Добірка наукової літератури з теми "SME education"
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Статті в журналах з теми "SME education"
Carson, David, Pauric McGowan, and Jimmy Hill. "Effective Marketing Education for SME Executives." Marketing Education Review 6, no. 2 (July 1996): 59–70. http://dx.doi.org/10.1080/10528008.1996.11488545.
Повний текст джерелаBartoš, Přemysl, Ashiqur Rahman, Josef Horák, and Helena Jáčová. "Education and Entrepreneurship in the SME Segment in Economic Transformation." ECONOMICS & SOCIOLOGY 8, no. 2 (September 20, 2015): 227–39. http://dx.doi.org/10.14254/2071-789x.2015/8-2/16.
Повний текст джерелаLatifi-Mustafa, Njomza, and Ymer Havolli. "Founders' Education and SME Performance in Kosovo." Journal of Economics and Management Sciences 3, no. 1 (March 14, 2020): p29. http://dx.doi.org/10.30560/jems.v3n1p29.
Повний текст джерелаMawyne Jones Sr., Dr JaQuane, and Adit Upadhyay. "SME Sustaining Strategies." International Journal of Scientific Research and Management 10, no. 10 (October 30, 2022): 4112–18. http://dx.doi.org/10.18535/ijsrm/v10i10.em10.
Повний текст джерелаTessmer, Martin. "Meeting with the SME to design multimedia exploration systems." Educational Technology Research and Development 46, no. 2 (June 1998): 79–97. http://dx.doi.org/10.1007/bf02299790.
Повний текст джерелаÖzen, Ercan, PAWAN KUMAR, Mukul Bhatnagar, and Sanjay Taneja. "DOES FINANCIAL EDUCATION ACT AS A CATALYST FOR SME COMPETITIVENESS." International Journal of Education Economics and Development 1, no. 1 (2023): 1. http://dx.doi.org/10.1504/ijeed.2023.10053629.
Повний текст джерелаArismaya, Anisa Dewi. "Small Medium Enterprise (SME) Transaction In Salatiga." Accounting Journal of Binaniaga 7, no. 1 (June 30, 2022): 31–54. http://dx.doi.org/10.33062/ajb.v7i1.492.
Повний текст джерелаDaempfle, Peter A. "An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors." Journal of College Student Retention: Research, Theory & Practice 5, no. 1 (May 2003): 37–52. http://dx.doi.org/10.2190/dwqt-tya4-t20w-rcwh.
Повний текст джерелаBusingye, John. "Dynamics of loan delinquency by SME owners in Uganda." Advances in Social Sciences Research Journal 6, no. 10 (November 10, 2019): 353–60. http://dx.doi.org/10.14738/assrj.610.7220.
Повний текст джерелаLee, Kyoungmi. "A Case Study on the Grow path and Continuous Learning Activities of SMEs innovative technical manpower." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 381–400. http://dx.doi.org/10.22251/jlcci.2022.22.23.381.
Повний текст джерелаДисертації з теми "SME education"
Ramharak, Sam. "The tax education needs of SME business owners in the construction industry." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60517.
Повний текст джерелаMini Dissertation (MCom)--University of Pretoria, 2016.
Taxation
MCom
Unrestricted
MORAES, CAROLINE ARAUJO FREITAS DA LUZ. "EDUCATION STOPPED: CURRICULUM GUIDELINES OF SME/RJ REINTERPRETED BY HISTORY TEACHERS IN THE CONTEXT OF PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23566@1.
