolar? (TEIXEIRA, 1961); Organização e Administração Escolar: curso básico (LOURENÇO FILHO, 1963); Natureza e função da Administração Escolar (TEIXEIRA, 1968). Foi realizado um estudo do contexto em que as obras foram produzidas, recuperando dados importantes para análise das obras. Como recurso metodológico utilizou-se o método da Análise de Conteúdo (BARDIN, 2011), produzindo categorias de análise, quais sejam: Administração Escolar; Administrador Escolar; Formação dos administradores escolares e Influências do modelo de Administração Escolar. A partir dos dados coletados pelas categorias aplicamos uma segunda análise identificando as metáforas organizacionais presentes nos modelos de Administração Escolar dos pioneiros. Para esta segunda etapa foram utilizadas as metáforas organizacionais propostas por Gareth Morgan (2006) e Jorge Adelino Costa (1996). A revisão possibilitou observar a proposição de um modelo misto de Administração Escolar, centrado nas questões sociológicas e racionais da escola. Observou-se também uma divergência entre os modelos de Administração Escolar propostos pelos pioneiros. Todos apresentam em seus estudos a influência do Movimento da Escola Nova. Anísio Teixeira apresenta um modelo concentrado na metáfora da escola como cultura e democracia, observando a influência da Filosofia Pragmática de John Dewey e das Teorias das Relações Humanas de Elton Mayo. Os demais pioneiros apresentam um modelo também misto, no entanto, abordando de forma mais enfática as questões da administração racional da escola, tendo influência dos estudos de Taylor e Fayol. As metáforas interpretadas para estes pioneiros são da escola como arena política, empresa, burocracia, cultura, democracia e anarquia. A aplicação das metáforas na interpretação dos modelos foi importante na superação da distinção desses estudos somente às influências empresariais que possuem. Observar as metáforas também nos revela as limitações e conseqüências desses modelos para a escola pública do presente. O estudo buscou contribuir para área de Administração e Política Educacional, abordando também sugestões de outros estudos a serem realizados neste campo.The objective of this dissertation is to review the production of the pioneers of School Administration in Brazil, covering the period from 1935 to 1968. The highlights are as pioneers in School Administration in Brazil: Anísio Spinola Teixeira; Antônio Carneiro Leão; Querino José Ribeiro and Lourenço Filho. These educators fall as pioneers of Brazilian School Administration, by being the first to produce research on the topic. His productions on School Administration lie in the years 1935-1968, namely: Public Administration: Administration and development (TEIXEIRA, 1935); Fayolismo Administration in Public Schools (RIBEIRO, 1938); Introduction to Educational Administration (LION, 1939); Test of a theory of school administration (RIBEIRO, 1952); Small Studies Major Educational Problems (Some aspects from the standpoint of School Administration) (RIBEIRO, 1952); Rationalization of the School System (RIBEIRO, 1954); Brazilian public administration and education (TEIXEIRA, 1956); What is School Administration? (TEIXEIRA, 1961); School Organization and Administration: basic course (LOURENÇO FILHO, 1963); The Nature and Function of School Administration (TEIXEIRA, 1968). A study of the context in which the works were produced, recovering important data for analysis of the works was carried out. As a methodological approach we used the method of content analysis (BARDIN, 2011), producing categories of analysis, namely: School Administration; School Administrator; Training of school administrators and Influences of the School Administration model. From the data collected by the categories we apply a second analysis identifying the organizational metaphors present in models of School Directors of the pioneers. For this second step organizational metaphors proposed by Gareth Morgan (2006) and Jorge Adelino Costa (1996) were used. The review observed allowed the proposition of a hybrid model of school administration, focusing on sociological and rational school issues. We also observed a divergence between the models proposed by the pioneers School Administration. All come in their studies the influence of the New School Movement. Teixeira presents a metaphor focused on school culture and democracy as a model, noting the influence of the philosophy of John Dewey and Pragmatic Theories of Human Relations of Elton Mayo. Other pioneers also present a mixed model, however, addressing the most emphatic manner the issues of rational administration of the school, taking influence from the studies of Taylor and Fayol. The metaphors are interpreted for these pioneers of the school as a political arena, business, bureaucracy, culture, democracy and anarchy. The use of metaphors in the interpretation of the models was important in overcoming the distinction of these studies only to corporate influences they have. Observe the metaphors also reveals the limitations and consequences of these models for public school of this. The study sought to contribute to the area of Educational Administration and Policy, also addressing suggestions from other studies to be conducted in this field.
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Sperandio, Walkyria Barcelos. "Formação continuada de professores na escola do campo: com a palavra os docentes do ensino médio." Universidade Federal do Espírito Santo, 2013. http://repositorio.ufes.br/handle/10/6030.
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Previous issue date: 2013-04-19Esta pesquisa, vinculada à Linha de Pesquisa Cultura, Currículo e Formação de Educadores, do Programa de Pós-Graduação em Educação da Universidade Federal do Espírito Santo, investiga a formação continuada de professores do ensino médio sob o viés discursivo dos docentes, com o objetivo de compreender como esse processo se desenvolve no contexto da escola pública do campo. O estudo está fundamentado na abordagem histórico-cultural e buscamos no pensamento de Bakhtin (2003, 2010, 2011) e Freire (1967, 1987, 1997, 2010) os conceitos de linguagem, dialogismo, inacabamento e educação; dialogamos com a ideia de cultura da escola discutida por Forquin (1993) e com Nóvoa (1995) que concebe os professores profissionais com autonomia para pensar sua formação e as mudanças cabíveis à realidade com quem estão comprometidos, dentre outros pesquisadores que nos ajudam a compreender os contornos e os desafios da formação continuada de professores do ensino médio. A pesquisa se deu por meio de um estudo de caso realizado com docentes em uma escola de ensino fundamental e médio da rede pública estadual de ensino do estado Espírito Santo, situada no município de São Roque do Canaã. Utilizamos como procedimentos para a produção de dados a observação, questionário, entrevista e ampliamos o percurso metodológico com a análise documental. O contexto investigado aponta que o processo de formação continuada dos professores do ensino médio envolve percursos formativos plurais, iniciados no processo de socialização humana, passando pela formação acadêmica, estendendo-se a cursos e situações reflexivas ocorridas nas relações estabelecidas na vida, nas interações no exercício da função docente, na dinâmica do trabalho escolar. Argumentamos que o professor de forma singular se constitui sujeito de sua formação ao reconhecer sua condição de inacabamento e necessidade de completude pelo(s) o(s) outro(s). Esse processo formativo se configura em iniciativas protagonizadas pelos docentes que se abrem à reflexão de suas experiências e práticas na escola à procura de significação de suas relações com o mundo social, cultural e profissional frente aos desafios vividos na escola média do campo
This research, linked to the Line of Research Culture, Curriculum and Training of Educators, of the PostGraduation Program in Education, of the Federal University of Espírito Santo, investigates the continuing education of high school teachers in discursive bias of teachers, with the purpose to understand how this process develops in the context of the countryside public school. The study is based on the historical-cultural approach seeks in the thoughts of Bakhtin (2003, 2010, 2011) and Freire (1967, 1987, 1997, 2010) concepts of language, dialogism, incompleteness and education; we dialogue with the idea of school culture discussed by Forquin (1993) and with Nóvoa (1995) that conceives professionals teachers with autonomy to think their continuing education and the applicable changes to the reality in which they are committed, among other researchers who help us to understand the contours and challenges of the continuing education of high school teachers. The research developed from the study of a particular case occurred by a case study accomplished with teachers in an elementary and high school in a public school on the state of Espírito Santo, located in the municipality of São Roque do Canaã. We used as procedures for the production of data the observation, the questionnaire, the interview and we expanded the methodological route with documentary analysis. The investigated context suggests that the process of continuing education for high school teachers involves education pathways that started in the human socialization process, through academic, extending up to the courses and reflexive situations that occurred in the relations established in life, in the interactions on exercise of the teaching function, in the dynamics of school work. We argue that the teacher singularly constitutes himself subject of his formation to recognize the condition of his incompleteness and his need for completeness by the other. This formation process is configured in initiatives protagonized by teachers who are open to reflect about their experiences and practices in the school seaching for meaning in their relations with the social, cultural and professional world in front of the challenges experienced in the countryside middle school
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Smith, Erin F. "Student perspectives on school camps : a photo-elicitation interview study." Lincoln University, 2008. http://hdl.handle.net/10182/719.
