Dissertations / Theses on the topic 'Technical education Victoria History'

Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.

Orientador : Maria Helena Salgado Bagnato
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo : Este trabalho apresenta uma leitura de aspectos históricos de duas instituições de Ensino Profissional do município de Campinas, São Paulo. Ambas ocuparam, em tempos diferentes, um espaço especialmente construído para o funcionamento de uma escola de formação profissional, no início do século XX. O Instituto Profissional Bento Quirino ocupou o referido espaço de 1915 a 1965. O Colégio Técnico da Unicamp (COTUCA) iniciou suas atividades em 1967, teve sua instalação oficializada em 1970 e ainda permanece no local. Portanto, o estudo delimitou um recorte temporal de 1915 a 1970. Documentos diversos, tais como: atas, relatórios, artigos de jornais e revistas da época, fotografias, entrevistas e legislação referente ao Ensino Profissional no Brasil serviram de base para a pesquisa. Contribuíram para as análises, aportes do campo da História. Esses documentos permitiram elaborar uma reconstrução histórica permeada por elementos de ordem política, social e cultural do referido período
Abstract : This paper presents a interpretation of the historical aspects of two Professional Teaching Institutions in the municipal district of Campinas, in São Paulo. Both of them occupied, at different periods, one place especially built for the functioning of a professional education school, in the beginning of the 20th century. Bento Quirino Professional Institute occupied the above-mentioned place from 1915 to 1965. The Unicamp Technical School (COTUCA) begun its activities in 1967. In 1970, this school installation became official and it has remained at the place since then. Therefore, this study was delimited in a period of time between 1915 and 1970. Several documents, such as: proceedings records, reports, magazines' and newspapers' articles, pictures, interviews and legislation regarding the Professional Teaching in Brazil gave base to the research. Some inputs from the History field also contributed to the research. Theses documents allowed the elaboration of a historical reconstruction surrounded by elements of political, social and cultural natures of the referred period
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação

Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.

Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.
Doctor of Philosophy

Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.
Doctor of Philosophy

[Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.

The purpose of this study is to explain the development of the first higher technical education in Trollhättan, with the added perspective of Trollhättans strong industrial profile as a city. The interesting thing being that the city did not try to first and foremost get a regular higher education, but a technical higher education instead. The study describes the political twists and turns the question took from its most early stage in the year 1940 and how the city's industrial profile did indeed have an impact on the development of the first higher technical education. Especially because there was a need for educated engineers in the city, as well as the country of Sweden in large during this time. The study also tries to explain the problems related to such a development, primarily by describing the lack of sufficient housing for schools during the 1950's, this meant that the higher regular school and the higher technical school had to cooperate in finding said housing. To put the study in context a brief summary of the educational system in large, Trollhättan as an industrial city during the 1940's and 1950's as well as Trollhättans educational system besides higher education, is also included. The resulting study has mostly been achieved by studying relevant sources in Trollhättans city-archives as well as the local paper ”Trollhättans tidning” during the relevant years 1956, 1958 and 1959.

Orientador: Maria Angela Miorim
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo resulta de investigações relativas às memórias da Escola Técnica de itória, no período de 1942 a 1990. Tem por objetivo mapear as práticas escolares que foram se constituindo no fazer pedagógico da educação matemática, no cotidiano da instituição, salientando suas continuidades e descontinuidades. Parte de evidências encontradas em documentos referentes à memória da escola, que indicam um processo de institucionalização que, tendo como meta superar o preconceito contra o trabalho manual, buscava a similitude da escola não profissional, isto é, a escola secundária. Perpassando a perspectiva historiográfica de W. Benjamim, a tecitura deste trabalho constrói-se pelo entrelaçamento das narrativas de memórias de pessoas com as memórias guardadas nos arquivos escolares. A partir do aporte conceitual da história cultural de Michael De Certeau, nesse entrelaçamento, foram salientados a cultura e os saberes escolares, em especial os da educação matemática, atravessados por relações de poder, conflitos e contradições presentes no cotidiano da instituição. A constatação é que, movimentando-se entre um ensino prático-intuitivo e um ensino formal, as práticas relativas à educação matemática se constituíram num dos eixos do processo de superação do estigma de escola correcional, passando a escola profissional que cultiva a ciência e a técnica
Abstract: This study results from investigations related to the memories of ¿Escola Técnica de Vitória¿ (Technical School of Vitória) from 1942 to 1990. It has the objective to make a map of school practices which were constituting into the pedagogical practice of the Math Education inside the daily work of an Institution, highlighting its continuities and discontinuities. Part of the found evidences into spotted documents to the memory of the school which indicates a process of institutionalization having as a goal to overcome the prejudice against hand work, it searched the similarity of a non ¿ professional school. Fundamented on the perspective of W. Benjamin written history the making of this study is built up through the connections of narratives from people kept in the school archives. From the apport of De Certeau, in these connections were highlighted the school know ledge on Math Education cut through with relations of power, conflicts and contradictions present on the everyday of Institutions. The fact is that all those contraditictions move within a practical teaching and a formal teaching to the practices related to the Math Education being one of the axes of the institutionalization of process
Doutorado
Educação Matematica
Doutor em Educação

Orientador: Maria Ângela Miorim
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O Colégio Técnico de Limeira (Cotil), da Universidade Estadual de Campinas, foi instalado em 1967, na cidade Limeira - SP, então grande pólo industrial na área de mecânica e metalurgia. Nesse mesmo período, de vigência do projeto político-econômico desenvolvimentista do regime militar e dos acordos MECUSAID, temos em nosso país o fortalecimento de um movimento internacional para introdução de projetos inovadores do ensino de Matemática denominado "Movimento da Matemática Moderna". Este trabalho tem como objetivo analisar como um grupo de professores que lecionaram no COTIL, nos primeiros vinte anos de seu funcionamento, percebeu os processos de transformação da instituição e se posicionou em relação ao Movimento de Matemática Moderna. Utilizando a História Oral como metodologia central da investigação, constituímos documentos escritos, a partir dos relatos orais, que foram complementados por outros documentos, tais como: atas de reuniões, diários de professores, planos de disciplina, livros didáticos, legislações educacionais, fotografias.
Abstract: The Technical College of Limeira (Cotil) as part of State University of Campinas started the activities in 1967 in Limeira -SP , at the time one of the greatest industrial areas for Mechanics and Metallurgy industry. At the same period that the country was under political and economic military regime bringing the incentives for strengthening of international movement for introduction of innovative projects in Mathematics teaching denominated as "Movement of Modern Mathematics". This work has the objective to describe how a group of math teachers realized the transformation process at Cotil during the primary years and how these teachers had positioned themselves into the Movement of Modern Mathematics. To perform the analyzes, Oral History was established as main methodology for the investigation. Oral documents were used and complemented by other documents such as: minutes from teacher's meetings, teacher's daily records, textbooks, education legislations , photos and subject teaching programs.
Mestrado
Educação Matematica
Mestre em Educação

This dissertation focuses on the roles played by the United Nations experts Charles Abrams and G. Holmes Perkins in the foundation of METU Faculty of Architecture. It aims to highlight the ideas and ideals that informed Abrams&rsquo
s and Perkins&rsquo
s METU projects, and to delineate an integrative and multifaceted picture of their political and educational contexts. This picture may serve as a basis for future researches on the institutional and educational histories of METU Faculty of Architecture. It may also help to better understand the contributions of other administrators and instructors -- including First Acting Dean Thomas B. A. Godfrey and Dean Abdullah Kuran -- who played important parts in the formation of the educational direction of the Faculty. Abrams, as a United Nations consultant, paved the way for the foundation of METU Faculty of Architecture by recommending a school of architecture and community planning in Ankara, for the education of professionals competent in responding to the problems caused by rapid industrial expansion and urbanization. Perkins contributed to the foundation process of METU Faculty of Architecture. As the head of the team of experts from the University of Pennsylvania School of Fine Arts, who were sent by the United Nations to Ankara in 1955, he advised the Government of Turkey on &ldquo
the creation of a Faculty of Architecture, a Faculty of City and Regional Planning&rdquo
and two research institutes, as a first step towards an institution of university rank, and with a view to promoting &ldquo
a newer, more practical and modern approach to architecture and urban planning&rdquo
in Turkey. In this dissertation, Abrams&rsquo
s and Perkins&rsquo
s METU projects constitute a starting point for exploring significant themes in the changing political and educational trajectories in America in the mid-twentieth century. The influence of different interpretations of the notions of democracy, individuality and society on technical assistance, urban development policies and architectural education is also investigated. Abrams&rsquo
s professional and academic position as a &ldquo
reflective practitioner&rdquo
is appraised in the light of John Dewey&rsquo
s concepts of democracy, democratic education and &ldquo
reflective thinking.&rdquo
The changing professional and societal roles of the architect and the changing demands upon architectural education in the 1950s framed the background of Perkins&rsquo
s educational approach. The reappraisal of liberal education as part of professional education of the architect, the rising significance of an interdisciplinary pedagogical approach, and the development of &ldquo
organized research&rdquo
in architecture were among the major themes shaping new orientations in the field of architectural education in America in those years. In the dissertation, the lasting validity of these themes for today is highlighted.