Повний текст джерелаCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A pesquisa investiga como professores de História da rede municipal do Rio de Janeiro reinterpretam a política curricular (entendida como orientações e cadernos pedagógicos) em vista da sua autonomia docente e do contexto de sua escola. O referencial teórico utilizado inclui: ciclo de políticas de Ball e Bowe (1996), teoria crítica e pós-crítica de currículo de Giroux (1997), conceito de autonomia docente e autonomia da escola de Barroso (1996) e Contreras (2012) e conceitos sobre ensino da disciplina história com base em Bittencourt (2011). Trata-se de um estudo qualitativo, utilizando-se entrevistas que foram realizadas, em sua maioria, durante a greve dos professores ocorrida no ano de 2013, sendo essa mobilização fundamental para perceber como a política educacional é reinterpretada pelos sujeitos da pesquisa. As conclusões revelam que a aplicação das orientações e dos cadernos pedagógicos não segue um padrão. Os professores fazem adaptações tendo em vista: tornar o conhecimento histórico significativo aos estudantes, as condições materiais e o contexto sociocultural da escola em que atuam. Outro aspecto a ressaltar diz respeito à atuação da gestão que interfere na política reduzindo ou ampliando a margem de autonomia dos professores quanto à seleção e a aplicação de materiais didáticos, pois a questão da aprovação dos alunos é supervalorizada por causa da política de metas e bonificação das escolas.
The present research investigates how History teachers of Rio de Janeiro’s county public schools reinterpret the curriculum policy (understood as guidelines and pedagogical material) in view of their teaching autonomy and context of their school. The theoretical framework used includes: police cycle approach of Ball and Bowe (1996), critical theory and post-critical curriculum of Giroux (1997) concept of teaching autonomy and school autonomy of Barroso (1996) and Contreras (2012) and concepts about teaching history discipline based on Bittencourt (2011). This is a qualitative research using interviews that were conducted mostly during the teachers strike occurred in 2013, this mobilization being fundamental to understand how educational policy is reinterpreted by the research subjects. The findings reveal that the application of guidelines and pedagogical notebooks do not follow a unique pattern. Teachers make adjustments in order to: make the historical knowledge significant to students, in view of the material conditions of the school and the sociocultural context in which they operate. Another aspect to be emphasized concerns the proceeding of the management that interferes with policy, reducing or enlarging the margin of autonomy of teachers on the selection and implementation of teaching materials, for the question of the approval of the students is overvalued because of the goals of policy and schools bonuses.
Wagner, Richard. "The effects of management education upon strategic practice and performance : the case of the German SME machinery and equipment sector." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1838/.
Повний текст джерелаLeite, Alessandra Ruiz Barbosa. "Centros de Educação Infantil (CEIs) conveniados da SME-SP: o desenvolvimento profissional das coordenadoras pedagógicas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21455.
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The research had as general objective to investigate the implications of the working conditions in the professional development of the pedagogical coordinators who work in Early Childhood Education Center agreed by the Municipal Department of Education of the city of São Paulo, as well as characterize these coordinators, learn about their training context and identify the elements that facilitate or complicate their professional development. The choice of research context, selected Early Childhood Education Centers, occurred due to the significant number of school units that care for babies and children in a partnership between Civil Society Organizations and the Municipal Department of Education of São Paulo city. In addition to the professional scope, there was a need as a researcher to know these individuals that work in these school units, since there is little research that addresses educational aspects in relation to partnerschools. The methodological approach was qualitative that allowed to know the context and working conditions of the coordinators from partnerschools by the participants' perspective. The