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First-hand narrative accounts of participants’ experiences during outdoor programmes are notably absent from the outdoor education literature. This thesis reports on an exploratory study which applied a creative qualitative approach called photo-elicitation interviews to gather student accounts about the ways in which they experienced an outdoor education programme known as ‘school camp’. A group of Year 10 (14-15 years old) students attending secondary school in Christchurch, New Zealand, participated in this study, and were provided with 27-exposure, disposable cameras on which they were asked to take a series of photographs to demonstrate what a residential school camp was like for them. Follow-up, individual photo-elicitation interviews with the 32 self-selected respondents (21 female, 11 male), revealed that school camp is primarily an enjoyable, social experience where students are able to spend time with their friends and develop their peer networks in a unique environment. From the perspective of these students, school camp primarily contributed to developing a greater understanding of others, while developing greater understandings of the self and the environment were less salient. A greater understanding of others was achieved primarily through the ways in which school camp created an enjoyable, novel, experience which allowed students to see their peers from a different, more ‘real’ perspective. Aspects of this novel experience which contributed to students’ social interactions included the residential nature of these camps and the absence of ‘urban’ features associated with teenage culture such as mobile phones, clothing and make-up. Interestingly, students’ camp experiences included little specific reference to the natural environment; a finding which challenges recent discourses advocating for a shift towards a more critical outdoor education aiming to promote human-nature relationships. The use of photo-elicitation interviews in this context is critically examined. Providing students with cameras was an effective way to engage young people in academic research and to capture important aspects of the outdoor experience from their perspective. To better assess the utility of the technique, it warrants further application in other outdoor education contexts. The inclusion of participant-generated photographs, however, raises several research ethics issues. This study contributes to the growing body of qualitative literature seeking to provide a more in-depth understanding of outdoor education and complements the quantitative studies which predominate in the field.
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CAVALCANTE, RITA LAURA AVELINO. "THE RURAL SCHOOL AND ITS TEACHER IN CAMPO DAS VERTENTES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5092@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta tese discute algumas questões relacionadas à educação rural de Minas Gerais, tomando como eixo principal a escola e o professor rural do Campo das Vertentes. As questões centrais são: qual a construção histórica da educação rural em Minas Gerais? E qual o quadro atual da educação oferecida a crianças e jovens que vivem nas zonas rurais do Estado? (Re)construir a história e mapear o quadro atual da educação rural de Minas Gerais constituiu o objetivo central deste trabalho. É preciso conhecer o passado para compreender o presente. Para tanto, elegem-se como eixos privilegiados: 1) a pesquisa bibliográfica visando a apresentar a história da educação rural do Brasil e de Minas Gerais; 2) a pesquisa e o levantamento dos dados oficiais e documentais, para tentar mapear o quadro atual da educação rural de Minas Gerais, oferecida pelos organismos oficiais; e 3) a análise do material coletado nas visitas às escolas e em entrevistas realizadas com os professores. Quanto à escola, a precariedade de funcionamento, as dificuldades de deslocamentos dos alunos, o distanciamento dos conteúdos e dos livros didáticos da realidade do campo e a dificuldade de acesso às séries finais do ensino fundamental e médio aparecem como alguns dos principais problemas e dificuldades históricas. Quanto ao professor, a questão nuclear a ser apontada neste estudo diz respeito à qualidade e à adequação da formação desse profissional, especialmente no que diz respeito à educação de homens e mulheres do campo e à relação destes com a terra e o saber.
This thesis discusses aspects of rural education in the state of Minas Gerais, focussing on teachers and schools in the town of Campo das Vertentes. The guiding questions for the study were: What is the history of rural education in Minas Gerais?; What is the current situation with respect to the education offered to children and young adults who live in rural areas? Consequently, the main purpose of the study was to (re)build and map the current picture of rural education in Minas Gerais, based on the pressuposition that we need to know the past in order to understand the present. The following procedures were chosen: 1) a review of the literature on the history of rural education in Brazil, in general, and Minas Gerais in particular; 2) a survey of official data and documents, offered by official organizations, with a view to mapping the real picture of rural education in Minas Gerais; and 3) analysis of data collected on visits to the schools and interviews with teachers. The precarious structure of the institutions, the difficulties students have in getting to school, the lack of relationship between the content of the text books used and the rural reality of the students, together with the difficulty students have in accessing the final stages of elementary and high school education, are indicated as the principal historical problems with respect to students. With respect to teachers, the main aspect discussed in this study is the quality and appropriateness of their professional training, especially in relation to the education of men and women from rural communities, their relationship with the land and their knowledge.
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Coelho, Glória Maria Pinto. "Processo dialógico no ensino de microbiologia na escola do campo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/185979.
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A escola do campo é um espaço que favorece a interlocução de saberes, contribuindo para a formação humanista e científica do jovem campesino através do ensino orientado para a sociedade. O estudo tem como objetivo identificar e discutir processos dialógicos utilizadas pelos professores no ensino de Microbiologia na escola do campo. Trata-se de um estudo descritivo, com abordagem quantitativa e qualitativa em razão do uso de elementos como: a fala cotidiana dos sujeitos, observação, registro e análise dos fatos, número, frequência e intensidade dos comportamentos dos indivíduos envolvidos. O instrumento de coleta foi o questionário utilizado junto aos alunos do 2º ano do ensino médio (234) e professores de Biologia (11) de 09 escolas do campo. A partir da perspectiva freiriana, os resultados apontam a prática pedagógica docente como uma dinâmica em construção, requerendo um aprofundamento teórico frente a realidade do campo, porém o professor destaca, no seu discurso, a importância da escuta, da discussão e da reflexão, possibilitando a transformação da realidade mediada pelo diálogo. Quanto ao ensino de Microbiologia há predomínio de aula expositiva e uso do livro didático. São pontuadas dificuldades estruturais, falta de insumos e apoio insuficiente da gestão para viabilizar atividades práticas, no entanto, alunos e professores, mesmo não tendo essa atividade, referem ser essa modalidade mais motivadora, dinâmica e significativa para o estudo dos microrganismos. Há inserção da universidade nesse espaço educacional, através de cooperação e apoio a formação do jovem no campo, seja através da partilha de espaços de aprendizagem para os alunos do ensino médio, seja na capacitação e atualização dos professores e na produção conjunta de materiais instrucionais que deem sentido ao conteúdo da Microbiologia no cotidiano do campo. Acreditamos que esse aceno, contribuirá para o processo de reflexão do ensinar e aprender nas escolas do campo.The rural school is a space that favors the interlocution of knowledge, contributing to the humanistic and scientific formation of the young peasant through the teaching oriented to the society. The objective of this study is to identify and discuss the dialogic processes used by teachers in the teaching of microbiology in the rural school. This is a descriptive study, with a quantitative and qualitative approach based on the use of elements such as: everyday speech of subjects, observation, recording and analysis of the facts, number, frequency and intensity of the behaviors of the individuals involved. The collection instrument was the questionnaire used with the students of the second year of high school (234) and teachers of Biology (11) of 09 schools in the field. From the perspective of Freire, the results point to the teaching pedagogical practice as a dynamic in construction, requiring a theoretical deepening of the reality of the field, but the teacher emphasizes in his speech the importance of listening, discussion and reflection, making possible the transformation of reality mediated by dialogue. Regarding the teaching of Microbiology there is a predominance of expository class and use of textbooks. Structural difficulties, lack of inputs and insufficient support of management to make practical activities feasible, however, students and teachers, even without this activity, point out that this modality is more motivating, dynamic and significant for the study of microorganisms. There is insertion of the university in this educational space, through cooperation and support the training of the young in the field, either through the sharing of learning spaces for high school students, or in the training and updating of teachers and joint production of instructional materials that the Microbiology content in the daily life of the field. We believe that this nod will contribute to the reflection process of teaching and learning in rural schools.
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Brum, Andréia Barreto do Nascimento. "MEDIAÇÕES E SIGNIFICAÇÕES DO MUNDO RURAL E A EDUCAÇÃO DO CAMPO." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/8898.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe Field Education is being gradually inserted, in the context of field schools, mainly after Resolutions CNE/CEB Nº1 from 2002 and MEC Nº2 from 2008, aiming treatment of new ruralities of contemporary world and respect for the ways of rural live in every territory. Against the difficulties faced by educational dynamics from the schools to contemplate the wishes, the motivations and interests of general students, including the main goal of this project is the understanding of the significance and mediations of the rural and Field Education inside schools of rural zone o São Sepé city. This research was a qualitative approach with phenomenology as method. Initially it was held a literature review about theories which could collaborate to achieve the goals of this project, later it was held the collection of primary and secondary sources which served as researching tools, analyzed with descriptive and comprehensive focus. The categories of analysis were school and community, as references for the perception of and existing mediations and significance in the stipulated context as field of study of this dissertation. The achieved results showed some difficulties of the field school for its mediations and significances, expressed mainly through pedagogical pratices, are appropriated in positive way by subjects of rural world. It can be concluded that Field Education still needs to be highlighted, as much by keepers of teaching webs as by subjects involved in the educational dynamic of field schools, as a proposal aimed at social, cultural political and economic necessities and its particularities.