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Esse trabalho tem como objetivo principal analisar como estão organizados os conteúdos relativos ao agronegócio na estrutura curricular do curso técnico em Agronegócio do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS). O trabalho apresenta quatro objetivos específicos, que estão configurados em quatro partes, a primeira se refere ao levantamento da história do ensino técnico no Brasil, na segunda parte foi realizada Revisão Bibliográfica Sistemática (RBS) sobre a história do ensino técnico agrícola no Brasil, a terceira parte se configurou na história do Centro Paula Souza e no curso técnico em agronegócio, por fim a última parte demonstrou análise da estrutura curricular do curso técnico em agronegócio. Essa análise está relacionada com a estrutura curricular e a contextualização da região onde o curso técnico em Agronegócio está inserido. Utiliza-se, como procedimento metodológico desse estudo, a pesquisa qualitativa e exploratória, que envolveu levantamento bibliográfico e documental, para a elaboração da rede foi utilizado o programa UCINET 6.109 e o NETDRAW 2.28. O resultado da pesquisa poderá ser utilizado por docentes, discentes e pesquisadores que têm interesse no ensino técnico, além de outros profissionais responsáveis pela formulação de currículos técnicos. Poderá ser usado também para dar elementos de reflexão para a formulação de políticas públicas para a área da educação.
This work has as main objective to analyze how the contents related to agribusiness are organized in the curricular structure of the technical course in Agribusiness of State Center of Technological Education Paula Souza (CEETEPS). The work presents four specific objectives, which are divided into four parts, the first one refers to the history survey of technical education history in Brazil, the second part was Systematic Bibliographic Review (RBS) on the history of agricultural technical education in Brazil, the Third part was configured in the history of the Center Paula Souza and in the technical course in agribusiness, finally the last part demonstrated analysis of the curricular structure of the technical course in agribusiness. This description is related with the analysis of curricular structure and the contextualization of the region where the technical course in Agribusiness is inserted. As a methodological procedure of this study, the qualitative and exploratory research, which involved a bibliographical and documentary search, for the elaboration of the network was used the program UCINET 6.109 and NETDRAW 2.28. The result of the research may be used by teachers, students and researchers who are interested in technical education, as well as other professionals responsible for the formulation of technical resume. It can also be used to provide elements of reflection for the formulation of public policies for education.

Orientador: Cristiane Hengler Corrêa Bernardo
Coorientador: Ana Elisa Bressan Smith Lourenzani
Coorientador: Angélica Gois Morales
Banca: Ana Margarida Theodoro Caminhas
Banca: Ricardo César Gonçalves Sant'ana
Resumo: Esse trabalho tem como objetivo principal analisar como estão organizados os conteúdos relativos ao agronegócio na estrutura curricular do curso técnico em Agronegócio do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS). O trabalho apresenta quatro objetivos específicos, que estão configurados em quatro partes, a primeira se refere ao levantamento da história do ensino técnico no Brasil, na segunda parte foi realizada Revisão Bibliográfica Sistemática (RBS) sobre a história do ensino técnico agrícola no Brasil, a terceira parte se configurou na história do Centro Paula Souza e no curso técnico em agronegócio, por fim a última parte demonstrou análise da estrutura curricular do curso técnico em agronegócio. Essa análise está relacionada com a estrutura curricular e a contextualização da região onde o curso técnico em Agronegócio está inserido. Utiliza-se, como procedimento metodológico desse estudo, a pesquisa qualitativa e exploratória, que envolveu levantamento bibliográfico e documental, para a elaboração da rede foi utilizado o programa UCINET 6.109 e o NETDRAW 2.28. O resultado da pesquisa poderá ser utilizado por docentes, discentes e pesquisadores que têm interesse no ensino técnico, além de outros profissionais responsáveis pela formulação de currículos técnicos. Poderá ser usado também para dar elementos de reflexão para a formulação de políticas públicas para a área da educação.
Mestre

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Nesta dissertação de mestrado, apresenta-se uma pesquisa que teve como objetivo geral analisar a estruturação da Escola Técnica de Goiânia (ETG), no contexto da Reforma Capanema e das políticas educacionais empreendidas no Período Vargas. A instituição surgiu, em 1909, na cidade de Goiás, como Escola de Aprendizes Artífices, e passou por várias transformações, ao longo de sua história, até se tornar o Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), em 2008. Devido à mudança da capital do Estado de Goiás, em 1942, a Escola foi transferida para Goiânia. Estudar este momento da história do IFG é fundamental para compreender os rumos que a instituição tomou ao longo de sua trajetória. A efervescência deste momento político nos instiga a indagar: quais as principais mudanças e permanências na organização e na estrutura da instituição ocorridas durante o processo de transferência da Escola de Aprendizes Artífices da cidade de Goiás para Goiânia? A abordagem epistemológica é o materialismo dialético, que se baseia na análise das estruturas econômicas presentes e da dinâmica das sociedades humanas com o objetivo de orientar a práxis social. Os procedimentos de coleta de informações são: análise de documentos primários e secundários, além de entrevistas com alunos que vivenciaram os primeiros momentos da instituição, em Goiânia, e construíram coletivamente sua história. Foram levantados documentos referentes à fase inicial da ETG nos arquivos da Fundação Cultural Frei Simão Dorvi e do Museu das Bandeiras, na cidade de Goiás. Na secretaria do IFG, consultaram-se registros escolares para selecionar os sujeitos da entrevista e apreender o currículo e a organização do ensino da época. Foram realizadas entrevistas com quatro egressos que pertenceram às três primeiras turmas da ETG. Os documentos encontrados e as entrevistas realizadas demonstram a relevância da instituição no momento de mudança da capital do estado. A transferência da Escola realizou-se em um momento histórico de expectativas de progresso econômico, social e cultural do país e do estado. Diante disso, a instituição assumiu a missão de contribuir para esse processo, formando trabalhadores que ajudariam a edificar um futuro glorioso para Goiás e para o país. Com este espírito, sua organização e sua estrutura não poderiam se manter idênticas àquelas assumidas pela Escola de Aprendizes Artífices, na antiga capital. Foram muitas as mudanças apreendidas nesta investigação, que não se restringem à localização e à modernidade de suas instalações físicas, maquinários e equipamentos. A clientela alterou-se. Não bastava mais ser pobre e ter a idade requerida, era preciso ter concluído o ensino primário e ser selecionado por meio de um exame de admissão, o que demonstra o caráter mais seletivo da ETG. Por funcionar em tempo integral, ela não possibilitava a permanência de estudantes que precisassem trabalhar para se manter. Outra novidade foi a presença de mulheres, a partir da turma de 1944. O nível de ensino deixou de ser o primário e passou a ser o ensino médio. Por isso, além do caráter de terminalidade, por qualificar para uma determinada profissão, a conclusão dos estudos na Escola permitia, também, o acesso ao nível superior. Foram criados novos cursos, voltados para a área industrial, apesar de ter sido mantida, no ensino básico, a formação para ofícios mais artesanais. Foi aberta a possibilidade do internato, para os alunos provenientes de outras cidades. Isso demonstra que a nova escola passou a atrair pessoas de outras regiões. A gestão era autoritária, centralizada e rigidamente hierarquizada. A rotina e a disciplina eram organizadas de forma a modelar o caráter do trabalhador dedicado e competente, para inserir o Brasil no caminho do progresso.

This Master's thesis is a history of apprenticeship in New Zealand. Apprenticeship has traditionally been the main route for entry into the skilled trades. At one level apprenticeship is a way of training people to do a particular job. The apprentice acquires, in a variety of formal and informal ways, the skills necessary to carry out their trade. The skills involved with each trade, tied inextricably to the technology that is used, are seen as the 'property' of the tradesperson. Learning the technical aspects of the job, however, is only a part of what goes on during an apprenticeship. The apprentice is also socialised into the customs and practices of the trade, learning implicitly and explicitly the hierarchies within the workplace, and gaining an appreciation of the status of his or her trade. Apprenticeship must also be viewed in the wider context of the relationship between labour and capital. The use of apprenticeship as an exclusionary device has implications for both worker and employer. Definitions of skill, and the ways in which technological advances are negotiated, are both dependent on the social setting of the workplace, which is mediated by social arrangements such as apprenticeship. This thesis thus traces the development of apprenticeship policies over the years, and examines within a theoretical context the debate surrounding those policies. Several themes emerge including the inadequacy of the market to deliver sustained training, the tension between educators and employers, and the importance of a tripartite accord to support efficient and equitable training. Apprenticeship has proved to be a remarkably resilient system in New Zealand. This thesis identifies factors that have challenged this resilience, such as changes in work practices and technology, and the historically small wage differentials between skilled and unskilled work. It also identifies the characteristics that have encouraged the retention of apprenticeship, such as the small-scale nature of industry in New Zealand, and the latter's distinctive industrial relations system. It is argued that benefits to both employer and worker, and the strength of the socialisation process embodied in apprenticeship, will ensure that some form of apprenticeship remains a favoured means of training young people for many of the skilled trades.