data collection was done through a questionnaire with multiple choices and open questions applied to the coordinators of the Regional Education Board under study and the analysis of the data had as reference content analysis. It was possible to identify the many dimensions present in the performance of these coordinators, followed by the challenges presented in their context, linked to training issues and career conditions. The perceptions of coordinators revealed greater incidence of the facilitating aspects of their professional development, when we consider the frequency of responses, linked to the desire to continue growing professionally and to remain in the position. But they also pointed out the difficulties, highlighting the conditions of the career, such as: low salary; limited human resources framework; accumulation of function; lack of clarity of their attributions; lack of human support in daily challenges; the complexity of interpersonal relationships, especially as teachers; lack of infrastructure in some school units; the lack of inputs to carry out the work; the scarce formations that have access; the minute moments in his routine to carry out the training with the teachers; the lack of recognition of the maintainers and Municipal Department about the work developed. This research sought to announce some ways that allow the reflection on the continued formation of pedagogical coordinators of the partnerschools besides contributing to the discussions about the policies of early childhood education in the city of São Paulo
A pesquisa teve como objetivo geral investigar as implicações das condições de trabalho no desenvolvimento profissional das coordenadoras pedagógicas que atuam nos Centros de Educação Infantil conveniados da Secretaria Municipal de Educação da cidade de São Paulo, bem como caracterizar estas coordenadoras, conhecer o seu contexto de formação e identificar os elementos facilitadores ou dificultadores de seu desenvolvimento profissional. A escolha do contexto da pesquisa, os Centros de Educação Infantil conveniados, ocorreu devido ao expressivo número de unidades escolares que atendem os bebês e as crianças em regime de parceria entre as Organizações da Sociedade Civil e a Secretaria Municipal de Educação. Para além do âmbito profissional, houve a necessidade como pesquisadora de conhecer estes sujeitos que atuam nessas unidades escolares, uma vez que há poucas pesquisas que abordem aspectos educacionais em relação às unidades conveniadas. O percurso metodológico teve uma abordagem qualitativa que permitiu conhecer o contexto e as condições de trabalho das coordenadoras pedagógicas da rede conveniada, pela perspectiva das participantes. A coleta dos dados foi realizada por meio de questionário com perguntas de múltipla escolha e abertas, o qual foi aplicado junto às coordenadoras da Diretoria Regional de Educação em estudo e a análise dos dados teve como referência a análise do conteúdo. Os dados possibilitaram identificar as muitas dimensões presentes na atuação dessas profissionais, permeadas pelos desafios presentes em seu contexto, vinculados às questões da formação e às condições da carreira. As percepções das coordenadoras pedagógicas revelaram maior incidência dos aspectos facilitadores de seu desenvolvimento profissional, ao considerarmos a frequência das respostas, vinculados ao desejo de continuar crescendo profissionalmente e de permanecer no cargo. Por outro lado, também apontaram os dificultadores, evidenciando as condições da carreira, como: baixo salário; reduzido quadro de recursos humanos; acúmulo de função; falta de clareza de suas atribuições; falta de apoio humano nos desafios diários; a complexidade das relações interpessoais, principalmente com as professoras; a deficiente infraestrutura de algumas unidades escolares; a falta de insumos para a realização do trabalho; as escassas formações a que têm acesso; os exíguos momentos em sua rotina para realizar a formação com as professoras; o pouco reconhecimento dos mantenedores e da Prefeitura pelo trabalho desenvolvido. Diante disso, essa pesquisa procurou anunciar alguns caminhos que possibilitem a reflexão sobre a formação continuada das coordenadoras pedagógicas da rede conveniada, além de contribuir nas discussões acerca das políticas de educação infantil na cidade de São Paulo
Rose, Benita. "The impact of micro-enterprise training on SME development – A case study from rural Dominican Republic." University of the Western Cape, 2018. http://hdl.handle.net/11394/6801.