A Educação do Campo vem aos poucos sendo inserida no contexto das escolas do campo, principalmente após as Resoluções CNE/CEB Nº 1 de 2002 e MEC Nº 2 de 2008, com vistas ao atendimento das novas ruralidades do mundo contemporâneo e o respeito aos modos de vida rurais de cada território. Diante das dificuldades enfrentadas pelas dinâmicas educativas das escolas para contemplarem os anseios, as motivações e os interesses dos estudantes em geral, incluindo os sujeitos do campo, o objetivo principal deste trabalho é a compreensão dos significados e mediações do rural e da Educação do Campo dentro das escolas do campo do município de São Sepé. A pesquisa foi de abordagem qualitativa com a fenomenologia como método. Inicialmente foi realizada uma revisão bibliográfica sobre as teorias que poderiam colaborar para que fossem atingidos os objetivos do trabalho, posteriormente foi realizada a coleta das fontes primárias e secundárias que serviram de instrumentos da pesquisa, analisadas com um enfoque descritivo e compreensivo. As categorias de análise foram a escola e a comunidade, como referências para a percepção das mediações e significações existentes no contexto estabelecido como campo de estudo desta dissertação. Os resultados obtidos evidenciaram algumas dificuldades da escola do campo para que suas mediações e significações, expressas principalmente através das práticas pedagógicas, sejam apropriadas de forma positiva pelos sujeitos do mundo rural. Conclui-se que a Educação do Campo ainda precisa ser ressaltada, tanto pelas mantenedoras das redes de ensino quanto pelos sujeitos envolvidos na dinâmica educativa das escolas do campo, como uma proposta voltada para as necessidades sociais, culturais, políticas e econômicas do mundo rural e suas particularidades.
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Ucgul, Memet. "Design And Development Issues For Educational Robotics Training Camps." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614301/index.pdf.
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The aim of this study is to investigate the critical design and development issues for educational robotics training camps. More specifically, the purpose of the study is to explore and describe critical design issues for educational robotics training camps, illustrating how each factor affects robotic camps and enlightening how these factors should be implemented for the design of a robotic training camp. For this purpose, two robotic training camps were organized with elementary school students. Thirty children attended the first camp and twenty two children attended to the second one.
The research design was qualitative in nature, more specificallymultiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were the data collection methods. The data were analyzed through the qualitative data analysis techniques. The data were categorized under emerged themes, learning outcomes, evaluation of the camps&rsquo
components, career, group issues, competition, coaching, technical issues, challenges and camp duration. Some prominent findings of the study are
the instruction strategy for a robotics camp should be designed from simple to complex. The most effective and liked part of the camps are project studies, therefore projects studies should be encouraged at robotic camps. Robotics training camps should give chance to practice to the children what they have learned at schools. The group size should be arranged that every child in the group should have duties at any time. The study was concluded with a robotics camp design guideline and a sample robotic training camp curriculum.
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Keyser, Leonid. "Does specialization in security analysis and portfolio management explain deviations from the CAPM?" Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33666.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.Includes bibliographical references (p. 44-45).
The Capital Asset Pricing Model (CAPM), which relates the risk of an individual security to its expected return, is frequently cited in investments textbooks and the academic literature as a centerpiece of modem finance theory. The main prediction of the CAPM is that investors are compensated in the form of expected return only for bearing systematic or market risk, which is the portion of a security's risk that cannot be diversified away. That investors demand reparation for and only for systematic risk is a consequence from the pivotal assumption that all investors have identical information for the entire universe of publicly traded securities. In actuality, professional active money managers rarely invest in a portfolio broad enough to be considered the market portfolio. Instead, the asset management industry has self-organized over time according to a top-down investment process, where asset allocators provide capital to security selectors who specialize in high-yield bonds, large-cap value stocks, and the like. Any losses in diversification benefits resulting from this theoretically suboptimal two-phase investment strategy are deemed an unavoidable cost of obtaining accurate forecasts through specialization in security analysis and portfolio management.
(cont.) This research paper extends the ideas of the CAPM to formulate an equilibrium security pricing model that attempts to account for the top-down approach followed by investors in the real-world.
by Leonid Keyser.
M.B.A.
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Paula, Adalberto Penha de. "Educação do campo: desafios para implementação de uma política educacional das escolas do campo." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/1356.
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Previous issue date: 2013-08-19This study focused on the Field education, more specifically the rural school. To investigate the objective conditions that enhance or hamper the implementation of educational policies, which are in the documents that guide field education, was the main aim of this research. The discussions addressed in the Operational Guidelines for the Rural Schools Basic Education (2002) and the Field Education Curriculum Guidelines in Paraná State (2010) were taken into account. The investigation consisted of a qualitative, exploratory and documental study. The categories of analysis originated in the main documents that base the field education policies. A questionnaire was applied to teachers, pedagogical coordinator and principal in a school located in the rural area, aiming to collect data on teachers’ knowledge regarding the documents produced by the State which guide field education, teachers qualification and continuous development, transport and school infrastructure. The dissertation is divided into three chapters. The first chapter discusses the structural characteristics of the Brazilian society and the historical fight for land in Brazil, emphasizing the Landless Rural Workers Movement, based on the following authors: Ribeiro (1995), Morissawa (2001), Caldart (2004), Stedile and Fernandes (2005) and Souza (2006). The second chapter approaches the role of the State in the construction of field educational policies, the concept of State and the impact of government programs and projects linked to the rural people education, the theoretical background comprises: Calazans (1993), Leite (1999), Caldart (2004), Munarim (2008), Souza (2010), Montaño and Duriguetto (2011), and Gramsci (2011). The third chapter contextualizes the research, organizes and discusses empirical data. It is based on Freitas (2005), Duarte (2006), Melo; Moro and Guimarães (2007), Severino (2007), Souza (2011), Gandin (2011). The study revealed that there is still a long way to go before a real field education project is built, one which considers the singularities and the reality of the rural people. It is necessary also that the whole school community, parents, students, teachers, pedagogical coordinators, directors become more aware of the educational policies as a whole, so that these can be implemented or demanded by the civil society from the State. The final considerations acknowledge the importance of the individuals who live in the field to take responsibility and commit themselves with field education, trying not to treat it as a relative matter or fragment the fight for education as a means of social transformation.
A presente pesquisa teve como objeto de pesquisa a educação do campo, mais especificamente a escola do campo. Investigar as condições objetivas que possibilitam e/ou dificultam a implementação da política educacional, explicitada nos marcos legais que orientam a educação do campo foi o principal objetivo que norteou a pesquisa. Especificamente as discussões tratadas nas Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (2002) e as Diretrizes Curriculares da Educação do Campo do Estado do Paraná (2010). A investigação se insere nos estudos de natureza qualitativa, exploratória e documental. As categorias de análise emergiram dos principais documentos que fundamentam as políticas da educação do campo. Foi aplicado um questionário junto aos professores, coordenação pedagógica e direção de uma escola localizada no campo, com a finalidade de coletar dados sobre o conhecimento dos professores referente aos documentos produzidos pelo Estado que fundamentam a educação do campo, formação inicial e continuada dos professores, transporte e infraestrutura escolar. A dissertação esta organizada em três capítulos. O primeiro capítulo discute as características estruturais da sociedade brasileira e as lutas históricas pela terra no Brasil, destacando as lutas do Movimento dos Trabalhadores Rurais Sem Terra, pautado nos seguintes referencias: Ribeiro (1995), Morissawa (2001), Caldart (2004), Stedile e Fernandes (2005) e Souza (2006). O segundo capítulo aborda o papel do Estado na construção de políticas educacionais do campo, o conceito de Estado e o impacto dos programas e projetos governamentais voltados para a educação dos povos do campo, utilizamos dos seguintes autores: Calazans (1993), Leite (1999), Caldart (2004), Munarim (2008), Souza (2010), Montaño e Duriguetto (2011), Gramsci (2011). O terceiro capítulo contextualiza a pesquisa, organiza e discute dados empíricos. Teve como aporte os estudos de Freitas (2005), Duarte (2006), Melo; Moro e Guimarães (2007), Severino (2007), Souza (2011), Gandin (2011). A pesquisa evidenciou que há ainda um longo caminho a percorrer para que se possa, de fato, construir um projeto educativo do campo que considere as singularidades e a realidade dos sujeitos do campo. Necessário, se faz, ainda que toda comunidade escolar, pais, alunos, professores, coordenadores pedagógicos, diretores, conheçam melhor as políticas educacionais como um todo para que as mesmas possam ser implementadas ou reivindicadas pela sociedade civil, junto ao Estado. O estudo em suas considerações finais reconhece a importância dos sujeitos que vivem no campo de se responsabilizarem e se comprometerem com a educação do campo, buscando não relativizar ou fragmentar a luta pela educação, enquanto meio para a transformação social.
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Amorim, Daiana Aparecida Marques de. "“Pés de milho e feijão”: narrativas sobre uma escola do campo de um município da Zona da Mata Mineira." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6718.