The purpose of this life history qualitative study was to explore the Counter-Life Herstories of African American women faculty in U.S. Computing Education. Counter-Life Herstories are derived from Counterstories, life histories, and herstories as powerful social justice tools to uncover hidden truths about marginalized groups’ experiences. Through the collection of timelines, counter-life story interviews, and reflective journal writings, I co-constructed and interpreted the Counter-Life Herstories of five participants using an integrative conceptual framework that included critical race theory and Black feminist thought as interpretive frameworks, and Afrocentric feminist epistemology to govern my knowledge validation process. As an emerging African American woman scholar, with a Bachelor’s degree in Computer Science, I have a “unique angle of vision” to situate African American women’s distinctive educational experiences in the social-political context of U.S. Computing Education. In this study, I build upon limited knowledge about African American women’s experiences throughout U.S. Computing Education. My discoveries indicated unequivocally that my participants’ persistence in U.S. Computing Education was not solely based on their early positive reinforcements or strong academic preparation, but their resilience and ability to bounce back from insurmountable barriers, such as negative stereotypes and biases. This inquiry directly supports the U.S.’ national interest to diversify the Computing workforce, while revealing hidden truths about African American women’s experiences in U.S. Computing Education.

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Este estudo se debruÃa sobre a temÃtica da EducaÃÃo Profissional, aludida em legislaÃÃes e em documentos de orientaÃÃes de prÃticas pedagÃgicas, que versam sobre o aspecto da vinculaÃÃo com a EducaÃÃo BÃsica, constituÃda na histÃria do ensino brasileiro. A intenÃÃo se guia pela perspectiva comparada, no que concerne a dois perÃodos e contextos distintos: em torno das reformas do ensino dos anos de 1970, posta pela LDB 5.692/71 e os dias atuais, sob a Ãgide da lei 9.394/96 e de suas implicaÃÃes sociopolÃtico-econÃmicas à educaÃÃo. Quanto aos objetivos especÃficos, buscamos, portanto, identificar elementos concernentes à noÃÃo de educaÃÃo profissional, ensino tÃcnico compulsÃrio e ensino mÃdio integrado à educaÃÃo profissional, de acordo com as Leis de Diretrizes e Bases; e, elucidar o curso das reformas da dÃcada de 70 e da atualidade à luz das polÃticas educacionais, procedidas nos perÃodos analisados, com vias a caracterizar as prÃticas pedagÃgicas da EducaÃÃo Profissional. Nossos interlocutores para o campo da EducaÃÃo Comparada sÃo, em especial, Bonitatibus (1989) e NÃvoa (2000); na EducaÃÃo Profissional e Ensino TÃcnico-Profissionalizante Frigotto (2005), Ramos (2005, 2008), Ciavatta (2005), Moura (2012), Kuenzer (2012), dentre outros, alÃm dos documentos legais (LDBâs, Pareceres, ResoluÃÃes, DCNâS e RCNâs). A abordagem do estudo à de carÃter qualitativo, com uso de fontes bibliogrÃficas e documentais, aliada a parte empÃrica, tomando como lÃcus a Escola Estadual Paulo VI, em Fortaleza (CE), por ter oferecido nos dois perÃodos enfocados essa modalidade de ensino. Os sujeitos entrevistados foram dois ex-professores da dÃcada de 70/80 (de Datilografia e Tipografia), e cinco professores atuais (trÃs da base comum e dois da base tÃcnica). Os resultados do estudo evidenciam diversas implicaÃÃes advindas do perÃodo em que vigorou na educaÃÃo brasileira o ensino com âiniciaÃÃo para o trabalhoâ, ainda em nÃvel de 1 grau e com âhabilitaÃÃo profissionalâ, em nÃvel de 2 grau, nos anos de 1970 e 1980, o que por imposiÃÃo compulsÃria da lei, conformava a vigÃncia da concepÃÃo tecnicista, que atà hoje traz marcas ao ensino. Quanto ao perÃodo vigente, pÃs-LDB de 96, temos o surgimento de um neotecnicismo, exposto sob o paradigma da âPedagogia das CompetÃnciasâ, como discurso e direcionamento à educaÃÃo Profissional, novamente integrada à educaÃÃo BÃsica, assim como fora preconizado pela LDB de 71 flexibilizada a compulsoriedade pela lei 7.044/82 e extinta pelo decreto 2.208/97. O retorno dos preceitos de integraÃÃo à educaÃÃo bÃsica dar-se, na contemporaneidade, com a lei 5. 154/04, que referenda a LDB vigente, novamente sob a Ãgide de ditames internacionais e da nova face produtiva capitalista. O modelo de produÃÃo se substitui, mas o atrelamento da educaÃÃo a interesses econÃmicos nÃo.

The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising. This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.

Cette thèse vise à rendre compte de la création et du développement de l'enseignement technique scolaire intermédiaire en France entre les années 1880 et 1919, à travers l'examen de trois écoles techniques : l'Ecole Nationale Professionnelle de Voiron, l'Ecole Nationale d'Horlogerie de Cluses et l'Ecole Professionnelle Vaucanson de Grenoble. Une triple méthodologie guide le travail, associant histoire totale, études monographiques et sociologie du curriculum. L'histoire totale montre comment les contextes technique, économique, industriel, politique, géopolitique et éducatif entrent dans la construction de l'enseignement technique et dans les débats à son égard. Cet enseignement prend naissance dans une période de démocratisation de l'enseignement, sur fond de progrès technique et d'industrialisation de la France et reflète ces bouleversements. L'étude monographique et comparative des trois écoles analyse les étapes de la création de ces établissements. Elle met en lumière les tâtonnements, les modifications et les évolutions des écoles dans leur installation au sein du paysage scolaire local et national, la construction de l'offre de formation, la délimitation du recrutement, l'instauration d'une certification, la détermination de débouchés pour les élèves et l'élaboration de partenariats avec les entreprises et territoires locaux. L'analyse des curricula focalise sur la nature de l'enseignement dispensé et son évolution, afin de définir les modèles d'éducation proposés par ces établissements. Les nombreuses forces en jeu vont dessiner le contour des réflexions, principalement autour de la répartition entre enseignement général, scientifique et technique, et vont guider l'élaboration des curricula. L'examen porte alors sur la détermination des objectifs d'éducation des écoles et sur la construction des composantes de l'organisation pédagogique telles que la sélection, la différenciation en section, la discipline et l'évaluation des élèves. L'analyse des programmes d'enseignement par l'intermédiaire des volumes horaires des matières montre les choix différents des écoles, allant d'un enseignement professionnel pour ouvrier à un enseignement d'élite destiné à des techniciens voire des ingénieurs. A la suite de ces analyses, nous proposons la notion de fabrique pour caractériser la mise en place de l'enseignement technique à cette période. Elle souligne la multiplicité des facteurs entrant dans la construction d'institutions d'enseignement technique et les négociations qui en découlent, la dimension longue, expérimentale et non prédéfinie d'un tel processus. Elle souligne également la vocation de reproduction et de diffusion de ses produits, constitués par des institutions, une formation technique et des élèves formés. La caractérisation et la définition générique du concept de fabrique de l'enseignement technique proposées pourraient alors servir de modèle à l'étude d'établissements dans d'autres pays ou à d'autres époques. Nos analyses de trois écoles techniques au tournant du XXe siècle montrent que pendant un temps, ces écoles techniques intermédiaires ont dispensé un enseignement de haut niveau, appuyé sur les progrès des techniques et éclairé des avancées de la science, tout en portant une vraie ambition individuelle et collective pour leurs élèves. Ces établissements prototypiques, qui peuvent être qualifiés d'élites, ne seront cependant pas développés par la suite. Les possibilités qui s'étaient ouvertes pendant ces quelques années de bouleversements se referment avec la guerre. Le choix des décideurs politiques, en étendant l'offre de formation technique intermédiaire à tout le territoire, sera de privilégier des établissements moins ambitieux
This thesis sets out to account for the construction and the development of technical training in France, at an intermediary level of schooling, between 1880 and 1919, through the study of three technical schools during this period: the Ecole Nationale Professionnelle of Voiron, the Ecole Nationale d'Horlogerie of Cluses and the Ecole Vaucanson of Grenoble. A methodology combining histoire totale, monographic analysis and sociology of curriculum guides this study. The methodology of histoire totale shows how the technical, economic, industrial, political, geopolitical and educative contexts feed into the construction of technical training and the debates regarding its construction This type of education arises in a period of democratization of education in a context of technical progress and industrialization of France and reflects these changes. The monographic and comparative analysis of the three schools shows the steps of the creation of these schools. It highlights the experimenting, the transformations and the evolutions of the schools as they are integrated in the local and national educational landscape, the construction of the educational offer, the definition of admission requirements, the establishment of diplomas, the construction of job opportunities and the development of partnerships with the local firms and territory. The analysis of the curricula of the three schools focuses on the nature of the education and its evolution in order to characterize the underlying educational models. The numerous forces at stake drew the outline of reflections, mostly around the distribution between general, scientific and technical education, and guided the creation of the curricula. The study focuses on the educational goals of the schools and the pedagogical organization including the selection, the differentiation in sections, the discipline and the evaluation of students. The analysis of the programs through subjects' schedules shows the different choices of schools, from vocational training for laborers to elite training designed for skilled workers and even engineers. We propose the notion of fabrique (the making), to account for the construction of technical training during this period. This notion underlines the multiplicity of factors contained in the construction of technical training institutions and the negotiations associated with the long, experimental and unpredefined dimension of such a process. It also highlights that it is destined to reproduce and spread its products: institutions, technical education and trained students. We characterize the concept of fabrique and propose a generic definition which could be used as a model to study other technical institutions, in other countries or other periods. Our analysis of three technical schools at the turn of the XXth century shows that for a time these intermediary technical schools provided a high level education, based on technical progress and enlightened by the advance of science. They also bore a true individual and collective ambition for their students. These prototypical institutions, that can be qualified as elite institutions, will nevertheless not be developed afterwards. The possibilities which arose during this period of changes are brought to an end with the war. In spreading technical training schools to the whole French territory, the choice of decision-makers will then be to favor less ambitious institutions