Повний текст джерелаIn the Dominican Republic (DR) the development of Small and Medium-sized Enterprises (SMEs) in rural areas is of great importance because SMEs generate employment and increase local capacity in areas with the highest poverty rates in the country. Ultimately, SME development can contribute to poverty alleviation especially in rural areas. Micro-enterprise training as a form of capacity development initiatives aim at effective empowerment of entrepreneurs and prospective entrepreneurs, which allow them to build capacities to develop their business. These capacities will enhance their ability to ensure sustainability of decisions that influence their quality of life. So far, very little research has been conducted on the precise effects and overall effectiveness of SME-related training in the Dominican Republic. Against this background, it is of great benefit to evaluate impacts of micro-enterprise training initiatives on the development of SMEs in rural DR, in order to find out which factors stimulate the creation and growth of enterprises and which factors hinder their development. This allows effective adjustments of future support initiatives in the development sector and it contributes to the existing empirical evidence base in this field. This study applies Human Capital Theory and the Theory of Planned Behaviour as theoretical frameworks to analyze impacts of micro-enterprise training on SME development. Secondary data for this study was drawn from the Dominican tourism-project La Ruta del Cacao, applying a mixed-method approach for the data collection. Quantitative research methods in the form of a semi-structured questionnaire helped to quantify the impacts of provided micro-enterprise training. Qualitative methods in the form of Focus Group Discussions allowed an in-depth analysis of training impacts on respondents, with the aim of identifying influencing factors, especially those which the theoretical framework may not have covered. The theoretical discussion of this study identified that entrepreneurial intentions are mediated by the attitude toward entrepreneurship, perceived subjective norms and perceived behavioural control. The empirical results show that the provided training is likely to have slightly improved the participants attitude towards enterprise creation. Perceived subjective norms have not decreased due to the training and appear not to have played a role in the participants decision to start or not start a business. The participants perceived behavioural control is not likely to have increased due to the training. On the other hand, results indicate that the training provided participants with useful entrepreneurship-related skills and knowledge. Overall, the participants entrepreneurial intentions slightly improved as a result of the training. However, the impact of these outputs on SME development was rather modest. Identified external factors which influenced the participants entrepreneurial behaviour were a lack of capital, job loss, having a family to take care of, being part of an entrepreneurial family and the existence of an entrepreneurial role model. Intrinsic characteristics were identified as the most influential in demonstrating successful entrepreneurial behaviour and SME creation. The findings of this research contribute firstly to the existing evidence base of micro-enterprise training impacts in rural Dominican Republic. In addition, the findings contribute to the literature base on applications of both Human Capital Theory and the Theory of Planned Behaviour in the field of entrepreneurship education.
Souza, Ligia Ramo de. "Formação continuada em serviço: do coordenador pedagógico ao professor o caso da rede municipal de São Paulo." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1673.
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The quality of teacher training has been a recurring question, both for newly trained professionals and those who have been teaching for some time. For this intervening research, such questioning is pertinent. The Municipal Department of Education (SME) of São Paulo, in compliance with regulatory frameworks, enables ongoing training in service to teachers, in the school itself, mediated by a pedagogical coordinator. This research will focus on the challenges of this training, verifying the referrals of the pedagogical coordinator through this assignment, within schools of the Municipal network of São Paulo. The scope of the research is to investigate how this formation occurs, noting how those involved in the process find ways or ways, contributions or not contributions to their desires, taking into account the daily necessities of the school and focusing on learning the Students. In addition to the bibliographical survey on the subject, the research draws on volunteer testimonies of pedagogical coordinators, thanks to which the collective records of formation are mapped throughout 2016. In order to discuss the instruments of action for training, this intervention research is configured , Whose proposal materializes in the tessitura of constructions for such moments.
La calidad de la enseñanza ha sido una cuestión recurrente, tanto en lo que se refiere a los profesionales recién formados, como los que ya tienen la profesión docente desde hace algún tiempo. Para esta investigación intervenir, tal cuestionamiento es relevante. El Municipal de Educación (SME) en Sao Paulo, en el cumplimiento del marco normativo, permite una formación continua en el servicio a los maestros en la escuela, mediada por un coordinador pedagógico. Esta investigación se centrará en los problemas relativos a dicha formación, comprobación de referencias coordinador pedagógico de esta tarea dentro de las escuelas de la red municipal de Sao Paulo. El alcance de la investigación es investigar cómo es este entrenamiento, viendo cómo los involucrados en el proceso de encontrar caminos o desvíos, contribuciones o aportes a sus deseos, a la vista de las necesidades diarias de la escuela y se centra en el aprendizaje estudiantes. Además de la literatura sobre el tema, la investigación reúne a coordinadores de versiones libres, gracias a la cual los registros de formación colectivos se asignan más de 2016. Tratando de analizar el papel de los instrumentos de formación, configurar esta investigación de la intervención cuya propuesta se implementa en las construcciones de tela para esos momentos.