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Esta pesquisa propõe investigar sobre o cotidiano de uma escola do campo, com sala multisseriada, que funciona em uma cidade da zona da mata mineira. Tendo por objetivo compreender e refletir sobre a importância da escola do campo e suas especificidades, para uma comunidade do campo. Utilizar-se-á pesquisa bibliográfica envolvendo algumas obras representativas das diferentes épocas, como anais de congressos, anuários estatísticos e a legislação pertinente. O aporte teórico será a Antropologia do Imaginário, que nos permite ter um olhar sensível e capaz de refletir as possibilidades do aproveitamento da cultura do campo na escola. Observa-se que as salas multisseriadas, nem sempre representam a melhor alternativa metodológica para a comunidade. No entanto são implantadas, como forma de atender às populações rurais. Estas salas possibilitam uma socialização, quer na transmissão de conhecimentos, na veiculação das crenças e valores, nas interações de seus sujeitos, nas relações sociais com a comunidade e nas rotinas, que se manifestam na amplitude do espaço escolar. No movimento da análise, foi possível perceber que os alunos encontram condições de ritualizar diferenças e semelhanças. Habilidade relacionada recursivamente com manifestações, que se expressam no cotidiano da escola, por meio da dimensão simbólica da cultura de seu grupo de origem. A relação entre os estudantes e os demais indivíduos, que compõem o contexto escolar, está intrinsecamente ligada ao espaço afetivo-estrutural e aos vários papéis, que eles exercem na instituição.
This research proposes – to investigate about the the routine in a do campo school with a multi-leveled class in a town in an specific area of Minas Gerais (Zona da Mata). It aims to comprehend and to reflect about the importance of do campo schools and its specificities to a do campo community. It will be used bibliographic research involving some important works of different times, congress proceedings, statistical yearbooks and the relevant legislation. The theoretical contribution will be the anthropology of the imaginary, that allows us to have a sensitive eye and let us able to reflect the possibilities of exploitation of do campo culture in school. It is observed that the multi-leveled classes not always represent the best methodological alternative to the community, but, as a way of meeting the do campo population, they are implemented. However, they allows socialization in the transmission of knowledge, in the placement of beliefs and values, and also in the interaction of its subjects, in the social relation with the community and in the routines that manifest the range of the school environment. In the analysis movement it was possible to notice that the students are able to ritualize similarities and differences – that relate recursively manifestations in the school routine, of the symbolic dimension of the culture of its source group. It is established among them and people of school relations that depend on the affective-structural space and on the several roles that such space perform in the institution.
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Mazur, Ivania Piva. "O processo de fechamento das escolas no campo em Itapejara D' Oeste/PR: o caso da Escola Estadual de Lageado Bonito e do Colégio Estadual do Campo Carlos Gomes." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/986.
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Previous issue date: 2016-06-03The research analyzed the closing process and closing attempts of schools in the field with the offer of the final years of Primary Education in the countryside in Itapejara D Oeste, Southwest region of Paraná State. The general objective was to analyze this process, as well as showing the resistances and challenges for school in the field. The specific objectives proposed were to identify the changes in the Brazilian countryside since 1950 and its determinations on the reduction of the rural population; contextualize and differentiate the concepts of rural education and field education on the national scene; understand the school closure processes in the rural area in the national and local context, describe the process of implementation and subsequent stop of offering final years/grades of Primary Education in the countryside from a closure and completion case and from a closing way case. From a qualitative approach in the perspective of historical-dialectical materialism, there was a case study, with the use of procedures semi structured interviews and documental analysis. It approached the changes occurred in the Brazilian countryside, due to the capitalism, as well as its effects that culminated in the reduction of rural population and consequently the reduction of enrollment of the schools in the countryside. It also addressed the rural education and rural school and, as a counterpoint, the Field Education in order to analyze the process of closing of these schools later on. The research showed that the offer of Primary Education in the countryside of Itapejara D Oeste both for early years as the final years was precarious and insufficient, proving the negligence of the authorities to the education of the rural population. The analysis of the implementation process, closing and attempts to the closing of the schools showed that the offer of the final years of Elementary School was not the result of a public policy designed in order to attend the country population, but the result of claims and mobilization of the communities, which in the same way resisted in face of attempts to close schools. The practice of closing schools was based in economic-quantitative justification, disregarding cultural aspects that are present in the issue of closing schools in the countryside. In short, the research reflects the great historical debt to the education of the countryside people, noting that it is not enough public educational policies. These should be linked to other public policies that guarantee better life expectancies in the country so that families want and can stay there.
A pesquisa analisou o processo de fechamento e tentativas de fechamento das escolas no campo de anos finais do Ensino Fundamental em Itapejara D Oeste, região Sudoeste do Paraná. O objetivo geral da pesquisa foi analisar esse processo para evidenciar seus determinantes gerais e específicos, bem como apontar as resistências e desafios para as escolas no campo. Como objetivos específicos, propôs-se a identificar as transformações no campo brasileiro a partir de 1950 e suas relações com a redução da população do campo; contextualizar e diferenciar as concepções de educação rural e de educação do campo no cenário nacional; compreender os processos de fechamento de escolas no campo no contexto nacional e no contexto local; descrever o processo de implantação e posterior cessação da oferta das séries/anos finais do Ensino Fundamental no campo a partir de um caso concluso de fechamento e de um em vias de fechamento. A pesquisa adotou uma abordagem qualitativa na perspectiva do materialismo histórico-dialético, como um estudo de caso, utilizando-se dos procedimentos entrevistas semiestruturadas e análise documental. Abordou as transformações ocorridas no campo brasileiro, por conta da expansão do capitalismo, bem como seus efeitos que culminaram na redução da população camponesa e consequentemente na redução das matrículas das escolas no campo. Enfocou a perspectiva da educação e escola rural e, como contraponto, a Educação do Campo, para posteriormente analisar o processo de fechamento dessas escolas. Evidenciou que a oferta do Ensino Fundamental no campo em Itapejara D Oeste, tanto em relação aos anos iniciais quanto aos anos finais, ocorreu de forma precária e insuficiente, o que comprovou o descaso dos poderes públicos com a educação da população do campo. A análise dos processos de implantação, fechamento e tentativas de fechamento das escolas evidenciou que a oferta dos anos finais do Ensino Fundamental não foi resultado de uma política pública para atender as populações no campo, mas sim resultado de reivindicações e mobilizações das comunidades, que da mesma forma resistiram diante das tentativas de fechamento das escolas. A prática de fechamento de escolas embasou-se em justificativas econômico-quantitativas, que desconsideraram aspectos culturais presentes no processo de fechamento das escolas. Em suma, a pesquisa traduz a grande dívida histórica com a educação dos povos do campo e destaca que não bastam políticas públicas educacionais. Estas devem estar atreladas a outras políticas públicas que garantam melhores expectativas de vida no campo para que as famílias queiram e possam permanecer no campo.
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Lynch, P. M. "Enterprise, Self-Help and Cooperation: A History of Outdoor Education In New Zealand Schools to 1989." Thesis, University of Canterbury. Education, 1999. http://hdl.handle.net/10092/810.
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This thesis traces the development of outdoor education in New Zealand schools. Part one deals with precursors to outdoor education, from the late nineteenth century to 1938, and in part two school camping experiments and the expansion of outdoor education are examined. Outdoor education was stimulated by subject specialists working for education boards and the Department of Education, and the end of the period studied coincides with the disestablishment of these administrative bodies in 1989. Where possible, comparison with overseas developments is made. Outdoor education was adopted and expanded in New Zealand because political, economic and ideological circumstances favoured it. Progressive-liberal influences on education fostered acceptance of physical, recreational and practical activities and emphasis on the interests and needs of individual pupils. Social and economic policies of the later 1930s to the 1960s established a climate in which innovations that broadened the school curriculum were acceptable. From the late 1960s the struggle to resource outdoor education was exacerbated by its rapid rate of growth. The government funding attained was never sufficient and community support remained vital. Safety concerns from the 1960s to the end of the period precipitated efforts to establish teacher training and by the 1980s there was a growing professionalism among outdoor educators. Links between outdoor education and the school curriculum at both primary and secondary levels were maintained by changes in terminology but its central concerns with social and moral education, environmental studies, physical activity and communal living in natural environments remained. Unlike most other curriculum innovations of its time, outdoor education was initially viewed as a teaching method and it did not attain formal subject status until the 1980s.
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Valadão, Marina Marcos. "Saúde na escola: um campo em busca de espaço na agenda intersetorial." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-12022007-152151/.