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O tema central deste estudo situa-se numa iniciativa que emerge entre as recentes políticas públicas de educação em nosso país - o Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos/PROEJA. A pesquisa busca compreender trajetórias de estudantes trabalhadores que retomam a experiência de estudar, frequentando tal modalidade de escolarização, no intuito de completar se s estudos em nível de educação básica, aspirando ao mesmo tempo um ensino profissionalizante. Também constitui objetivo desta investigação verificar até que ponto novas políticas, como o PROEJA, têm processado práticas articuladas à form ção do sujeito cidadão. Tal programa, iniciado em 2006, procura resgatar uma deficiência de mão-de-obra no setor produtivo da economia e a cidadania de jovens e adultos inseridos no mercado de trabalho desde tenra idade. A pesquisa foi realizada com alunos do Instituto Federal de Educação, Ciência e Tecnologia Sul-Rio-Grandense, Campus S
The present study central theme lies in an initiative that rises among the recent public policies of education in our country - the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos/PROEJA. The present research attempts to understand the path of working students who resume the experience of studying, attending such type of education, in order to complete their study in basic education level, at the same time longing for professionalizing teaching. It is also an objective of the present investigation verifying to what extent new policies, like PROEJA, have performed practices associated to the formation of the citizen subject. Such program, initiated in 2006, attempts to recover a labor deficit in the economy productive sector and the citizenship of young and adults who have entered the work life in their early ages. The research has been performed with students of Instituto Federal de Educação, Ciência e Tecnologia Sul-Rio-Grandens

In der 175-jährigen Geschichte der Technischen Universität Chemnitz nimmt die Technische Mechanik im Kanon der technikwissenschaftlichen Disziplinen eine exponierte Stellung ein, zählt sie doch zu jenen Grundlagenfächern, die bereits nach Gründung der Königlichen Gewerbschule im Jahre 1836 auf dem Lehrplan standen und im Fortgang der Schulentwicklung stete Ausformung und Bereicherung erfuhren. Getragen von einer Vielzahl von Lehrer- und Forscherpersönlichkeiten, die überwiegend auf langjährige praktische Erfahrungen in renommierten Betrieben und unterschiedlichen gesellschaftlichen Bereichen verweisen konnten, nahm das Fachgebiet bis zur Gegenwart eine bemerkenswerte Entwicklung. Heute stellt es einen wichtigen Eckpfeiler der Fachausbildung dar und wird nicht nur von den Studenten im Maschineningenieurwesen, sondern auch von zahlreichen tangierenden Disziplinen wahrgenommen. Erstmals wird diese historische Entwicklung aus verschiedenen Perspektiven zusammengefasst, indem sowohl die Entwicklung der Lehrinhalte als auch die Spezifik der jeweiligen Ausbildungsgegebenheiten eingehender beschrieben wird. Dabei finden Lehrende wie Lernende, aber auch Forschung und Entwicklung, wissenschaftliches Leben, internationale Zusammenarbeit und Publizistik gleichermaßen Berücksichtigung. Das Buch ist das Resultat langjähriger Forschungsarbeiten, die im Zusammenhang mit der Geschichte der Bildungseinrichtung und zu ausgewählten Themen der Wissenschaftsentwicklung unter der Obhut der Professur Wissenschafts-, Technik- und Hochschulgeschichte geleistet wurden, und als ein Beitrag zum Jubiläum »175 Jahre TU Chemnitz« zu verstehen
During the 175 years history of the Technical University of Chemnitz technical mechanics has been one of the basic disciplines of the engineering sciences. From the Higher Vocational School`s foundation in 1836 it has been part of the curriculum and has experienced continuous enrichment and refinement. As a result of excellent work of a large number of academic researchers and teachers, most of them with a background at renowned industrial companies and in diverse social areas, this scientific field experienced a remarkable development. Today it represents an important cornerstone of the curriculum and is studied not only by mechanical engineering students but also by many others from neighboring disciplines. For the first time this historical development is presented from different perspectives, dealing in depth with the evolution of the different subjects taught and also with the specifics of the conditions of academic teaching. In this context, academic teachers and students, research and development, academic life, international cooperation as well as publications are dealt with. This book is the outcome of longstanding research pursued by the Chair of the History of Science, Technology and Higher Learning on selected topics of the history of science and academic education. It is a contribution to the 175th anniversary of the Technical University of Chemnitz

Science and technology is regularly featured on radio, in newspapers, and on television, but most people only get firsthand exposure to ‘cutting-edge’ technologies in museums and other exhibitions. During this period, the Science Museum was the only permanent national presentation of science and technology. Thus, it is important to acknowledge the Museum’s history and the socio-political framework in which it operated. Understanding the delays in the Museum’s physical development is critical, as is understanding the gradual changes in the Museum’s educational provision, audience, and purpose. While the Museum was the main national exhibition space, the Festival of Britain in 1951 also provided a platform for the presentation of science and technology and was a statement of Britain’s place within the new post-War world. Specifically, within its narrative, the Festival addressed the relationship between the arts and the sciences and the influence of science and technology on daily life. Another example of the presentation of science was the quest for a planetarium in London - a story that involves the Science Museum, entrepreneurs, and Madame Tussauds. Comparing the Museum’s efforts with successful planetarium schemes isolates several of the Museum’s weaknesses - for example, the lack of consistent leadership and the lack of administrative and financial freedom - that are touched on throughout the work. Since most of this history is unknown, this work provides a fundamental basis for understanding the Museum’s current position, for making connections and comparisons that can apply to similar problems at other institutions, and for learning lessons from the struggles that can, in turn, be applied to other institutions.

Orientador: Antonio Vicente Marafioti Garnica
Banca: Arlete de Jesus Brito
Banca: Maria Ângela Miorim
Resumo: Neste trabalho, procuramos trazer para o âmbito acadêmico discussões referentes a uma modalidade de ensino que nele tem ocupado pouco espaço: o técnico agrícola. Utilizamos a História Oral como principal metodologia de pesquisa, além de visitas às escolas agrícolas focadas e consultas a documentos em seus arquivos, como antigos livros ponto e livros de ata. A partir de entrevistas com professores de Matemática que atuaram nesses núcleos de ensino nas décadas de 1950 a 1970, tentamos constituir uma história de sua formação em Matemática, suas formas de atuação, especificidades dessas escolas e inserção do discurso desses professores na história da Educação Matemática Brasileira, assumindo o conceito de marginalização como principal eixo para as análises.
Abstract: This work intends to bring to academic universe a theme that has been usually neglected by researchers: the Agricultural Technical School system. Although Oral History was the main methodological approach chosen, visits to some of these schools were done and also written documentation was used as guides. Our starting point to this study was interviews with Math teachers who had lead classrooms in these schools from 50's to 70's. In these interviews they told us about their initial and in-service formation and about the agricultural technical schooling in general. From this we tried to inscribe Agricultural Technical School and its teachers in the discourse of History of Education in Brazil and, particularly, in the History of Brazilian Mathematics Education, assuming the concept of marginalization as the main axis in our analysis.
Mestre

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See-Sp
Neste trabalho, procuramos trazer para o âmbito acadêmico discussões referentes a uma modalidade de ensino que nele tem ocupado pouco espaço: o técnico agrícola. Utilizamos a História Oral como principal metodologia de pesquisa, além de visitas às escolas agrícolas focadas e consultas a documentos em seus arquivos, como antigos livros ponto e livros de ata. A partir de entrevistas com professores de Matemática que atuaram nesses núcleos de ensino nas décadas de 1950 a 1970, tentamos constituir uma história de sua formação em Matemática, suas formas de atuação, especificidades dessas escolas e inserção do discurso desses professores na história da Educação Matemática Brasileira, assumindo o conceito de marginalização como principal eixo para as análises.
This work intends to bring to academic universe a theme that has been usually neglected by researchers: the Agricultural Technical School system. Although Oral History was the main methodological approach chosen, visits to some of these schools were done and also written documentation was used as guides. Our starting point to this study was interviews with Math teachers who had lead classrooms in these schools from 50´s to 70´s. In these interviews they told us about their initial and in-service formation and about the agricultural technical schooling in general. From this we tried to inscribe Agricultural Technical School and its teachers in the discourse of History of Education in Brazil and, particularly, in the History of Brazilian Mathematics Education, assuming the concept of marginalization as the main axis in our analysis.