A qualidade da formação de professores tem sido um questionamento recorrente, tanto no que se refere a profissionais recém-formados, como daqueles que já exercem o magistério há algum tempo. Para esta pesquisa interveniente, tal questionamento é pertinente. A Secretaria Municipal de Educação (SME) de São Paulo, em cumprimento dos marcos regulatórios, viabiliza uma formação continuada em serviço aos professores, na própria escola, mediada por um coordenador pedagógico. Esta pesquisa versará sobre a os desafios dessa formação, verificando os encaminhamentos do coordenador pedagógico mediante esta atribuição, dentro de escolas da rede Municipal de São Paulo. O escopo da pesquisa é investigar a maneira como ocorre essa formação, observando de que forma os envolvidos no processo encontram caminhos ou descaminhos, contribuições ou não contribuições para seus anseios, tendo em vista as necessidades do cotidiano da escola e tendo como foco a aprendizagem dos alunos. Além do levantamento bibliográfico sobre o tema, a pesquisa colhe depoimentos voluntários de coordenadores pedagógicos, graças aos quais são mapeados os registros coletivos de formação, ao longo de 2016. Buscando discutir os instrumentos de atuação para a formação, configura-se esta pesquisa-intervenção, cuja proposta se concretiza na tessitura de construções para tais momentos.
Fermi, Raquel Maria Bortone. "A atuação de uma coordenadora pedagógica no Centro de Educação Infantil da SME/SP: cantos e saberes que encantam." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20011.
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The research focuses on the pedagogical coordinator’s work at a Day Care/Childhood Educational Center, in the city of São Paulo. At those educational centers are accepted children from 0 to 3 years old in full time. These children, historical and rightful people, need to be cared, taught, respected and given the opportunities to play, explore and get to know the world. Considering the specificities of the age group, the professionals that work at the Day Care Center shall ensure the children development in a full way. Therefore, the pedagogical work done in this school should favor, good and new experiences. The permanent reflection on the teaching practice and the teacher’s continuing education are indispensable conditions for the fully reach of the goal. In this context, the pedagogical coordinator has a primordial role. They articulate the continued teacher education and the connection of theory and practice. The main goal of this research is to analyze the role of the pedagogical coordinator in the continued teacher education courses, considering the specificities of the children from this age group. The methodological procedures used in this research are: interview, direct observation and document analysis. The data were collected on a Municipal Child’s Educational Center from a Regional Education Direction in the South of São Paulo Regional Direction. The framework of this research included studies by Almeida and Placco (2009), André and Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), and Pinazza (2015). Exploring the collected data we can conclude that the coordinator invested and invest in her own education and the teacher’s education based on the established principles of the Pedagogical Political Project from the Day Care. Her performance on the continued education of the teachers, associates practice and theory, without dichotomy, by means of proposals that were meaningful to the group, making possible the collective construction of knowledge and reflection about the teaching practice
A pesquisa teve o foco no trabalho da coordenadora pedagógica que atua no Centro de Educação Infantil /Creche, vinculada à Rede Municipal de Educação da cidade de São Paulo. No Centro de Educação Infantil (CEI) são atendidas crianças de 0 a 3 anos em período integral. Essas crianças, sujeitos históricos e de direitos, precisam ser cuidadas, educadas, respeitadas e devem ter oportunidades para brincar, explorar e conhecer o mundo. Consideradas as especificidades da faixa etária atendida, os profissionais que atuam no CEI devem assegurar o desenvolvimento das crianças de forma integral. Portanto, o trabalho pedagógico realizado nesse espaço deve propiciar, boas experiências e novas vivencias. A reflexão permanente sobre as práticas pedagógicas e a formação continuada dos professores são condições indispensáveis para que isso ocorra. Neste contexto, o coordenador pedagógico tem um papel fundamental. Ele articula a formação continuada e faz a mediação entre a teoria e a prática dos professores. A pesquisa tem como objetivo analisar a atuação da coordenadora pedagógica nos espaços de formação continuada, considerando-se as especificidades do atendimento a crianças dessa faixa etária. Os procedimentos metodológicos usados nesse estudo são: entrevistas, observação e análise de documentos. O local da coleta de dados é um Centro de Educação Infantil municipal da rede direta jurisdicionado por uma Diretoria Regional de Educação da Região Sul de São Paulo. Nessa pesquisa são utilizados como referenciais teóricos os estudos realizados por Almeida e Placco (2009), André e Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), Pinazza (2015). Diante dos dados coletados podemos concluir que a coordenadora investiu e investe em sua própria formação e na formação das professoras a partir dos princípios estabelecidos no Projeto Político Pedagógico da creche. Sua atuação na formação continuada das professoras, conjuga a prática e a teoria, sem dicotomia, por meio de propostas que fazem sentido para o grupo, possibilitando a construção coletiva de conhecimentos e a reflexão acerca das práticas docentes
Fratelli, Minéa Paschoaleto. "Avaliação diagnóstica e prova semestral: a interlocução entre a SME e a DRE para a proposição de ações formativas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21680.