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Realiza-se um estudo teórico com o objetivo de identificar categorias centrais na promoção da saúde na escola, expressas na concepção de Escola Promotora de Saúde, examinando sua potencialidade em contribuir na construção de um conhecimento-emancipação, no contexto da educação fundamental no Brasil. Utiliza-se como metodologia a análise de conteúdo de uma comunicação conjunta de organismos internacionais, entre eles a Organização Mundial de Saúde, em defesa da implantação de políticas nacionais de promoção da saúde na escola. Emergem no estudo quatro categorias, identificadas em função de sua freqüência e centralidade na defesa da proposição: a efetividade da promoção da saúde na escola, reciprocidade e sinergismo entre saúde e educação, a relevância dos riscos para a saúde de crianças e adolescentes, saúde na escola como estratégia para a promoção da equidade. Essas categorias são exploradas com o apoio de conceitos, experiências e propostas documentadas, tomando-se como eixo estruturante da análise a noção de conhecimento-emancipação apresentada por Boaventura de Souza Santos. Conclui-se que a concepção original do campo da saúde na escola atravessou um século, apesar dos questionamentos profundos do modelo e de seus pressupostos. O movimento da promoção da saúde traz novas dimensões para a questão, mas também vive formas de colonização com as quais a Escola Promotora de Saúde tende a alinhar-se em função do instituído nas tradições desse campo. Avalia-se, entretanto, que a concepção de promoção da saúde apresenta-se como um referencial expressivo da transição paradigmática, oferecendo oportunidades para a construção de um conhecimento-emancipação na medida em que busque alinhar-se com tendências contra-hegemônicas no campo da saúde pública, da educação e da saúde na escola.A theoretical study is made with the objective of identifying central categories of health promotion in schools, present in the proposal of Health Promoting Schools. The potential contribution of this conception to the construction of an emancipation-knowledge is examined, in the context of fundamental education in Brazil. The methodology is a content analysis of a joint communication of international organisms, among them the World Health Organization, in behalf of the implementation of national policies for health promotion in schools. Four categories emerged, identified due to their frequency and centrality in the advocacy of the proposition: the effectivity of health promotion in schools, reciprocity and synergism between health and education, the relevance of health risks for children and adolescents, school health as an strategy for equity promotion. These categories are explored with support of documented concepts, experiences and proposals, taking the emancipation-knowledge notion presented by Boaventura de Souza Santos as a theoretical reference. The conclusion points out that the original conception of school health survived the XXth century, despite profound questioning of the model and its premises. The health promotion movement brings new dimensions to the question. But this movement also goes through colonization tendencies, with which the Health Promoting School tends to align due to its own traditions. The study reveals health promotion as an expressive referential of paradigmatic transition, thus offering opportunities for the construction of emancipation knowledge in the school health field, depending on the search for counter-hegemonic alliances in the public health, educational and school health fields.
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Genovez, Luiz Gonzaga Roversi [UNESP]. "Homo magister: conhecimento e reconhecimento de uma professora de ciências pelo campo escolar." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/101999.
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genovez_lgr_dr_bauru.pdf: 1820452 bytes, checksum: 7d9712eee9686e4feb1f6d34ac8dbe3a (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o “capital docente” nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências.
By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu’s works, it was possible to identify the “teacher’s capital” in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the “heretical strategies” such those presented by the teacher M.
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Preto, Mariany Cristina Fardin. "Condições materiais no atendimento escolar à educação infantil no campo : região de Bragança Paulista/SP (2007 a 2015)." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9264.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
The purpose of this study is to describe the current conditions of the school support system that Brazilian Countryside Early Childhood Education students are provided with. This study was conducted at schools in the state of São Paulo, Brazil, in a period between 2007 and 2015. The study analyzed data samples of eight cities within the Regional Board of Education in the Bragança Paulista area. The data samples were collected in a micro-data database from Scholar Census. The eight cities within the Regional Board of Education in the Bragança Paulista area presented the highest school enrollment rates in the state of São Paulo. This study initially presents considerations about Brazilian Early Childhood Education and Countryside Education histories to contextualize the study and set the study’s goal. The study shifts focus to how Brazilian legislation assures the Countryside Early Childhood Education, verifies how the legislation prescribes the students’ rights and understands the influence of International Organizations in drawing up these documents. Lastly, the study analyzed the scholar micro-data in the proposed period, where it was assumed that there were improvements in the Early Childhood Education in the studied area. However many of the schools still lacked fundamental infrastructure conditions, physical resources and electronic devices. In conclusion, the study indicates the importance of educational policies that benefit countryside citizens and the Countryside Early Childhood Education as well as public educational funding to enable better quality regarding the Early Childhood Education.
Este trabalho teve como objetivo caracterizar as atuais condições do atendimento escolar às crianças da Educação Infantil no Campo da Diretoria de Ensino da Região de Bragança Paulista/SP no período de 2007 a 2015. A região selecionada se localiza próxima a cidades industriais, como São Paulo e Campinas, e engloba os oito municípios que mais apresentaram matrículas na Educação Infantil no estado. A coleta dos dados ocorreu por meio da análise dos Microdados do Censo Escolar - dados unitários do Censo Escolar, que trazem informações sobre as questões estruturarais e recursos físicos das escolas bransileiras. A pesquisa, inicialmente, traz considerações sobre a história da Educação Infantil e Educação do Campo no Brasil, permitindo-nos entender e contextualizar nosso objeto de estudo. Posteriormente, buscamos compreender o que diz a legislação em relação à Educação Infantil no Campo e verificar de que forma elas prescrevem os direitos dessas crianças, compreendendo a influência das organizações internacionais na elaboração desses documentos. Finalmente, chegamos a análise dos microdados escolares do período proposto, nos quais se observou que houve avanços na Educação Infantil nessa região, mas que ainda há muitas escolas que carecem de condições básicas estruturais, de recursos físicos e equipamentos tecnológicos. Dessa forma, apontamos a importância de políticas educacionais que beneficiem a educação dos moradores do campo e a Educação Infantil, como financiamentos que permitam o investimento nas escolas e possibilitem maior qualidade na oferta deste nível de ensino.
CAPES: 1601006
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Genovez, Luiz Gonzaga Roversi. "Homo magister : conhecimento e reconhecimento de uma professora de ciências pelo campo escolar /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/101999.
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Orientador: Washington Luiz Pacheco de CarvalhoBanca: Denice Barbara Catani
Banca: Ana Maria de Andrade Caldeira
Banca: Eduardo Adolfo Terrazzan
Banca: Alberto Villani
Resumo: Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o "capital docente" nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências.
Abstract: By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu's works, it was possible to identify the "teacher's capital" in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the "heretical strategies" such those presented by the teacher M.
Doutor
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Marcondes, Vera Lucia. "A transição da escola pública do campo: a experiência da Escola Itinerante Zumbi dos Palmares." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3888.
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This research aims to analyze the process of political-structural transition of Zumbi dos Palmares Itinerant School to Rural Education Municipal School, in order to identify contradictions in this process of moving from an itinerant camp school to a permanent settlement school, under management of the Prefeitura Municipal de Cascavel. Thus, this study proposed the following: to present the history of the struggle for land in the camps and settlements of MST, articulated to the struggle for education; to identify elements and pedagogical fundaments that are present in the political-educational proposal of the Municipal School of Zumbi dos Palmares – and that ensure the continuity of expression of its class commitment; and highlight the control mechanisms and instruments of State interference – as a school maintainer –, responsible for obstacles and contradictions in the school practice. Central problem was the need to understand the progress achieved and what remains as a challenge in the transition process from this itinerant camp school to a permanent settlement school, and particularly the State’s role in this transition. Bibliographic, documentary and field researches have been used as a research methodology. As a result, it was observed that the transition from the itinerant school model to the rural school, already in settlement, was constituted by a permanent and dialectical movement in which the participation and vigilance of the school community needs to be constant and conscious. In the same way, also the collective of educators must remain well trained and engaged in order to understand the historical process to make it an effective part of the transition.
Esta pesquisa tem como objetivo analisar o processo de transição político-estrutural da Escola Itinerante Zumbi dos Palmares para Escola Municipal do Campo, com o intuito de identificar as contradições nesse processo de passagem de escola itinerante de acampamento para escola permanente de assentamento, sob a gestão da Prefeitura Municipal de Cascavel. Dessa forma, este estudo propôs-se a: apresentar a história da luta pela terra nos acampamentos e assentamentos do MST, articulada à luta pela educação; identificar os elementos e fundamentos pedagógicos que se fazem presentes na proposta político-pedagógica da Escola Municipal do Campo Zumbi dos Palmares, que assegurem a continuidade de expressão de seu comprometimento de classe; e evidenciar os mecanismos de controle e instrumentos de interferência do Estado – como mantenedor da escola –, responsáveis pelos entraves e contradições na prática escolar. A problemática central foi a da necessidade de compreensão dos avanços obtidos e do que permanece como desafio no processo de passagem dessa Escola Itinerante de acampamento para uma escola permanente de assentamento e, particularmente, do papel do Estado nesta transição. Como metodologia de pesquisa, foram utilizadas as pesquisas bibliográfica, documental e de campo. Como resultado, observou-se que a condução do modelo de escola itinerante para o de escola do campo em assentamento, constitui-se por um movimento dialético e permanente, em que a participação e vigilância da comunidade escolar necessita ser constante e consciente. Da mesma forma, também o coletivo de educadores deve manter-se bem capacitado e engajado, a fim de compreender o processo histórico para torná-lo parte efetiva da transição.