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The present dissertation had as objective the historical reconstruction of the technical teaching scholastic institutions of the State in Paraná, created in the period of 1900 to 1950. To get to know the process of creation and installation of these institutions,became necessary primarily to comprehend the political, economical, social and educational changes that occurred in the Brazilian scenery in this period of history. It was about the change of the slave labor to the salaried labor, the transition of the imperial regime to the Republic, the coffee production and commerce and the arrival of the immigrants in Brazil. Accompanying such alterations was the expansion of the public education in Brazil, conducted by these changes. In Paraná, were created commercial institutes, technical schools, Apprentices Artifices School, schools of rural workers and fishing schools. Before the studied context, we seek to comprehend with this research which elements determine the creation and installation process of technical schools in the State of Paraná; to which necessities they came to respond; which is the public to be attended with these institutions; and which is the teaching offered by these schools. To handle the answer of this problematic, they were assigned as analysis categories: society, labor and education; with the aim of evidencing the relations of the studied object with the occurred alterations in the society at the referred historical context. To apprehend the real intentions of the State in creating technical schools in Paraná, the theoretical referential utilized was the historical materialism which enabled the comprehension of the economical, political and social reality present in Brazil, in the historical period studied. The research had a bibliographical documental character; the methodological procedure adopted was the lifting of the primary documental sources as records, Laws, decrees and regulations regarding of these institutions of technical teaching. To the access of these sources were visited the technical schools still in activity, the Public Archive of Paraná, the Public Library, the House of Memory, the municipal secretariats of education of the cities in which were installed the technical schools. The present study finds itself divided in three chapters: “The economical, political and social transformations in the republican Brazil and the professional teaching”, “The urban technical schools in the State of Paraná”, “The rural technical schools in the State of Paraná”. It concludes with the present study that the creations of technical schools in the State of Paraná was result of the process of internal economical development done by incentive of the Brazilian government, aiming the industrialization of the country and the modernization of agriculture. With the peroration of offering the education to the people, the State, by means of these institutions, aimed to prepare the labor force to the commerce, the industries, and the agriculture and thus answer to the interests of the capital. These institutions worked as shelter of minor and offered professional teaching to the labor class.
A presente dissertação teve por objetivo a reconstrução histórica das Instituições Escolares do Ensino Técnico do Estado no Paraná, criadas no período de 1900 a 1950. Para conhecer o processo de criação e instalação destas instituições, fez-se necessário primeiramente compreender as mudanças políticas, econômicas, sociais e educacionais que ocorreram no cenário brasileiro neste período da história. Tratou-se da mudança do trabalho escravo para o trabalho assalariado, a transição do regime imperial para a República, a produção e o comércio do café e a chegada dos imigrantes no Brasil. Acompanhando tais alterações, houve a expansão do ensino público no Brasil, conduzido por essas mudanças. No Paraná, foram criados: institutos comerciais, escola técnica, Escola de Aprendizes Artífices, escolas de trabalhadores rurais e escolas de pesca. Diante do contexto estudado, buscamos compreender com esta pesquisa quais os elementos que determinaram o processo de criação e instalação das escolas técnicas no Estado do Paraná; a que necessidades elas vieram responder; qual o público a ser atendido com estas instituições e qual o ensino oferecido por estas escolas. Para dar conta de responder esta problemática, foram atribuídas como categorias de análise: sociedade, trabalho e educação; com o intuito de evidenciar as relações do objeto estudado com as alterações ocorridas na sociedade no referido contexto histórico. Para apreender as reais intenções do Estado em se criar as escolas técnicas no Paraná, o referencial teórico utilizado foi o materialismo histórico o qual possibilitou a compreensão da realidade, econômica, política e social presentes no Brasil, no período histórico estudado. A pesquisa teve caráter documental bibliográfico; o procedimento metodológico adotado foi o levantamento das fontes documentais primárias como atas, Leis, decretos e regulamentos referentes à criação destas instituições de ensino técnico. Para o acesso a essas fontes, foram visitadas as escolas técnicas ainda em atividade, o Arquivo Público do Paraná, Biblioteca Pública, Casa da Memória, secretarias municipais de educação das cidades em que foram instaladas as escolas técnicas. O presente estudo encontra-se dividido em três capítulos: “As transformações econômicas, políticas e sociais no Brasil republicano e o ensino profissional”, “As escolas técnicas urbanas no Estado do Paraná”, “As escolas técnicas rurais no Estado do Paraná”. Conclui-se com o presente estudo que a criação das escolas técnicas no estado do Paraná foi resultado do processo do desenvolvimento econômico interno feito pelo incentivo do governo brasileiro,objetivando a industrialização do país e a modernização da agricultura. Com o discurso de oferecer a educação para o povo, o Estado, por meio destas instituições, visou preparar a força de trabalho para o comércio, as indústrias e a agricultura e assim responder aos interesses do capital. Estas instituições funcionaram como abrigo de menores e ofereceram ensino profissional para a classe trabalhadora.

Arena Theatre Company’s Eat Your Young is examined as an intrinsic case study. The aim is to investigate the role of a director in the creation of an original multi-media theatre production designed for young people. The study explores the current social, political and cultural position of young people and argues that they are viewed and portrayed as a marginalised “other”. The history of Arena Theatre Company is documented in relation to the development of Theatre in Education from its British roots to the Company’s current emphasis on contemporary artists exploring the possibilities of multi-art form technology. The development of multi-media usage in theatre over the past century is outlined in order to gain an understanding of Arena’s place within this technological experimentation. Utilising ethnographic methodology, including participant observation, “unstructured” interactive interviews and the construction of participant monologues, the creative rehearsal and planning process of Eat Your Young is chartered over a five month period. The outcomes of the study confirm the literature relating to the qualities of a good director: they are leadership, vision and the ability to collaborate. The metaphor chief architect is coined to describe the central figure of the director, Rosemary Myers. The case study discusses the development of a Company culture where artists work in an intensive social and interactive environment and it identifies the unique pressures and individual responsibility of the role of director.