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The present work investigates how the Avaliação Diagnóstica and the Prova Semestral, elaborated by the São Paulo Municipal Department of Education, are appropriated by the intermediary agency, the Regional Board of Education, in view of two focuses: the educational system in a macro view and the school in a micro vision. From this perspective, the question arises as to how the appropriation and reflections on these evaluations are carried out, such as the work carried out by the DRE through the provision of materials on external evaluation, organization of pedagogical bulletins, training of management teams, teacher training and the work carried out by the school, which indicate what students have learned and what they need to learn. The appropriation of this evaluation instrument and the results of these evaluations becomes essential in a formative evaluation perspective and in the processes of regulation of teaching and learning in order to improve student performance and guarantee learning rights. It is known that there are several advances in the implementation of an evaluation policy, but the qualification of this is directly linked to the systemic character of the action. The approach used in the study is qualitative research. It is based on a bibliographical research - with a documentary study to know the history of the external evaluation system in the country and in the Municipal Department of Education - in addition to the materials produced by the SME and the DRE, for the formations that deal with the processes involved in the evaluation, which underpin this study. In addition, from an exploratory survey, semi-structured interviews were conducted with the DRE training team to understand what reports do from external evaluations and what processes are carried out until decision making because of what students need to learn. The survey revealed coherence between what is produced by the SME and the action that the DRE plans for schools, but indicates the necessary investment in decision making beyond the interpretation of the data
O presente trabalho investiga a maneira como a Avaliação Diagnóstica e a Prova Semestral, elaboradas pela Secretaria Municipal de Educação de São Paulo, são apropriadas pelo órgão intermediário, a Diretoria Regional de Educação, tendo em vista dois focos: o sistema educacional, em uma visão macro, e a escola, em uma visão micro. Nessa perspectiva, a indagação parte de como são realizadas a apropriação e as reflexões sobre essas avaliações, como é o trabalho realizado pela DRE a partir da disponibilização de materiais sobre a avaliação externa, organização de boletins pedagógicos, formação das equipes gestoras, formação de professores e acompanhamento do trabalho realizado pela escola, que indicam o que os alunos aprenderam e o que precisam aprender. A apropriação desse instrumento avaliativo e dos resultados dessas avaliações torna-se fundamental numa perspectiva de avaliação formativa e dos processos de regulação do ensino e da aprendizagem, com vistas à melhoria do desempenho dos alunos e à garantia dos direitos de aprendizagem. Sabe-se que há diversos avanços na implementação de uma política de avaliação, mas a qualificação dessa está diretamente ligada ao caráter sistêmico da ação. A abordagem utilizada no estudo é a da pesquisa qualitativa. Parte-se de uma pesquisa bibliográfica - com um estudo de natureza documental - para conhecer o histórico do sistema de avaliação externa no país e na Secretaria Municipal de Educação - além dos materiais produzidos pela SME e pela DRE, para as formações que tratam dos processos envolvidos na avaliação, as quais alicerçam este estudo. Além disso, a partir de uma pesquisa exploratória, entrevistas semiestruturadas foram produzidas, com a equipe formativa da DRE, para compreender que relatos fazem das avaliações externas e quais processos são realizados até a tomada de decisão em razão do que os alunos precisam aprender. A pesquisa revelou coerência entre o que é produzido pela SME e a ação que a DRE planeja para as escolas, mas indica o necessário investimento na tomada de decisão para além da interpretação dos dados
Villalba, Ernesto. "The uniqueness of knowledge management in small companies : Managing knowledge as an employer strategy for lifelong learning." Doctoral thesis, Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/987974580/04.
