Este trabalho visa apresentar e discutir os aspectos que podem ser relacionados ao baixo grau de funcionalidade observado nas escolas brasileiras. Para tanto, a literatura em disfuncionalidade escolar é apresentada para que, posteriormente, se analisem os fatores apontados como determinantes para escolas disfuncionais de acordo com diversos estudos distintos. São apresentados alguns estudos sobre eficácia escolar, além das principais considerações sobre desenvolvimento cognitivo e não-cognitivo expostas nos trabalhos de James Heckman e Flavio Cunha e de aspectos que se relacionam ao abandono escolar. O objetivo é encontrar na literatura uma base que permita qualificar as características da escola que podem ser atribuídas ao seu fracasso ou ao seu sucesso. Por fim, são apresentadas, tomando-se como referência a discussão realizada, algumas sugestões para políticas públicas direcionadas para a educação básica no Brasil. / This study aims to investigate and examine arguments that could throw light on the low degree of functionality observed in Brazilian schools. To do so, the literature about school dysfunctionality is presented in order to identify its determining factors. The general context of school effectiveness is tackled and considerations about the cognitive and non-cognitive development put forward by James Heckman and Flavio Cunha are explored. The main goal of this work is to find in the literature a basis to qualify the school characteristics that can be attributed to its failure or success. To conclude, some suggestions for public policies to improve the status of basic education in Brazil are presented.

Este trabalho visa apresentar e discutir os aspectos que podem ser relacionados ao baixo grau de funcionalidade observado nas escolas brasileiras. Para tanto, a literatura em disfuncionalidade escolar é apresentada para que, posteriormente, se analisem os fatores apontados como determinantes para escolas disfuncionais de acordo com diversos estudos distintos. São apresentados alguns estudos sobre eficácia escolar, além das principais considerações sobre desenvolvimento cognitivo e não-cognitivo expostas nos trabalhos de James Heckman e Flavio Cunha e de aspectos que se relacionam ao abandono escolar. O objetivo é encontrar na literatura uma base que permita qualificar as características da escola que podem ser atribuídas ao seu fracasso ou ao seu sucesso. Por fim, são apresentadas, tomando-se como referência a discussão realizada, algumas sugestões para políticas públicas direcionadas para a educação básica no Brasil. / This study aims to investigate and examine arguments that could throw light on the low degree of functionality observed in Brazilian schools. To do so, the literature about school dysfunctionality is presented in order to identify its determining factors. The general context of school effectiveness is tackled and considerations about the cognitive and non-cognitive development put forward by James Heckman and Flavio Cunha are explored. The main goal of this work is to find in the literature a basis to qualify the school characteristics that can be attributed to its failure or success. To conclude, some suggestions for public policies to improve the status of basic education in Brazil are presented.

LLM / Department of Criminal and Procedural Law

O presente estudo pretendeu investigar como o Ministério Público estava atuando judicial e extrajudicialmente para efetivar o direito à educação básica. Para tanto, foram selecionadas duas Promotorias de Justiça da Infância e Juventude, de cidades do interior de São Paulo: Rio Claro e Ribeirão Preto. Considerando que as alterações no financiamento da educação, com a Emenda Constitucional nº 14, de 1996, e a introdução do Fundef, provocaram impactos nos sistemas educacionais, com conseqüências para a garantia do direito à educação básica, a pesquisa abrangeu o período de 1997 a 2004. Nas referências teóricas de apoio, buscou-se verificar como o direito à educação estava formulado em nossa legislação e na literatura sobre o tema, e como o Ministério Público, de acordo com as suas atribuições legais, pode colaborar na garantia desse direito. Tendo em vista os objetivos da pesquisa, utilizou-se a abordagem qualitativa, recorrendo-se à análise documental dos procedimentos extrajudiciais, das ações judiciais e de outros documentos formulados pelas referidas Promotorias, visando ao cumprimento do direito à educação; fez-se uso, ainda, de entrevistas com os Promotores de Justiça da Infância e Juventude e com o Assistente Técnico de Ribeirão Preto. Este estudo, a partir da análise da atuação das duas Promotorias de Justiça investigadas, aponta as possibilidades de ações do Ministério Público. É o caso da cobrança junto ao poder público para o acesso da população à educação infantil, ao mesmo tempo em que mostra a importância da prática de diálogo e de trabalho em conjunto com a sociedade civil organizada. Indica, no entanto, alguns limites dessa instituição, como por exemplo, a dificuldade da exigibilidade de demandas relacionadas com a qualidade da educação, a atuação mais ativa vinculada ao perfil do Promotor de Justiça e a possível influência das condições efetivas de trabalho na atuação dos membros do Ministério Público, para que a educação seja efetivada com qualidade para todos. / The present study intended to investigate how the Public Prosecution Service was acting judicially and extrajudicially to accomplish the right to the basic education. For this, two Infancy and Youth Public prosecutor?s office of Justice from the municipalities of São Paulo had been selected: Rio Claro and Ribeirão Preto. Considering that the alterations in the education financing, with the Constitutional Emendation nº 14 from 1996 and the introduction of ?Fundef?, have provoked impacts in the educational systems, with consequences for the guarantee of the right to the basic education, the research enclosed the period from 1997 to 2004. It was verified in the theoretical references of support how the right to education was formulated in our legislation and literature about the subject and how the Public Prosecution Service can act to guarantee of this right in accordance with its legal attributions. The qualitative approach was used considering the objectives of the research, making use of the extrajudicial procedures documentary analysis, legal actions and other formulated documents by the referred Public prosecutor?s office of Justice, aiming the accomplishment of the right to education. Interviews with Prosecutors of Infancy and Youth and with the assistant appraiser from Ribeirão Preto were also used. This study, from the analysis of the performance of the two investigated Public prosecutor?s office of Justice, shows the possibilities of actions of the Public Prosecution Service. It?s the case of charging the public power for the population?s access to Early Childhood education the and, at the same time when it shows the importance of dialogue and of working as a team with the organized civil society. It shows, however, some limits of this institution, as for example, the difficulty to demand judicially the quality of education, the more active action linked to the prosecutor?s profile and the possible influence of the effective working conditions in the Public Prosecution Service members? performance, so that education may be accomplished with quality for everybody.