Esta Tese apresenta uma compreensão sobre o processo adaptativo da Educação Física (EFi) ao currículo de Escolas Profissionalizantes da Rede Federal. A Tese foi construída a partir da visitação a quatro Escolas Profissionalizantes que, atualmente, compõem o Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS): Campus Bento Gonçalves, Campus Porto Alegre, Campus Rio Grande e Campus Sertão. Nas visitações, foi possível encontrar documentos relativos ao ensino ministrado nessas Escolas em diferentes épocas, bem como realizar entrevistas com professores e ex-alunos, além de registrar os espaços físicos e os materiais de apoio didático preferencialmente destinados às aulas de EFi. Todo esse esforço foi empregado com o intuito de reconstruir a história da EFi nessas Escolas. Tal reconstrução foi apresentada em quatro períodos distintos, nos quais, o processo adaptativo da EFi foi analisado pela influência que elementos “externos” (política educacional para a Educação Profissional; marcos regulatórios; formação propedêutica vs. formação profissionalizantes) e “internos” (origem da Escola, cursos ofertados, corpo discente e infraestrutura física) à essas Escolas Profissionalizantes exerceram sobre as características da EFi. O processo adaptativo da EFi às Escolas Profissionalizantes estudadas foi iniciado entre as décadas de 1960 e 1970, quando foram criadas condições para que o modelo de EFi esportivista migrasse das Escolas Propedêuticas para às Escolas Profissionalizantes. Ao longo das décadas que seguiram, o modelo esportivista de EFi - de tradição escolar propedêutica - que migrou não encontrou dificuldades para se adaptar ao currículo dos cursos Técnicos (formados por disciplinas de origem propedêutica e profissionalizante) ofertados durante o dia nessas Escolas. Contudo, encontrou muita dificuldade em se adaptar ao currículo dos mesmos cursos Técnicos ofertados à noite. E, em meados da década de 1990, antes mesmo que essas dificuldades adaptativas fossem contornadas, regulamentações educacionais induziram as Escolas Profissionalizantes a uma divisão em seus currículos: criação de um currículo para o curso de Ensino Médio (com as disciplinas de origem propedêutica) e outro currículo para os cursos Técnicos (com as disciplinas de origem profissionalizante). Nesse contexto, a criação do curso de Ensino Médio nas Escolas de Bento Gonçalves, Rio Grande e Sertão favoreceu a permanência do modelo esportivista de EFi nessas Escolas. Por outro lado, o “ambiente” da Escola de Porto Alegre, com a opção pela preservação de um currículo puramente profissionalizante (somente oferta de cursos Técnicos), tornou-se bastante inóspito para esse modelo de EFi. Alguns anos mais tarde, já no século XXI, novas regulamentações educacionais trouxeram de volta a essas Escolas a possibilidade de oferecer disciplinas propedêuticas e profissionalizantes em um único currículo, porém com outra proposta educacional: os cursos Técnicos integrados ao Ensino Médio. Tais transformações curriculares estão provocando pequenas “mutações” no modelo esportivista de EFi ainda presente nas Escolas de Bento Gonçalves, Rio Grande e Sertão. “Mutações” às quais, de forma semelhante com o que está ocorrendo com a EFi na Escola de Porto Alegre, estão rompendo com o modelo esportivista de EFi; tornando essa disciplina mais teórica e com conteúdos voltados para o cuidado com a saúde do trabalhador em seu ambiente de trabalho. Diante de todo esse contexto, parece cedo para afirmar que características da EFi esportivista vão se modificar e se perpetuar em meio a esse processo de “mutação”. Contudo, não há dúvidas de que um importante processo de “mutação” para a EFi foi iniciado nessas Escolas Profissionalizantes.
This dissertation presents an understanding about the adaptive process of the subject of Physical Education (PhyEd) to the curriculum of the federal Vocational Schools. It was developed based on the visits to four Vocational Schools that currently make up the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul: Campus Bento Gonçalves, Campus Porto Alegre, Campus Rio Grande and Campus Sertão. During the visits, it was possible to find documents related to the teaching of those Schools at different times. It was also possible to conduct interviews with teachers and former students and to observe the physical spaces and didactic support materials preferably intended for PhyEd classes. All this effort was carried out in order to reconstruct the history of PhyEd in those Schools. Such reconstruction was presented in four periods, and in each one, the adaptive process of PhyEd was analyzed by “external” (educational policy to Vocational Schools; educational laws) and “internal” elements (origin of Schools, courses offered, students characteristics and the School structure) that had influenced the characteristics of PhyEd subject in these Schools. The adaptive process of PhyEd to these Schools was started between the 1960s and 1970s, when the PhyEd (originally a propaedeutic subject) found cultural conditions to migrate from Propaedeutic Schools (School that offered High School course) to Vocational Schools (School that offered Technical courses). Thus, over the following decades, the PhyEd sports model (based on sports practice) who migrates does not found difficulties to adapt to the curriculum of the Technical courses offered during the day at these Vocational Schools, once that these curricula accepted propaedeutic and vocational subjects. However, the same PhyEd sports model found several difficulties to adapt to the same Technical courses curricula offered at night. And, even before these adaptive difficulties were overcome, in the mid-1990s; educational laws induct in Vocational Schools a division: the necessity to offer a curriculum to High School course (with propaedeutic subjects only) and other for Technical courses (with professional subjects only). In this way, the High School course created in Bento Gonçalves, Rio Grande and Sertão Schools, had favored the PhyEd sports model permanence at these. On other hand, in Porto Alegre`s School, that opted to offer only Technical courses, the PhyEd sports model was not accepted. Some years later (twentieth one century), educational laws were altered to create another possibility to offer vocational and propaedeutic subjects in the same course in these Schools: a course that offer the High School degree plus a Technical course degree. This new course possibility to Vocational Schools is starting a “mutation” process in the characteristics of the PhyEd presented in Bento Gonçalves, Rio Grande and Sertão Schools. “Mutation” process that, at the same way that had happened in Porto Alegre School, are changing the characteristics of sports practice in PhyED classes; making these classes more theoretical with safety and health at workplace preoccupations. According to this context, it seems to be early to affirm who characteristics of the PhyEd sports model will be modified during this “mutation” process. Although there is no doubt that an important “mutation” process has been started for PhyEd subject in these Vocational Schools.
Esta Tesis presenta una comprensión sobre el proceso adaptativo de la asignatura de Educación Física (EFi) al currículo de Escuelas Profesionales de la Red Federal. La Tesis fue desarrollada a partir de la visitación a cuatro Escuelas Profesionales que, actualmente, componen el Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS): Campus Bento Gonçalves, Campus Porto Alegre, Campus Rio Grande y Campus Sertão. Durante las visitaciones, fue posible encontrar documentos relativos a la enseñanza ministrados en esas Escuelas en diferentes épocas, así como realizar entrevistas con profesores y ex-alumnos, además de registrar los espacios físicos y materiales de apoyo didáctico preferentemente destinados a las clases de EFi. Todo ese esfuerzo fue realizado con el objetivo de reconstruir la historia de la EFi en esas Escuelas. Tal reconstrucción fue presentada en cuatro periodos distinguidos, nos cuales, el proceso adaptativo de la EFi a estas Escuelas fue analizado por la influencia que elementos “externos” (política educacional para la Educación Profesional; reglamentos educacionales; formación propedéutica vs. Formación profesional) y “internos” (origen, cursos ofrecidos, cuerpo discente, y estructura física) a las Escuelas Profesionales estudiadas, ejercieran en las características de la EFi. El proceso adaptativo de la EFi a las Escuelas Profesionales estudiadas se inició entre las décadas de 1960 y 1970 cuando condiciones fueran creadas para que el modelo “esportivista” de EFi (fundamentado en la práctica deportiva) migrase de las Escuelas Propedéuticas para las Escuelas Profesionales. A lo largo de las décadas que se siguieron, el modelo “esportivista” de EFi – de tradición escolar propedéutica – que migró no encontró dificultades de adaptarse al currículo de los cursos Técnicos (que aceptaban asignaturas de origen propedéutica e de origen profesional) diurnos de estas Escuelas. Sin embargo, encontró muchas dificultades en adaptarse al currículo de los mismos cursos Técnicos nocturnos. Y, a mediados de la década de 1990, antes que esas dificultades fuesen contornadas, reglamentos educacionales inducirán las Escuelas Profesionales a una división estructural en sus currículos únicos: la creación de un currículo para los cursos Técnicos (con las asignaturas de origen en las Escuelas Profesionales) y otro para el curso de Enseñanza Media (con las asignaturas de origen en las Escuelas Propedéuticas). En eso contexto, la creación del curso de Enseñanza Media (con las asignaturas propedéuticas) en las Escuelas de Bento Gonçalves, Rio Grande y Sertão, favoreció la permanencia de lo modelo “esportivista” de EFi en estas Escuelas. Por otro lado, la Escuela de Porto Alegre, con la opción por la preservación de uno currículo puramente profesional (cursos Técnicos), se tornó un ambiente inhóspito para ese modelo de EFi. Algunos años más tarde, ya en el siglo XXI, nuevos reglamentos educacionales hicieran posible nuevamente en estas Escuelas la oferta de asignaturas de origen profesional y propedéutica en un mismo currículo, más con otra perspectiva educativa: los cursos Técnicos integrados a la Enseñanza Media. Estas transformaciones curriculares están provocando pequeñas “mutaciones” en el modelo “esportivista” de EFi presente en las Escuelas de Bento Gonçalves, Rio Grande y Sertão. “Mutaciones” las cuales, de la misma manera con lo que hay ocurrido en la Escuela de Porto Alegre, están rompiendo con el modelo “esportivista” de la EFi; tornando la EFi una asignatura más teórica y con contenidos preocupados con lo cuidado a la salud del trabajador en su local de trabajo. En esto contexto, parece cedo para afirmar que características de la EFi “esportivista” van se modificar y se perpetuar en esto proceso de “mutación”. Todavía, no hay dudas que un importante proceso de “mutación” para la EFi fue iniciado en estas Escuelas Profesionales.