Повний текст джерелаChevonica, Junior Paulo Reginaldo. "Educação Histórica na prática dos professores: o processo de ensino e aprendizagem a partir dos cursos de formação continuada na SME de Curitiba." Universidade Estadual de Ponta Grossa, 2018. http://tede2.uepg.br/jspui/handle/prefix/2669.
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O presente trabalho analisará a prática dos professores de História da Rede Municipal de Ensino de Curitiba que participaram dos cursos de formação continuada com foco no desenvolvimento dos pressupostos da Educação Histórica (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) e a influência que estes cursos exerceram sobre a prática dos mesmos. Para o desenvolvimento da pesquisa, seguimos a perspectiva da investigação qualitativa (BOUTIN; GOYETTE; LESSARD-HÉRBERT, 2012), baseada no desenvolvimento dos quatro polos de investigação, quais sejam: o polo epistemológico, o polo teórico, o polo morfológico e o polo teórico. Para tanto, reunimos os projetos dos cursos de formação continuada ministrados pela Secretaria Municipal de Educação (SME) em parceria com o Laboratório de Pesquisa em Educação Histórica (LAPEDUH) da Universidade Federal do Paraná entre os anos de 2010 a 2016, mapeando os professores que tem participado destes cursos e agrupá-los para que fossem entrevistados, com o objetivo de apresentar as suas considerações sobre a prática da Educação Histórica dentro do ambiente escolar a partir dos aprendizados reunidos nos cursos. Justificase o projeto pela trajetória já percorrida com os cursos ministrados e pela aproximação dos pressupostos teóricos da Educação Histórica contidos no próprio currículo básico (CURITIBA, 2016). A pesquisa demonstrou que o curso oferece um espaço de diálogo e aprendizagem docente que agrega à prática e a pesquisa dos professores. Também apontou diferenças substanciais na concepção de ensino em sala de aula no que concerne ao uso das fontes e das produções de narrativas pelos alunos, tomando a História como a ciência de referência que encaminha o processo de aprendizado. Também foram apontadas dificuldades como as dificuldades na comunicação por parte dos alunos, bem como a não compreensão da comunidade escolar em vários momentos.
This present work aims to analyze the practice of the History Teachers of the Municipal Teaching System of Curitiba who were part of the continuing education courses focusing on the development of the Historical Education assumptions (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) and the influence that these courses have on the teachers' practices. For the development of the research, a qualitative research perspective was followed (BOUTIN; GOYETTE; LESSARDHÉRBERT, 2012), based on the development of the four research poles, which are: the epistemological pole, the theoretical pole, the morphological pole, and the technical pole. For this purpose, we have gathered the projects of continuing education provided by the Municipal Department of Education (SME) in partnership with the Laboratory of Research in Education (LAPEDUH) of the Federal University of Paraná between 2010 and 2016, mapping the teachers that have been part of these courses in order to group them so they could be interviewed with the objective of presenting their considerations about the Historical Education practice in the school environment from the learning gathered in the courses. The project is justified by the trajectory already covered by the courses taught and also by the approximation of the theoretical assumptions of Historical Education based on the basic curriculum (CURITIBA, 2016). The research has shown that the course offers a space for dialogue and teacher learning that aggregates the practice and research of teachers. It also pointed out the substantial differences in the conception of classroom teaching regarding the use of sources and narrative productions by students, taking History as the reference science that guides the learning process. Difficulties were also identified, such as difficulties in communication by the students, as well as the lack of understanding of the school community at many times.
Книги з теми "SME education"
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