Crianças hospitalizadas perdem autonomia e a relação com sua realidade, experimentam sofrimento, medo e distanciamento familiar. O objetivo desta pesquisa é avaliar os efeitos da música e de ações da educação musical nessas crianças e no ambiente hospitalar. Investigou-se o incremento do fazer musical com pacientes, seus acompanhantes e profissionais numa enfermaria onco-hematológica. Motivada pelo processo de humanização promovido pelo Programa Nacional de Humanização da Assistência Hospitalar (PNHAH), do Ministério da Saúde, e integrando arte, saúde e educação, constatou-se a carência de conhecimentos e pesquisas atuais que atendam às demandas práticas, teóricas e didáticas desses setores. Propôs-se a hipótese de que o incremento do pensamento musical mediado pela educação e espírito lúdico-criativo promove o desenvolvimento das crianças hospitalizadas e a humanização do ambiente, favorecendo o autoconhecimento, a autoestima, a motivação e a inclusão participativa dos sujeitos. Trata-se de uma pesquisa transversal, exploratória, qualiquantitativa, de cunho participante, apoiada em conceitos e pedagogias da música que compreendem a experiência musical e a educação (SCHAFER, 2001), (FONTERRADA, 2008), (PENNA, 2012), (SWANWICK, 2014); da etnomusicologia, os conceitos de cultura e símbolo (BLACKING, 2007) e de musicar (SMALL, 1999). Fundamenta-se metodologicamente na psicologia social, nas representações sociais (MOSCOVICI, 2013); na antropologia, na visão da produção da localidade (APPADURAI, 2001); e na comunicação/linguagem, na perspectiva do discurso dialógico e responsivo (BAKHTIN, 2011). Aplicaram-se entrevistas com perguntas abertas, gravadas em áudio e analisadas pelas ferramentas qualiquantitativas do discurso do sujeito coletivo (DSC), de que se extraíram discursos-sínteses (LEFEVRE; LEFEVRE, 2003). Segundo os resultados, o incremento do pensamento musical ensejou mudanças nas crianças e na comunidade local, afirmando o desenvolvimento dos sujeitos que experimentaram músicas, jogos e brincadeiras infantis tradicionais e improvisações sonoras, mediadores do ensino e da aprendizagem, do ganho cognitivo e de habilidades múltiplas. Música e jogos congregam princípios lúdicos, simbólicos, de ritual, de encantamento, elementos de transcendência espaço-temporal, de transformação e catarse, fundamentais num ambiente de convívio com a dor, o medo e a perda. No hospital, romperam barreiras comunicacionais estabelecendo confiança, produzindo a inter-relação das crianças com o universo sonoro-musical, consigo mesmas, com os pacientes e seu ambiente, experiências inclusivas que consolidaram a experiência musical e os fatores de humanização do ambiente hospitalar, notados na convivência. Conclui-se que o incremento do pensamento musical concretizado em experiências mediadas pela educação e por jogos musicais implicou mudanças afirmativas no bem-estar, na condição de vida e no estado geral de saúde das crianças internadas, que ficaram mais dispostas, animadas e interessadas, tendo participado ativamente de ações individuais e/ou relacionais que privilegiaram sua inclusão com base na confiança, no respeito recíproco e em condições éticas, que reafirmaram seu autorrespeito. Influiu positivamente na alteridade, no autoconhecimento e na autoestima dos sujeitos, promovendo seu desenvolvimento e o processo de humanização do ambiente. Sublinha-se a necessidade de se empreenderem outras pesquisas de acompanhamento e de se oferecerem cursos de educação musical para acompanhantes/cuidadores e profissionais das áreas abrangidas. Espera-se que centros e unidades médico-infantis se beneficiem com a implantação de projetos similares. / Hospitalized children lose their autonomy and relationship with their reality, they experience suffering, fear, and family estrangement. The objective of this research is to evaluate the effects of music and the actions of music education on these children and in the hospital environment. The increase in music making was investigated with patients, their companions, and professionals in a hematology oncology ward. Motivated by the humanization process promoted by the National Program for Humanization of Hospital Care (PNHAH, acronym in Portuguese), from the Health Ministry, and integrating art, health, and education, the lack of current knowledge and research that meet the practical, theoretical and didactic demands from these sectors was verified. The proposed hypothesis was that the increase of musical thinking mediated by education and ludic-creative spirit promotes the hospitalized children\'s development and the humanization of the environment, favoring self-knowledge, self-esteem, motivation