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This dissertation, of historical-documentary and bibliographic nature, is included in the Research Line "State, Policies and History of Education", of the Post-Graduation Program in Education of the Federal University of Goiás. factors that contributed to the implementation and development of the Technical Course on Roads started at the Industrial School of Cuiabá and made official at the Federal Technical School of Mato Grosso. The research, unprecedented for this type of course in Mato Grosso, had as its main question: what led the EIC to choose the Technical Course on Roads in the 1960s? In order to answer this question, it was also sought to investigate the installation and functioning process, the curricular structure, the faculty and student of its first class, as well as it was instituted and started in the extinct Cuiabá Industrial School, considering the various aspects involved, such as the national educational policy and regional development, internal and external interests of the daily school that came to support its creation. The documentary research was carried out in the researched collections of some important institutions such as Library and Permanent Archive of the IFMT / Campus Cuiabá-Octayde Jorge da Silva, Public Archive of Mato Grosso (APMT); Archive and Library of the Barão de Melgaço House (ACBM / MT), Federal Revenue Archive in Mato Grosso (ARFMT); Museum of Image and Sound of Cuiabá (MISC); 9th Battalion of Construction Engineering (9th B.E.CNST), National Service of Commercial Learning of Mato Grosso (SENAC / MT), and Center for Research Libraries (CLR). It considers the possible influences to the fact that the country is experiencing a period of great turbulence at national level, carried out by the military government. It analyzes the various structural transformations through which the Institution has passed until the creation of the first group of the Technical Course on Roads at the Federal Technical School of Mato Grosso, now called the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT). It relates the creation of the course with some influences related to the expansionist needs of both the federal government and the state government since the beginning of the twentieth century, culminating with the need to introduce skilled labor to support the developmental plans that propelled the state in opening up and the colonization of the northern region of the state of Mato Grosso, which began in the 1950s. The analyzes produced allow us to affirm that the implementation of the Technical Course on Roads was designed to form a quality technical workforce in the process of expansion of the road network of the implemented by the Strategic Development Program in the 1960s and 1970s.
Esta dissertação, de cunho histórico-documental e bibliográfico, inscreve-se na Linha de Pesquisa “Estado, Políticas e História da Educação”, do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás. O objetivo da pesquisa foi buscar compreender os fatores que contribuíram para a implantação e desenvolvimento do Curso Técnico em Estradas iniciado na Escola Industrial de Cuiabá e oficializado na Escola Técnica Federal de Mato Grosso. A pesquisa, inédita para esta modalidade de curso em Mato Grosso, teve como indagação principal: o que levou a EIC a optar pela oferta do Curso Técnico em Estradas na década de 1960? Para responder a essa indagação, buscou-se investigar, também, o processo de instalação e funcionamento, a estrutura curricular, o corpo docente e discente da sua primeira turma, bem como ele foi instituído e iniciado na extinta Escola Industrial de Cuiabá, considerando os diversos aspectos envolvidos, como a política educacional nacional e de desenvolvimento regional, interesses internos e externos do cotidiano escolar que vieram dar suporte a sua criação. A pesquisa documental foi realizada nos acervos pesquisados de algumas instituições importantes como Biblioteca e Arquivo Permanente do IFMT/Campus Cuiabá-Octayde Jorge da Silva, Arquivo Público de Mato Grosso (APMT); Arquivo e Biblioteca da Casa Barão de Melgaço (ACBM/MT), Arquivo da Receita Federal em Mato Grosso (ARFMT); Museu da Imagem e do Som de Cuiabá (MISC); 9° Batalhão de Engenharia de Construção (9° B.E.CNST), Serviço Nacional de Aprendizagem Comercial de Mato Grosso (SENAC/MT), e Center for Research Libraries (CLR). Considera as possíveis influências ao fato de o país estar vivenciando um período de grande turbulência em nível nacional, protagonizado pelo governo militar. Analisa as diversas transformações estruturais pelas quais a Instituição passou até a criação da primeira turma do curso Técnico em Estradas na Escola Técnica Federal de Mato Grosso, hoje denominada Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT). Relaciona a criação do curso com algumas influências relacionadas às necessidades expansionistas tanto do governo federal como do governo estadual desde o início do século XX, culminando com a necessidade de introduzir mão de obra qualificada para dar suporte aos planos desenvolvimentistas que impulsionavam o estado na abertura de estradas e na colonização da região norte do estado de Mato Grosso, iniciadas na década de 1950. As análises produzidas permitem afirmar que a implantação do Curso Técnico em Estradas foi idealizada para formar mão de obra técnica de qualidade no processo de expansão da malha viária do estado implementado pelo Programa Estratégico de Desenvolvimento nas décadas de 1960 e 1970.

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O presente trabalho reconstrói historicamente as trajetórias de professores aposentados do Instituto Federal de Educação, Ciência e Tecnologia do Piauí, em um percurso que compreende a sua criação como ETFPI até tornar-se IFPI. As trajetórias compreendem o processo em que a Instituição se desenvolveu, entre as décadas de 1970 a 2010. As memórias individuais, tomadas como documentos, foram analisadas coletivamente. A pesquisa tem como objetivo discutir acerca da educação profissional e dos caminhos trilhados por cinco docentes que participaram dos processos de implementação e das transformações ocorridas no Ensino Técnico Profissionalizante. Nesse contexto, a ênfase recai sobre as práticas do exercício da docência no ensino profissionalizante e na construção de um espaço escolar. O estudo aborda conceitos ligados à historicidade, ao discurso e às experiências relatadas. A metodologia desenvolvida relaciona-se aos pressupostos da História Oral que, valendo-se das narrativas memorialísticas e sob o aporte teórico da História Cultural, produz um corpus empírico passível de estudo. As memórias analisadas permitiram entrever diferentes aspectos relacionados à educação profissional, ao espaço escolar e as práticas docentes. As recordações e os esquecimentos possibilitaram entrever, de forma geral, o caminho percorrido pela educação profissional no Brasil e, em particular, alguns fragmentos deste caminho no estado do Piauí.
This study historically reconstructs the trajectories of retired teachers of the Federal Institute of Education, Science and Technology of Piauí, in a route comprising its inception as ETFPI to become IFPI. The trajectories comprehend the process in which the institution developed between the 1970s and 2010. The individual memories, taken as documents, were analyzed collectively. The research aims to discuss professional education and the pathways of five teachers who participated in the implementation of processes and changes occurring in the Technical Education. In this context, the emphasis is on teaching practices in vocational education and on the construction of a school environment. The study discusses concepts related to historicity, speech and the experiences reported. The developed methodology is related to the assumptions of Oral History that, taking advantage of memory narratives and under the theoretical framework of Cultural History, produces an empirical corpus to be studied. The analyzed memories allowed us to find out different aspects related to professional education, school environment and teaching practices. The remembrances and forgetfulness allowed us to find out, in general, the path taken by professional education in Brazil and, in particular, some fragments of this path in the state of Piauí.

Orientador: Jose Armando Valente
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Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: A passagem das memórias humanas à memória virtual coletiva configura a construção de um caminho que é possível trilhar a partir das histórias de vida, utilizadas, aqui, enquanto metodologia de pesquisa e de formação, compartilhadas em ambiente virtual de aprendizagem (AVA). Esta dissertação aborda esse processo, que se inicia com a história de vida desta pesquisadora, formando teias que, inevitavelmente, levam à rede estabelecida com estudantes dos cursos de Pedagogia e Normal Superior, ao longo do primeiro semestre de 2004. Essas memórias digitais interagiram no AVA TelEduc e iniciaram a formação dos nós da teia. Teorias referentes à memória embasam a dissertação, que apresenta uma análise qualitativa, a partir da utilização do software CHIC (Classificação Hierárquica Implicativa Coesiva), das relações estabelecidas nessa memória virtual coletiva, a qual congrega relatos de história de vida, comentários dos alunos e das docentes responsáveis pela disciplina e pelo AVA, impressões sobre contação de histórias e imagens representativas de aprendizagens significativas das teias que cada aluno formou. A construção da identidade dos alunos em formação por meio de suas memórias foi demonstrada a partir da análise das árvores geradas pelo software. Destaca-se, nas árvores, o grupo social familiar e sua inserção em outros contextos sociais, agregando-se a categorias de análise, estabelecidas pelas interações no AVA, tais como identificação emocional, aprendizagem significativa, características individuais, trabalho docente, palavras de encorajamento e brincadeiras de infância. Essas relações suscitaram identificações, significados, rememorações, construções de novas memórias, refazendo uma espiral de aprendizagem na construção da identidade dos alunos por meio das memórias virtuais, apresentando as inter-relações dessas memórias e sua importância na construção de uma história de vida passada, presente e futura.
Abstract: The passage from human memories to the collective virtual memory represents the construction of a path that can be tread through life stories, which are shared in virtual learning environment (VLE) that are used here as a methodology for research and training. This dissertation discusses this process, which begins with the story of the life of this researcher, forming webs that inevitably led to a network that was established with students from the University Education and Teacher courses throughout the first semester of 2004. These digital memories interacted in the TelEduc VLE and gave rise to the formation of knots in the web. Theories concerning memory are the basis of the dissertation, which represents a qualitative analysis, via the use of the CHIC (Cohesive Implicative Hierarchical Classification) software, of the relationships established in this collective virtual memory, which gathers reports of life stories, comments from students and from the faculty in charge of the courses and the VLE, impressions concerning the telling of stories, and representative images of meaningful learning experiences from the webs that each student formed. The construction of the identity of the students being formed in their memories was demonstrated using an analysis of the trees created by the software. In the trees, the family social group and its placement in other social contexts are highlighted, with analytical categories established by the interactions in the VLE being added, such as emotional identification, meaningful learning, individual characteristics, faculty work, words of encouragement and childhood games. These relationships lead to identifications, meanings, remembrances, and constructions of new memories, rebuilding a spiral of learning in the construction of the students' identity through the virtual memories, presenting the interrelations of these memories and their importance in the construction of the story of a life in the past, present and future.
Mestrado
Mestre em Multimeios