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Génier, Éric. "Communautés d’apprentissage professionnelles : conditions d’implantation mises en place par deux directrices d’école élémentaire." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24012.
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La présente recherche tente d’identifier et de décrire les conditions d’implantation qui ont été mises en place dans deux écoles élémentaires francophones de l’Ontario pour atteindre un stade de fonctionnement avancé, soit l’intégration (Leclerc, Moreau et Lépine, 2009a) des communautés d’apprentissage professionnelles (CAP).
En utilisant un échantillon de directions d’école et d’enseignants qui travaillent à l’intérieur d’écoles où les CAP sont à un tel stade de fonctionnement, notre recherche a permis de relever quelles conditions ont été mises en place pour atteindre un fonctionnement avancé des CAP. Des entrevues semi-dirigées ont été menées auprès de deux directrices et de quatre enseignantes d’écoles élémentaires franco-ontariennes.
Ces entrevues abordaient de grands thèmes tels que la structure des CAP, la culture de collaboration et les processus employés en CAP dans le contexte de l’école. Un questionnaire sur le sentiment d’efficacité personnelle fut aussi rempli par les directrices d’école. Les résultats mettent en évidence le rôle complexe de la direction d’école dans la mise en œuvre des CAP tout en précisant les conditions d’implantation des CAP mises de l’avant par deux directrices d’école. En fait, nous relevons l’importance de recevoir des appuis humains et financiers et un soutien par la recherche; d’instaurer des exigences organisationnelles « préparatoires »; de respecter des exigences organisationnelles de mise en place des CAP; d’assurer que la direction et les membres du conseil scolaire aient confiance et soient compétents; d’instaurer un leadership partagé entre la direction, le conseil scolaire et les enseignants du comité d’amélioration du rendement des élèves (CARE); de rédiger des objectifs SMART à partir de ressources particulières et aménager un parcours de fonctionnement; d’établir des structures physiques et d’encourager une culture de collaboration entre les enseignants.
Les résultats de notre étude rejoignent ce qu’avancent les recherches au sujet de l’implantation de la structure organisationnelle – CAP – dans une école. Or, notre recherche sur le terrain permet d’apporter des précisions quant à ces conditions d’implantation. D’ailleurs, nous avons recensé certaines sous-catégories thématiques qui ne sont pas reflétées explicitement dans la littérature.
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Frota, Jorge Washington da Silva. "EducaÃÃo e alimentaÃÃo: idÃias sociais, polÃticas e pedagÃgicas na obra de Dante Costa." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7251.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃAnÃlise social e histÃrica que tem como objeto de estudo a produÃÃo cientÃfica seminal, de enfoque social, sobre alimentaÃÃo e nutriÃÃo no Brasil. Objetivou analisar se a produÃÃo acadÃmica sobre alimentaÃÃo e nutriÃÃo de Dante Costa, ocorrida entre meados da dÃcada de 1930 e final dos anos de 1950, desenvolveu-se de forma articulada com os ideÃrios educacional, social e polÃtico, predominantes na Ãpoca de gÃnese e efetivaÃÃo do campo cientÃfico na Ãrea de educaÃÃo e assistÃncia alimentar no Brasil. Buscou ainda: identificar as concepÃÃes de educaÃÃo e de educaÃÃo alimentar presentes nas produÃÃes desse autor; verificar as relaÃÃes dessas concepÃÃes com as ideias sociais, polÃticas e educacionais vigentes na Ãpoca e analisar as propostas do autor Dante Costa sobre educaÃÃo alimentar, considerando seus fundamentos teÃricos e metodolÃgicos, objetivos expressos e latentes, bem como seus agentes e espaÃos de efetivaÃÃo. Esse autor integra uma geraÃÃo de intelectuais da saÃde que se empenhou na difusÃo e aplicaÃÃo da base conceitual e metodolÃgica da alimentaÃÃo racional para proposiÃÃo de medidas de intervenÃÃo social com finalidades de minimizar o problema da fome e mudar o perfil fÃsico e intelectual do povo brasileiro para que o mesmo pudesse agir com maior destreza dentro do novo mercado de trabalho. As obras ligadas à educaÃÃo e assistÃncia alimentar foram analisadas com finalidade de projetar suas ligaÃÃes, de acordo com a sociologia de Bourdieu e com as concepÃÃes de Thompson sobre a hermenÃutica de profundidade, e suas relaÃÃes com os efeitos provocados pelas dinÃmicas e intenÃÃes polÃticas ligadas ao momento da Ãpoca, isto Ã, ter ideia sobre as formas com que interviram essas obras de Dante Costa com processo de mudanÃa econÃmica, cultural e educacional no Brasil de meados do sÃculo XX, mediante a doutrinaÃÃo populacional por meio da indicaÃÃo e instruÃÃo de novos hÃbitos alimentares, culturais e tambÃm morais. Suas experiÃncias, suas aÃÃes inovadoras permitiram pensar a problemÃtica da alimentaÃÃo no espaÃo escolar a partir de propostas concretas, sendo que nÃo hà como saber exatamente o quanto essas propostas foram praticadas. Instruiu de forma clara e efetiva, por meio de suas obras, para que os ambientes pÃblicos e privados pudessem ser bem utilizados para atividades de agricultura e pecuÃria afim de minimizar as dificuldades socioeconÃmicas, acentuando para melhor a qualidade de vida de todos os brasileiros em especial a classe pobre.
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Moreira, Nancí Saraiva. "Construção Escolar - desenvolvimento, políticas e propostas para a escola rural visando a democratização do campo." Universidade de São Paulo, 2000. http://www.teses.usp.br/teses/disponiveis/16/16131/tde-04082010-085513/.
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Este trabalho expõe a necessidade de inserção da produção rural no fenômeno chamado globalização, para tanto propõe a capacitação da população rural, ora residente e proveniente do programa de reforma agrária, através da educação escolar. A pesquisa aborda aspectos históricos e presentes do papel social da escola, dos recursos e Políticas educacionais, da história da educação, da construção escolar e da zona rural paulista. Demonstra a situação que se encontra atualmente a rede escolar rural do Estado de São Paulo e propõe alternativas para sua viabilização construtiva com qualidade adequada, de acordo com o estabelecido pela proposta pedagógica ora adotada. Ao final, realiza reflexões prospectivas e recomenda estudos a fim de viabilizar uma escola rural que se adeqüe à evolução da proposta pedagógica e às novas formas de relação de trabalho.This work reveals the need to include rural production in the so called globallization phenomenon. In this view, it proposes that the capacitation of the rural population, wich lives in the rural area and is derived from the agrarian reform program, be undertaken by school education. This research approaches historical and present aspects of the social role of school, the funding and educational politics, the history of education, of school building and of the characteristics of the rural zone in the state of São Paulo. It describes and analyses the present situation of the rural school sistem of the state of São Paulo and proposes alternatives for a constructive realization with adequate quality, in accordance with the present established pedagogic proposals. At last, it raises a series of prospective reflexions and recommends studies to be understaken aimed at the construction of a rural school adequate to present state of evolution of the pedagogic proposals and to the new forms of labour relations.
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Behrend, Danielle Monteiro. "Os estudos no campo da Educação Ambiental para a compreensão da relação com os saberes escolares: uma escola com a comunidade." reponame:Repositório Institucional da FURG, 2011. http://repositorio.furg.br/handle/1/2123.