and participatory inclusion of the subjects. It is a transversal, explanatory, qualitative and quantitative research, of a participating nature, based on concepts and pedagogies of music that include musical experience and education (SCHAFER, 2001), (FONTERRADA, 2008), (PENNA, 2012), (SWANWICK, 2014); from ethnomusicology, the concepts of culture and symbol (BLACKING, 2007) and from musicking (SMALL, 1999). It is methodologically based on social psychology, on social representations (MOSCOVICI, 2013); in anthropology, in the production of locality vision (APPADURAI, 2001); and in communication/language, in the perspective of dialogic and responsive speech (BAKHTIN, 2011). Interviews with open questions were applied; they were recorded in audio and analyzed by the qualitative and quantitative tools of the discourse of the collective subject (DSC, acronym in Portuguese), from which speech synthesis were extracted (LEFEVRE; LEFEVRE, 2003). According to the results, the increase of musical thinking gave rise to changes in the children and in the local community, undertaking the development of the subjects who experienced music, games and traditional children\'s frolics, sound improvisations, teaching and learning mediators, cognitive gain and multiple abilities. Music and games gather ludic, symbolic, ritual, and enchanting principles, elements of spatial-temporal transcendence, transformation and catharsis, essential in an environment of coexistence with pain, fear and loss. At the hospital, communication barriers were broken by establishing trust, producing the children\'s interrelationship with the sound-musical universe, with themselves, with the patients and their environment, inclusive experiences that consolidated the musical experience and the humanization factors of the hospital\'s environment, noted in the coexistence. It is concluded that the increase of musical thinking materialized in experiences, mediated by education and music games, implied affirmative changes in the welfare, in life condition, and in the general state of the hospitalized children\'s health; they had more disposition, they were more cheerful and interested, having actively participated in individual and/or mingle activities that privileged their inclusion based on trust, on reciprocal respect and on ethical conditions, which reaffirmed their self-respect. It positively influenced on the subjects\' otherness, self-knowledge, and self-esteem, promoting their development and the humanization process of the environment. The need to undertake other follow-up researches and to offer music education courses to the companions/caregivers and professionals in the covered areas are highlighted. It is hoped that children\'s medical centers and wards will benefit from the implementation of similar projects.

O uso de Registros Eletrônicos de Saúde aliados aos sistemas de classificações, têm auxiliado na implementação do Processo de Enfermagem na prática clínica. Entretanto, possuir um sistema informatizado não garante a completude e qualidade de registros, necessitando de avaliações e aperfeiçoamento de forma sistemática. Essas avaliações têm sido realizadas por instituições que buscam a Acreditação Hospitalar. Considerando essa questão, durante todo o período de preparo para a Acreditação Hospitalar, a instituição campo de estudo desenvolveu intervenções com vistas a melhoria da qualidade assistencial, contemplando ações para a qualificação dos registros informatizados de enfermagem. Assim, este estudo teve por objetivo avaliar a qualidade dos registros informatizados de enfermagem de um hospital em dois momentos distintos, antes e após o preparo para a Acreditação Hospitalar. Trata-se de um estudo observacional de intervenções, retrospectivo de abordagem quantitativa realizado em um hospital universitário do sul do Brasil. A população do estudo foram os registros de enfermagem dos Serviços de Enfermagem Clínica e Cirúrgica, referentes ao período anterior e posterior a Acreditação Hospitalar, ou seja, os meses de outubro de 2009 e de 2013, respectivamente. Foram considerados critérios de inclusão prontuários de pacientes internados por pelo menos quatro dias em uma mesma unidade de internação, totalizando 224 prontuários. Não foram previstos critérios de exclusão. Os dados foram coletados por dois avaliadores entre os meses de dezembro de 2013 e janeiro de 2014. Para avaliação da qualidade dos registros, utilizou-se o instrumento Q-DIO - Versão brasileira, traduzido e validado para a língua portuguesa. Um segundo instrumento foi elaborado, concomitante a um manual de orientações, com critérios de qualidade específicos da Joint Commission