by Hon Hau-sut. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 106-118. / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / ACKNOWLEDGMENTS --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- The Problem and its Background --- p.1 / Chapter 1.2 --- Purposes of the Study --- p.2 / Chapter CHAPTER TWO --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Research on Teaching Educationally Disadvantaged Students --- p.5 / Chapter 2.1.1 --- Definition and Characteristics of the Educationally Disadvantaged / Chapter 2.1.2 --- Consequences of Inaction to Educational Disadvantage / Chapter 2.1.3 --- Measures Commonly Used to Help the Educationally Disadvantaged / Chapter 2.1.4 --- General Principles of Effective Programs / Chapter 2.2 --- The Theory and Strategy of Mastery Learning --- p.12 / Chapter 2.2.1 --- The Carroll Model of School Learning / Chapter 2.2.2 --- The Theory of Mastery Learning / Chapter 2.2.3 --- The Instructional strategy of Mastery Learning / Chapter 2.2.4 --- The Bloom Model of School Learning / Chapter 2.3 --- Defining Features of Mastery Learning --- p.25 / Chapter 2.3.1 --- The Philosophy / Chapter 2.3.2 --- The Curriculum / Chapter 2.3.3 --- The Instruction / Chapter 2.3.4 --- The Assessments / Chapter 2.3.5 --- The Teaching / Chapter 2.4 --- Review of Research on Mastery Learning Programs --- p.36 / Chapter 2.4.1 --- General Achievement / Chapter 2.4.2 --- Specific Achievement / Chapter 2.4.3 --- Knowledge Retention / Chapter 2.4.4 --- Variability in Achievement / Chapter 2.4.5 --- Time-on-Task and Learning Rate / Chapter 2.4.6 --- Student Affects / Chapter 2.5 --- Effectiveness of Mastery Learning on the Education of Disadvantaged Students --- p.50 / Chapter 2.6 --- Mastery Learning Studies Conducted in Hong Kong --- p.53 / Chapter 2.7 --- Problems Requiring Further Research --- p.55 / Chapter 2.7.1 --- The Problems / Chapter 2.7.2 --- Summary / Chapter CHAPTER THREE --- METHOD OF STUDY / Chapter 3.1 --- The Conceptual Framework --- p.62 / Chapter 3.2 --- Research Questions and Hypotheses --- p.64 / Chapter 3.3 --- Variables --- p.66 / Chapter 3.3.1 --- Independent Variables / Chapter 3.3.2 --- Dependent Variables / Chapter 3.4 --- Design of the Study --- p.72 / Chapter 3.4.1 --- Characteristics of Educationally Disadvantaged Students in Hong Kong and Selection of Subjects / Chapter 3.4.2 --- Assignment of Teachers / Chapter 3.4.3 --- Academic Content / Chapter 3.4.4 --- Experimental Procedure / Chapter 3.4.5 --- Experimental Design and Data Analysis / Chapter CHAPTER FOUR --- RESULTS AND INTERPRETATION / Chapter 4.1 --- Reliability of the Instruments --- p.85 / Chapter 4.2 --- Initial Comparability of the Experimental and Control Groups --- p.87 / Chapter 4.3 --- Cognitive and Affective Outcomes --- p.89 / Chapter 4.3.1 --- Cognitive Outcomes / Chapter 4.3.2 --- Affective Outcomes / Chapter CHAPTER FIVE --- CONCLUSIONS AND IMPLICATIONS / Chapter 5.1 --- Conclusions --- p.96 / Chapter 5.2 --- Discussion --- p.100 / Chapter 5.3 --- Limitations --- p.103 / Chapter 5.4 --- Implications --- p.104 / REFERENCES / APPENDIXES / Chapter 1 --- Mastery Orientation Sheet / Chapter 2 --- Science Mastery Chart / Chapter 3 --- Mastery Certificate / Chapter 4 --- Table of Specifications / Chapter 5 --- Formative Tests / Chapter 6 --- Summative Tests / Chapter 7 --- Long-Term Retention Test / Chapter 8 --- Corrective Exercises / Chapter 9 --- Attitudes Towards Science Inventory / Chapter 10 --- General Self-Concept Inventory / Chapter 11 --- Academic Self-Concept Inventory