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Dissertação (mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2011.Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-07-08T18:07:34Z No. of bitstreams: 1 danielle m.behrend-dissertao.pdf: 3931828 bytes, checksum: 99d84a4c27fb00d117505c60f23f99eb (MD5)
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A presente pesquisa de cunho qualitativo está vinculada à linha de pesquisa Educação Ambiental: Ensino e Formação de Educadores(as) (EAEFE),do Programa de Pós-Graduação em Educação Ambiental-PPGEA/FURG. O estudo foi realizado com três famílias de crianças com histórico de reprovação em classes de alfabetização, as quais estudam na Escola Municipal de Ensino Fundamental Cidade do Rio Grande/CAIC-FURG e, no período da pesquisa, encontravam-se no 2º ano do Ensino Fundamental de Nove Anos. A pesquisa buscou compreender o que as famílias de crianças com histórico de reprovação em classe de alfabetização dizem sobre a escola e os saberes escolares, bem como seus discursos sobre a aprendizagem das crianças e seus discursos acerca da escola CAIC. Este estudo caracteriza-se por uma pesquisa narrativa, tendo como foco a análise dos discursos sobre a escola, por meio de entrevista narrativa (Jovchelovitch & Bauer, 2002), a qual se utiliza da comunicação cotidiana, do contar e escutar histórias. Esta proposta de entrevista narrativa possibilita que os sujeitos da pesquisa possam contar suas histórias, pensamentos e sentimentos acerca da sua vida escolar, por meio de perguntas abertas sobre o tema investigado. A análise dos dados coletados foi realizada por meio da Análise Textual Discursiva (ATD) (Moraes e Galiazzi, 2007), a qual buscou a compreensão dos discursos dos sujeitos da pesquisa. Neste estudo, três foram as categorias que emergiram, denominadas de: as famílias que dizem que “não aprendem” os saberes escolares; as famílias que dizem que “não sabem ensinar” os saberes escolares; e as famílias que dizem quem são os “culpados” por “não aprenderem” os saberes da escola. Nesta última categoria, os sujeitos da pesquisa elencaram, como culpados pelos que “não aprendem” os saberes da escola, a própria criança, a professora e as famílias. Os diálogos com as narrativas dos sujeitos da pesquisa, aliados às interlocuções teóricas com autores como Loureiro, Bernard Charlot, entre outros, possibilitou a compreensão das narrativas, mostrando que os sujeitos da pesquisa apresentam negação ao contexto escolar, no que se refere às relações de ensino e aprendizagem, compreendendo que os mesmos responsabilizam–se enquanto família e principalmente culpam as crianças e os professores pelo “não aprender.” Na contramão dos discursos apontados pelos sujeitos da pesquisa, entendo que estes não são os responsáveis pela não aprendizagem dos saberes escolares, mas sim vítimas de um sistema societário em que impera a desigualdade e a exclusão social. Diante de tais constatações, trago, no presente trabalho as contribuições dos estudos no campo da Educação Ambiental como a possibilidade de transformação social, valorizando as diferentes formas de conhecimento na construção de uma escola com a comunidade e não para a comunidade.
This qualitative research is related to the research theme Environmental Education: Teaching and Teacher Education in the Post-graduate Program in Environmental Education at FURG, Rio Grande, RS, Brazil. This study was carried out with three families whose children have failed their literacy classes at Cidade do Rio Grande/CAIC-FURG, a public elementary school located in Rio Grande, RS. When this research was done, the children were attending the second grade (out of nine grades in elementary school). It aimed at comprehending not only what these families say about school and school knowledge but also their beliefs about their children‟s learning process and their conceptions of their children‟s school. This study has the characteristics of a narrative research whose focus is the analysis of the discourses about school collected in narrative interviews (Jovchelovitch & Bauer, 2002) which make use of everyday communication and story telling. This proposal, based on narrative interviews, enables the subjects of the research to tell their stories, thoughts and feelings regarding their school life when they answer open questions about the theme. Discursive Textual Analysis (DTA) (Moraes and Galiazzi, 2007) was applied to analyze the data so that the subjects‟ discourses could be understood. Three categories emerged from the analysis: families that say they “do not learn” school knowledge; families that say they “do not know how to teach” school knowledge; and families that identify who is “guilty” of “not learning” school knowledge. In the third category, the subjects found the child him/herself, the teacher and the family guilty of the fact that children “do not learn” school knowledge. The dialogues with the subjects‟ narratives intertwined with the theoretical interlocutions proposed by some authors, such as Loureiro and Bernard Charlot, led to the comprehension of the narratives which show that the subjects of this research deny the school context regarding the teaching and learning processes. I understand they take their responsibilities as families but blame their children and the teachers for “the nonlearning situation”. On the contrary, I do not think the children are responsible for not learning the school knowledge; in fact, they are the victims of a societal system in which inequality and social exclusion prevail. Therefore, this study offers some contributions of Environmental Education as a means of social change and a way to value different forms of knowledge in the construction of a school with the community, rather than to the community.
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Felix, Roxanne M. "A formative evaluation of an academic-community partnership, Zamboanga Medical School and Lower Campo Islam." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38583.pdf.
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Schmitt, Estela Lidia. "Olhar atento para a educação ambiental nas escolas do campo." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3109.
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This dissertation presents aspects about the environmental education performed at rural schools. The main goal was to comprehend what characterises the environmental education on the pedagogical practice at the rural school institution. There are 45 rural schools which belong to the Regional Education Hub of Francisco Beltrão – PR, of which 25 participated on the research. The subjects of this research were 132 teachers who work with school subjects. Out of these, there were five geography teachers. The instruments of the data collection were: the Pedagogical Political Projects of Rural Schools; survey with open and closed-ended questions, semi-structured interviews directed to the teachers. Among the others authors used we can mention Leff, Loureiro, Lima, Carvalho, Layrargues, Brüger, Caldart, Arroyo, Saviani, Franscichett, Fazenda, Callai e Sacristán, and others. It was found that at rural schools there is environmental education, however without the compliance of the Curricular Rural Policy of the Paraná state, that offers that the teacher take it as a starting point for the pedagogical practice the rural subject's place of life and his local reality, considering his experiences. Going from these premises, the pedagogical practice of the rural school does not come close to the socioenvironmental approach, that takes into account social and environmental questions. The research revealed that teachers who act on rural schools work with environmental education, however stongly influenced by the conventional metodology, with pragmatic conservative practices. They search for ponctual answers, without any relation to the complex dimension of the issue, without an watchful eye for the perspective of the rural school reality.
Esta dissertação apresenta aspectos sobre a Educação Ambiental praticada nas Escolas do Campo. O objetivo principal foi compreender o que caracteriza a Educação Ambiental na prática pedagógica na instituição escolar do campo. São 45 Escolas do Campo pertencentes ao Núcleo Regional de Educação de Francisco Beltrão – PR, sendo que destas, 25 participaram na pesquisa. Os sujeitos dessa pesquisa foram 132 professores que trabalham com as disciplinas escolares. Destes, foram entrevistados 5 (cinco) professores que trabalham a disciplina de Geografia. Os instrumentos de coleta de dados foram: os Projetos Políticos Pedagógicos das Escolas do Campo; questionários com perguntas abertas e fechadas, entrevistas semi - estruturadas, dirigidas aos professores. Dentre os autores utilizados podemos citar Leff, Loureiro, Lima, Carvalho, Layrargues, Brüger, Caldart, Arroyo, Saviani, Franscichett, Fazenda, Callai e Sacristán, entre outros. Verificou-se que nas Escolas do Campo, ocorre Educação Ambiental, porém sem a observância das Diretrizes Curriculares do Campo do estado do Paraná, que propõe ao professor que tome como ponto de partida para a prática pedagógica o lugar de vida do sujeito do campo, a sua realidade local, considerando suas experiências. Partindo destas premissas a prática pedagógica da Escola do Campo não se aproxima da abordagem socioambiental, que considera as questões sociais e ambientais. A pesquisa mostrou que os professores que atuam na Escola do Campo trabalham com Educação Ambiental, porém fortemente influenciados pela metodologia convencional, com práticas conservadoras Pragmáticas. Buscam respostas pontuais, sem relação com a dimensão complexa da problemática, sem um olhar atento para a perspectiva da realidade da Escola do Campo.
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Gobato, Ana Tatiana Staine Cardoso. "Educação no campo : escola do assentamento Monte Alegre." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2626.
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Previous issue date: 2012-02-29This research has as its main aim a rural school in Araraquara, São Paulo. Since 2002, this city has a program named Rural School Program that covers three public schools: one in a county named Bueno de Andrada, another one in a rural settlement named Bela Vista and the last one in settlement, the Monte Alegre . The field research happened in the last school, at Monte Alegre . This program keeps working, once it was covered in the Municipal Plan of Education for the decade 2004-2013. When we entered into the Rural Primary School Maria de Lourdes da Silva Prado, we had the aim to discover if the education offered there is a real rural education or if is just an education in the rural area. For this, we ve realized some interviews, with the coordinator, teachers and workers. We ve tried to discover if for these people the education in this school is different or not of the one that is offered in the urban schools. We also tried to understand what this group think about rural education and how some of them believe that this should happen. We ve used some questionnaires with the students, to see if they think there s a difference between the rural school, where they study, and the school in the city, and also about the advantages and disadvantages that these students see in a rural school. What we realized is that even the Rural School Program keeps operating, it s not working as it should, since that in these ten years there re lots of changes in its elaboration. A lot of these changes are inside the municipal education secretary and others are inside the rural schools.