International (JCI), não atendidos pelo primeiro. Foi realizado um teste piloto com 24 prontuários para estimar a concordância entre os dois avaliadores no preenchimento do Q-DIO – Versão brasileira e dos Critérios de qualidade específicos da JCI. Os dados foram analisados estatisticamente. Resultados: Houve melhora significativa da qualidade dos registros de enfermagem (p<0,001). Quando avaliado o escore total do instrumento Q-DIO – Versão brasileira houve melhora em 24 dos 29 itens (82,8%) e dos Critérios de qualidade específicos da JCI, em 9 de 12 itens (75%). Com base nestes resultados, conclui-se que houve empenho à mudança de cultura, por meio da inovação organizacional, de protocolos, de auditorias e, sobretudo, de atividades educativas, o que favoreceu o reconhecimento do campo de estudo como centro acadêmico de excelência em qualidade em saúde e segurança dos pacientes pela JCI em 2013. Espera-se que este trabalho incentive hospitais a estabelecerem metas de melhorias assistenciais e, consequentemente, de registros de enfermagem, a partir de intervenções educativas. / The use of Electronic Health Records allied to classification systems has supported the Nursing Process implementation into the clinical practice. However, owning a computerized system does not guarantee the completeness and quality of records, requiring reviews and improvement in a systematic way. These assessments have been undertaken by institutions seeking to Hospital Accreditation. The hospital audits can be used as a control tool for the work quality. Considering this issue, throughout the period of preparation for Hospital Accreditation, the institution field of study developed several strategies to improve quality of care, therefore, of computerized nursing records. With the aim of to assess changes in the computerized nursing records quality, this study proposes to evaluate the nursing records quality at two different times, before and after implementation for Hospital Accreditation. This is a retrospective observational study of interventions with a quantitative approach developed in a university hospital in southern Brazil. The study population was nursing records from the surgical and medical nursing services before and after the period of preparation for Hospital Accreditation, during the period of October 2009 and 2013, respectively. Inclusion criteria were inpatient medical records with stay of length of at least four days in the same inpatient unit, totaling 224 records. No exclusion criteria were previewed. Data collection was performed by two evaluators between the months of December 2013 and January 2014. To assess the records quality, we used the Q-DIO instrument - Brazilian version, translated and validated to the Portuguese language. A second instrument was built, concomitant with a guideline instructions, with specific quality requirements of Joint Commission International (JCI), which accessed missing information from the first one. A pilot test with 24 medical records was conducted to estimate the agreement between the two raters in applying the Q-DIO - Brazilian version and the specific quality criteria from the JCI. Data were statistically analyzed. Results: There was significant improvement in the nursing records quality (p <0.001). The total score of the Q-DIO instrument - Brazilian version improved in 24 of the 29 items (82.8%), and the specific quality criteria from the JCI out 9 of 12 items (75%). Upon these results, researchers believe that there was a commitment in the hospital cultural change through organizational innovation, protocols, audits and specifically, in educational activities. In addition, the process reinforced the recognition of the field of study as an academic center with excellence in health quality and patient safety by the JCI in 2013. This study may support other hospitals to set goals for care improvement, and consequently, the nursing records, from educational interventions. / El uso de registros electrónicos de salud aliados a los sistemas de clasificación, han favorecido la implementación del proceso de enfermería en la práctica clínica. Sin embargo; el contar con un sistema informatizado no garantiza la integridad y calidad de los registros, lo que requiere acciones sistematizadas para el crecimiento continuo, estas evaluaciones son realizadas por las instituciones hospitalarias que desean la Acreditación Internacional. Es viable utilizar entonces la auditoría hospitalaria como una herramienta para controlar la calidad del trabajo; en relación a ello, la institución estudiada desarrollo numerosas estrategias para mejorar la calidad de la atención, así como también sobre los registros