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Neste trabalho analisamos o discurso sobre o ensino de L?ngua Portuguesa materializado em documentos do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul (IFRS) - C?mpus Erechim, institui??o que faz parte da Educa??o Profissional e Tecnol?gica. Constitu?mos o arquivo da pesquisa por Projetos Pedag?gicos de cursos t?cnicos e superiores dessa institui??o, buscando compreender que saberes sobre a L?ngua Portuguesa est?o em funcionamento nesse discurso. Assumimos como aporte te?rico-metodol?gico a teoria da An?lise de Discurso (AD), de orienta??o pecheutiana e a Hist?ria das Ideias Lingu?sticas (HIL), mobilizando as no??es de ideologia, mem?ria, forma??o discursiva, interdiscurso, intradiscurso, condi??es de produ??o, historicidade, temporalidade e par?frase. Analisamos seis recortes discursivos (RDs) constitu?dos por sequ?ncias discursivas (SDs) recortadas desses documentos de acordo com regularidades. Nesse corpus, atentamos para quais saberes s?o postos em funcionamento, compreendendo como est? constitu?da a discursividade sobre o ensino de L?ngua Portuguesa na/da Educa??o Profissional e Tecnol?gica em documentos institucionais. Chegamos ? compreens?o de que uma l?ngua ?til ao trabalho, ensinada para instrumentalizar o sujeito-trabalhador ? constitu?da na conflu?ncia entre saberes da forma??o humana e da forma??o profissional. Essa l?ngua ?til ao trabalho predomina no discurso da institui??o materializado nos Projetos Pedag?gicos. Para chegar a essa compreens?o, analisamos o funcionamento da mem?ria da Educa??o Profissional e Tecnol?gica e do ensino de L?ngua Portuguesa em resson?ncia nos documentos institucionais que constituem o arquivo de nossa pesquisa. Dessa forma, compreendemos que funcionam nesse discurso saberes tecnicistas e saberes gramaticais, respons?veis pelo imagin?rio de l?ngua ?til ao trabalho. Compreendemos tamb?m a conflu?ncia desses sentidos com outros vindos de discursividades contempor?neas que trazem saberes de teorias lingu?sticas mais recentes para o discurso. Existe uma conflu?ncia de saberes, que n?o fica apenas no encontro, mas que produz um efeito de tens?o entre eles. Tens?o entre o mesmo e o diferente, entre a mem?ria e a atualidade. Dessa forma, saberes de teorias contempor?neas do ensino de l?ngua se confluem com saberes do ensino instrumental, do ensino gramatical. E uma l?ngua ?til ao trabalho ? constitu?da nesse lugar de entremeio.
This study analyzes the discourse of the Portuguese language?s education materialized in documents from the Federal Institute of Education, Science and Technology of Rio Grande do Sul (FIRS) - Campus Erechim, institution that is part of Vocational and Technical Education. Our research?s file is formed by pedagogical projects of technical and higher courses of this institution, seeking to understand what knowledge about the Portuguese language are operating in that speech. We assume the theoretical and methodological contributions of the pecheutiana theory of Discourse Analysis (DA), and Linguistic History of Ideas (LHI), mobilizing notions of ideology, memory, discursive formation, interdiscourse, intradiscourse, production conditions, historicity, temporality and paraphrase. We analyze six discursive excerpts (DEs) consisting of discursive sequences (DSs) cropped of the documents according to its regularities. In this corpus, we look at which knowledge are functioning and how it is constituted understanding the discourse about Portuguese language?s education in Vocational and Technical Education in institutional documents. We came to the realization that a useful language to work, taught to instrumentalized the subjetc-worker is formed at the confluence of knowledge of human development and vocational training. This language useful to work predominates in the discourse of the institution materialized in pedagogical projects. To reach this understanding, we analyze the functioning of the memory of Vocational and Technical Education and the Portuguese language?s education resonating in institutional documents that constitute our research?s archive. Thus, we understand that works in this discourse, technologic knowledge and grammatical knowledge, responsible for the imaginary of useful work language. We also understand the confluence of these meanings with others from contemporary discourses that bring knowledge of latest linguistic theories for speech. There is a confluence of knowledge, which is not only meeting, but which has the effect of tension between them. Tension between the same and the different, between memory and actuality. Thus, knowledge of contemporary theories of language?s education may converge with knowledge of instrumental?s education, grammar?s education. And a useful language to work in this place consists of junction.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This historical research aims at studying Fundação Escola de Comércio Álvares Penteado (Fecap) and the development of the commercial education in São Paulo, from 1902 to 1931. The objective is, in the first place, to describe the urban development that took place in the São Paulo State capital that justified the creation of the referred school in 1902. Subsequently, to analyse the people involved in its foundation, their relationship networks and the expectations they had about the commercial education, connecting the new group discourse to the history of Fecap until the advent of the Decree 20.158, from June, 30th, 1931 - a federal rule that enforced the organization of commercial education and regulated the accounting profession in the country. Therefore, it is the object of this research, to study this private institution during a period when the state regulation was practically absent. Ultimately, it intends to show how the development of commercial cousers took place in the city of São Paulo, having Fecap as a model. What was understood by commercial course and the courses offered during its first 29 years of existence. The research is based on the administrative documentation of Fecap, on news and articles published in newspapers and specialized journals at the time, on the federal law, commemorative publications from the institution and the bibliography on the history of accountancy in Brazil
Esta pesquisa histórica visa o estudo da Fundação Escola de Comércio Álvares Penteado (Fecap) e o desenvolvimento do ensino comercial em São Paulo, de 1902 a 1931. Tem como objetivo, em um primeiro momento, descrever as transformações urbanas que ocorreram na capital paulista que justificaram a criação de tal escola em 1902. Posteriormente, analisar as pessoas envolvidas na sua fundação, sua rede de relacionamentos e expectativas que tinham em relação ao ensino comercial, relacionando os discursos deste novo grupo social com a história da escola até o advento do Decreto nº 20.158, de 30 de junho de 1931 - norma federal que prescreveu a organização do ensino comercial e regulamentou a profissão de contador no país. Portanto, estudar esta instituição privada no período em que praticamente é ausente a regulamentação estatal. Por fim, demonstrar como se deu o desenvolvimento do ensino comercial na cidade de São Paulo, tendo a Fecap como modelo. O que entendiam como curso comercial e quais foram os cursos oferecidos no decorrer dos seus primeiros 29 anos de existência. A pesquisa baseia-se na documentação administrativa da Fecap, artigos e anúncios publicados em jornais e revistas especializadas da época, na legislação federal, livros comemorativos da instituição e bibliografia acerca da história do ensino contábil no Brasil

This thesis examines economic growth and change across the city of Melbourne over the 2000s. In the late 1970s to early 1980s, and again in the early 1990s, Melbourne was seen as having a bleak future, as a consequence of the deindustrialisation occurring in the city throughout the late twentieth century. However, Melbourne grew rapidly at the start of the twenty-first century, renewing its profile globally and attracting population. This thesis examines the factors behind the rise of Greater Melbourne over the 2000s, and specifically the rapid revival of the central city area of Melbourne. The study assesses the relevance of economic geography theories (the Global Cities hypothesis, the World City Network (WCN) and agglomeration economies) in relation to Melbourne’s economic growth. Globalisation related theories concerning knowledge cities and workers are also considered.

This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.

When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

Steiner education, also known as Waldorf education, has represented a form of education “against the grain” in the Australian education landscape since its introduction as a practice in Sydney in 1957. Now with sixty schools or programs nationally, and an accredited Australian Steiner Curriculum Framework, Steiner education has shown that educational roots can be sunk into a different educational soil and can prosper. Contributing to the history of education in Australia, as well as to the contemporary understanding of educational alternatives in the Australian context, this study examines the localised development of Steiner education between the years spanning approximately 1970-2010, predominantly in Victoria. Three periods are covered, comprising a founding school phase (1970s), a second-generation Steiner school phase (1980s) and a publicly funded Steiner “streams” phase (approx. 1990 – 2010). Interviews with forty Steiner educators are drawn on, in addition to documentary sources such as school newsletters and newspaper articles, to examine the creation of six Steiner schools or programs. The thesis by publication comprises five papers – four already published and one under review – and an exegesis. Three of the papers are historical, one explores the ethical and methodological considerations stemming from the insider-outsider positioning of the researcher, and one examines the place of Steiner education in the contemporary education landscape in Australia. The orientations of each paper draw on different elements of the methodology, including: practice theory, Gee’s D/d discourse analysis, oral history, biographical sociology, and auto-ethnography. The basis of Steiner education in an epistemology of movement, representing a foundational interest in dynamic performative discourse and concepts, in contrast to representational, static ones, represents a further red thread throughout this study. The exegesis places these papers in a broader context of debates on education and Steiner education more broadly, pulling together some of the literature and the methodological orientation as a whole. The focus for this study is firstly on the local circumstances of the creation of the schools and programs being examined, from the perspective primarily of Steiner educators involved, and secondly on the evolving external socio-political and bureaucratic contexts for these initiatives. The significance of this study lies in how it shows that while policies such as ‘choice’ may afford important opportunities for the creation of new Steiner schools and programs, they also constrain the conceptualisation of Steiner education. Secondly, it demonstrates that neoliberal approaches to education has narrowed conceptions of epistemological diversity within schooling, contributing to a glossing over of philosophical alternatives in contemporary scholarship on alternative education. Thirdly, the value of examining alternative education to highlight ideological and philosophical tensions and fault lines is shown, particularly in relation to the challenges of philosophical educational change. And finally, the case is made that contemplative inquiry, as well as philosophical and theoretical developments emphasising dynamic concepts of enactment and performance, such as socio-materialism, present helpful new framings for the notion of applied inner- life activity as recognised within Steiner education.

Text in Afrikaans
Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel.
This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system.
Educational Foundations
M. Ed. (Vergelykende Opvoedkunde)

Fundamental educational change is necessarily an outcome of authentic participation confirmed in community struggle against defined forms of oppression: this is the proposition explored in the course of the three case study experiences presented here. Similarly, the contexts, conditions and terms of participation are considered with regard to defining the character of authentic 'political' success.