The financing of public schools in South Africa is dependent on school fees to a great extent. However, the legislative process governing the charging of school fees perpetuates the entrenched inequality in the education system and violates the constitutional rights of those learners who are unable to afford school fees and other educational costs. This study examines the impact of the school funding system on the right to basic education of these learners, who are in most instances black and/or poor.

The financing of public schools in South Africa is dependent on school fees to a great extent. However, the legislative process governing the charging of school fees perpetuates the entrenched inequality in the education system and violates the constitutional rights of those learners who are unable to afford school fees and other educational costs. This study examines the impact of the school funding system on the right to basic education of these learners, who are in most instances black and/or poor.

O direito à educação básica conforma direito de tipo especial, visto que sua proteção é condição necessária para o usufruto de todos os outros direitos fundamentais. A presente dissertação de mestrado procura analisar a extensão da proteção normativa concedida a esse direito nos Estados-Partes do MERCOSUL. Tal análise será feita mediante uma pesquisa conduzida em três níveis distintos, nomeadamente, o plano constitucional, internacional e o regional. Em virtude de sua natureza individual e coletiva, fundamental e humana, o direito à educação básica é tutelado nestes três planos, ensejando uma necessária apreciação de suas interelações. Desta forma, o presente estudo analisa não apenas as normas constitucionais em matéria educacional, mas se amplia para toda a produção de documentos internacionais tratados e declarações - que tutelam o direito à educação básica. Por último, analisaremos o papel da educação no fenômeno da integração mercosulina, concluindo que é inegável que a estruturação do Setor Educacional do MERCOSUL ainda não foi capaz de incrementar a proteção normativa do direito à educação básica, resumindo suas atividades à compilação de informações estatísticas, reconhecimento de diplomas e títulos de grau entre os Estados-Partes e fomento de uma mentalidade favorável à integração. Infelizmente a ousadia das declarações internacionais contrasta com a timidez das atividades mercosulinas. / The right to basic education conforms a special right, given that its protection is a necessary condition for the enjoyment of all other fundamental rights. This dissertation aims to analyze the extent of juridical protection granted to the right to basic education in the Member States of MERCOSUR. This analysis shall be done through a survey conducted at three different levels, namely, the constitutional level, international and regional. Because of their juridical nature as individual and collective, as fundamental and human, the right to basic education is protected in these three planes, allowing for a necessary appreciation of their interrelations. Thus, this study is not reduced to the educational provisions located on the constitutional plain, and contemplates the entire production of international documents - treaties and declarations - which protect the right to basic education. Finally, we analyze the role of education in the phenomenon of integration conducted in the MERCOSUR, concluding that it is undeniable that the structuring of the Educational Sector of MERCOSUR has not yet been able to increase the legislative protection of the right to basic education, summarizing its activities to the compilation of statistical information, recognition of degree certifications among States Parties, and promoting a spirit of integration. Unfortunately, the boldness of the international declarations contrasts with the timidity of the regional activities.

This master thesis deals with leisure activities and their possibilites at work with cross-senctional themes at the first stage of primary school. This thesis is aimed to determine attitudes of teachers to integrate cross-sectional themes to education and creating a five-day program. Section defines theoretical basis of literature on the concept of leisure activities and is characterized by cross-senctional themes. It suggests procedures for integrating cross-senctional themes in education and outlines the possibility of of cross-senctional themes intersection with leisure activities. In the practical part is used the questionnaire method to investigated attitude of teachers to integrate cross-senctional themes into teaching in primary schools. The main point of this master thesis is a five day program focusing on environmental education.

Diploma thesis deals with cross-curricular themes at middle school level. In theoretical part the cross-curricular themes are described, as included in the general curriculum for basic education. Further attention is dedicated to {\clqq}Multicultural education``. Practical part includes the survey of teachers at elementary schools in reference to their work on the school curriculum for basic education and cross-curricular themes. Diploma thesis also includes suggestion of several lessons which can be used for multicultural education.