Esta dissertação de mestrado possui por objeto de pesquisa uma escola do campo localizada no município de Araraquara, São Paulo. Este município possui desde o ano de 2002 um programa denominado Programa Escola do Campo que abrange três escolas municipais: uma no distrito de Bueno de Andrada, uma no Assentamento Bela Vista e uma no Assentamento Monte Alegre, sendo que a pesquisa de campo desenvolveu-se nesta última escola. Este programa continua em vigência uma vez que no ano de 2004 foi contemplado no Plano Municipal de Educação para o decênio de 2004 a 2013. Ao adentrarmos na EMEF do Campo Maria de Lourdes da Silva Prado, tivemos por objetivo descobrir se a educação que ali se ministra é realmente uma educação do campo ou se na verdade trata-se de uma educação no campo. Para isso realizamos entrevistas com a coordenadora, com os professores e funcionários desta escola para descobrirmos se na opinião deles existe a necessidade de uma educação diferenciada e se existe, se é realizada uma educação diferente daquela realizada nas escolas urbanas. Buscamos entender também o que este grupo entende por educação do campo e como alguns acreditam que a mesma deva ocorrer. Também realizamos questionários com os alunos do nono ano desta escola, buscando compreender se na opinião deles existe diferença entre a escola do campo, onde estudam, e a escola urbana, além disso, também questionamos as vantagens e desvantagens que estes alunos vêem em estudar em uma escola do campo. O que percebemos é que por mais que o Programa Escola do Campo continue em vigência, sua realização não encontra-se em andamento, uma vez que dentro destes dez anos de sua elaboração, muitas são as mudanças e transformações ocorridas no interior da secretária municipal de educação e das próprias escolas do campo.
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Santos, Fábio Junio da Silva. "Escolarização e currículo: considerações no campo das deficiências." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16102017-111113/.
Full textAbstract:
Escolarização e pessoas com deficiência, transversalizada pelo currículo, constituíram-se eixos norteadores para a elaboração, construção metodológica e análise da pesquisa desenvolvida, a ser apresentada nessa dissertação. Circunscreveu-se tal análise ao ensino fundamental, etapa da educação básica que tem se configurado como a de maior acesso dessas pessoas, mas também aquela à qual as respostas da educação serão, de fato, exigidas, seja no acesso ou na permanência, sendo que, nessa última, a questão do currículo seja talvez a mais implicada, diretamente, com a escolarização propriamente dita. O percurso metodológico de construção e análise do material superfície de análise da presente dissertação consiste em dissertações, teses e artigos científicos compreendidos no período entre 2000 e 2015, estiveram permeados pelos dispositivos teóricos do currículo como processo social de Jose Gimeno Sacristán e as discussões de Jan Masschelein e Maarten Simons acerca da função social da escola. Esse recorte temporal visa enfocar, na discussão, uma perspectiva da política educacional que se constrói no Brasil a partir, especialmente, dos anos 2000, qualificada de inclusiva. Buscou-se compreender, primeiramente, de que maneira o conjunto das produções selecionadas consideravam, como argumento e fundamento, o currículo e a função social da escola e, consequentemente, o direito à educação para as pessoas com deficiência. Objetivamente se parte da pergunta de investigação: o que se estabelece como relação entre escolarização das pessoas com deficiência e currículo? A revisão bibliográfica revelou uma multiplicidade de formas de se nomear o currículo em interface com a escolarização. Nesse conjunto, os argumentos variaram desde a ênfase dada ao currículo, a função social da escola e aos modos de se entender a escolarização das pessoas com deficiência. Distante de ajuizar os discursos produzidos sobre escolarização das pessoas com deficiência, currículo e educação especial, compreende-se como necessário o debate sobre eles, uma vez que o direito à educação não se resume a estar inserido em uma escola, mas poder se constituir como sujeitos e produtores de conhecimento. Indago, por fim, se a particularização da escolarização pautada na necessidade do estudante com deficiência não poderia representar o avesso da função social da escola - o inter-esse, assim como o tipo de conhecimento, que fundamenta o currículo - pode negar a fronteira entre a prática pedagógica e os conceitos fundamentais que a escola, como instituição de formação, deve garantir para que seus aprendizes acessem o conhecimento historicamente acumulado.Schooling and people with disabilities, dealt with in a transversal way in the curriculum, turned out to be the guiding principles for the preparation, methodological construction and analysis of the research here undertaken, and presented in this master´s thesis. The analysis was limited to elementary and middle schooling, a stage of basic education which has proved to be the one with greater access for people with disabilities, but it is also the one where the actions taken in the field of education are, in fact, required, both the access and in the permanence. As for the latter, curriculum-related issues are the most directly affected by the schooling per se. The methodological path of construction and data analysis analytical surface of this master thesis consists of theses, dissertations, and scientific articles between 2000 and 2015, was pervaded by the theoretical devices of the curriculum as a social process as seen by Jose Gimeno Sacristán. Regarding the social function of the school, I have reviewed the discussions by Jan Masschelein and Maarten Simons. Also, I have compiled Setting a specific period had the purpose of focusing, amidst the discussion, on a perspective of the educational policy that has been constructed in Brazil especially after 2000, and called inclusive. I have attempted to understand, first of all, how the collection of the productions selected saw, as an argument and grounds, the curriculum and the social function of the school, and consequently, the right to education for people with disabilities. Objectively, the starting point of the investigation is the question: what is defined as the relation between the schooling of people with disabilities and the curriculum? The bibliographic review revealed a multiplicity of ways of naming the curriculum in the interface with schooling. Within this collection, the arguments varied from the emphasis on the curriculum, the social function of the school and the ways of comprehending the schooling of people with disabilities. Far from judging the discourses produced about the schooling of people with disabilities, curriculum and special education, I deem necessary to debate such elements, since the right to education cannot be reduced to be included in a school but to be able to become a subject and a producer of knowledge. Finally, I inquire if the particularization of schooling based on the needs of the students with disabilities could not represent the reverse of the school´s social function, the inter-esse as well as the type of knowledge that is the foundation of the curriculum, would then to deny the frontier between the pedagogical practice and the fundamental concepts that the school, as an institution of formation, must ensure so that the learners have access to the historically accumulated knowledge.
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Paiva, Fabio Monari. "A experiência de egressos de uma escola do campo no município de Araraquara - SP." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-07042015-221338/.
Full textAbstract:
A oferta da educação básica à população do campo no Brasil se caracteriza por uma precariedade histórica. Não obstante, entre as reivindicações e conquistas dos movimentos sociais pró reforma agrária, acentuadamente da segunda metade da década de 1980 em diante, destacaram-se os esforços para a construção de uma escola que atendesse a população do campo, comprometendo-se com os ideais de luta pela terra e igualdade social, visando a conscientização do homem do campo em relação aos seus direitos e contribuindo para o contínuo processo de construção e manutenção da cidadania. Este trabalho se propõe a investigar os possíveis impactos da experiência escolar na vida de alguns alunos egressos de uma Escola do Campo, reconhecida como de qualidade através de determinados indicadores, localizada em um assentamento de reforma agrária no município de Araraquara-SP. Por meio de entrevistas semi-diretivas, ouvimos oito ex-alunos da referida escola, buscando saber, principalmente, como eles avaliam essa experiência e que elementos da mesma os influenciaram, contribuindo para as suas condições atuais de vida. A análise dos relatos teve como referência algumas considerações sobre a juventude rural, as relações campo-cidade na vida dos jovens e alguns conceitos elaborados por Pierre Bourdieu que demonstram os limites da educação escolar no sentido de influenciar a trajetória pessoal dos alunos, bem como os argumentos de outros autores que, a nosso ver, complementam essa discussão. Os resultados obtidos indicam que a trajetória escolar e profissional dos egressos é marcada por dificuldades diversas, tais como a distância do assentamento em relação à cidade e a deficiência do transporte público, bem como a ausência de políticas públicas favoráveis aos habitantes do assentamento. Entretanto, os entrevistados ressaltaram a influência positiva da passagem pela escola do assentamento sobre suas trajetórias pessoais. Metade deles, inclusive, em alguma medida, atribui suas escolhas profissionais e/ou acadêmicas a essa experiência.The provision of education to rural population in Brazil is characterized by a historical precariousness. Nevertheless, among the claims and achievements of the agrarian reform social movements, especially in the second half of the 1980s, there were the efforts to build a school that would serve the rural population. They committed themselves with the ideals of struggle for land and social equality, with the purpose of educate the rural workers regarding to their rights and contribute to the ongoing process of building and maintaining citizenship. This work aims to investigate the possible impacts of school experience in the life of some former students of a rural school recognized as a quality one, through certain indicators, located on a land reform settlement in Araraquara city, State of São Paulo. Through semi-directive interviews, we heard eight former students of the school, trying to learn, particularly, how they assess this experience and what elements of it influenced them, contributing to their current living conditions. The analysis of the reports was based on a few considerations about rural youth, rural-urban relations in the lives of young people and some concepts elaborated by Pierre Bourdieu that indicate the limits of schooling in influencing the personal trajectory of the students as well as arguments of other authors who, in our view, complement this discussion. The results indicate that the school and professional path of the former students is marked by various difficulties, such as the distance between the agrarian reform settlement and the city, the deficiency of public transportation and the absence of public policies in favor to the inhabitants of the agrarian reform settlement. However, respondents emphasized the positive influence of the passage by that particular rural school in their personal trajectories. Even half of them, in some extent, attribute their professional and / or academic choices to this experience.