de enfermería informatizados, con el fin de evaluar los cambios en la calidad de los registros de enfermería. El objetivo del presente estudio fue evaluar la calidad de los registros de enfermería en dos momentos diferentes, antes y después de la preparación para la Acreditación Hospitalaria. Se trata de un estudio observacional de intervenciones, cuantitativo y retrospectivo, realizado en un hospital universitario en el sur de Brasil. La población estuvo compuesta por las historias clínicas de pacientes hospitalizados en las Unidades Clínica y Quirúrgicas antes y después del período de preparación para la Acreditación Hospitalaria, realizado entre los meses de octubre de 2009 y 2013 respectivamente. Se incluyeron las historias clínicas de los pacientes que estuvieron hospitalizados por un mínimo cuatro días en la misma unidad, totalizando 224 historias. No se tuvo criterios de exclusión. Los datos fueron recolectados por dos evaluadores independientes entre los meses de diciembre de 2013 y enero de 2014. Para evaluar la calidad de los registros se utilizó dos instrumentos, el primero denominado Q-DIO-Versão brasileira traducido y validado para la lengua portuguesa. El segundo instrumento fue desarrollado concomitante con un manual de directrices, con lineamientos específicos de calidad de la Joint Commission International (JCI), no contempladas en el primer instrumento. Para estimar las concordancias interobservadores para los dos instrumentos, se realizó una prueba piloto con 24 historias clínicas. Los datos fueron analizados estadísticamente. Resultados: Hubo un progreso significativo en la calidad de los registros de enfermería después de las intervenciones (p<0,001). En la evaluación de la puntuación total del instrumento Q-DIO–Versão brasileira, se observó un variación en 24 (82,8%) de los 29 ítems, y en 9 (75%) de 12 criterios de calidad específicos de la JCI. Con base en estos resultados, es factible hablar de un compromiso de cambio en la cultura movida por la innovación organizativa, los protocolos, las auditorías y en particular, por las intervenciones educativas, que favoreció el reconocimiento del hospital como un centro académico de excelencia en la calidad la salud y la seguridad del paciente por la JCI, en el año de 2013. Se espera que este trabajo impulse a otras instituciones hospitalarias para que establezcan metas que lleven al progreso en la atención y en consecuencia a los registros de enfermería.

O uso de Registros Eletrônicos de Saúde aliados aos sistemas de classificações, têm auxiliado na implementação do Processo de Enfermagem na prática clínica. Entretanto, possuir um sistema informatizado não garante a completude e qualidade de registros, necessitando de avaliações e aperfeiçoamento de forma sistemática. Essas avaliações têm sido realizadas por instituições que buscam a Acreditação Hospitalar. Considerando essa questão, durante todo o período de preparo para a Acreditação Hospitalar, a instituição campo de estudo desenvolveu intervenções com vistas a melhoria da qualidade assistencial, contemplando ações para a qualificação dos registros informatizados de enfermagem. Assim, este estudo teve por objetivo avaliar a qualidade dos registros informatizados de enfermagem de um hospital em dois momentos distintos, antes e após o preparo para a Acreditação Hospitalar. Trata-se de um estudo observacional de intervenções, retrospectivo de abordagem quantitativa realizado em um hospital universitário do sul do Brasil. A população do estudo foram os registros de enfermagem dos Serviços de Enfermagem Clínica e Cirúrgica, referentes ao período anterior e posterior a Acreditação Hospitalar, ou seja, os meses de outubro de 2009 e de 2013, respectivamente. Foram considerados critérios de inclusão prontuários de pacientes internados por pelo menos quatro dias em uma mesma unidade de internação, totalizando 224 prontuários. Não foram previstos critérios de exclusão. Os dados foram coletados por dois avaliadores entre os meses de dezembro de 2013 e janeiro de 2014. Para avaliação da qualidade dos registros, utilizou-se o instrumento Q-DIO - Versão brasileira, traduzido e validado para a língua portuguesa. Um segundo instrumento foi elaborado, concomitante a um manual de orientações, com critérios de qualidade específicos da Joint Commission International (JCI), não atendidos pelo primeiro. Foi realizado um teste piloto com 24 prontuários para estimar a concordância entre os dois avaliadores no preenchimento do Q-DIO – Versão brasileira e dos Critérios de qualidade específicos da JCI. Os dados foram analisados estatisticamente. Resultados: Houve melhora significativa da qualidade dos registros de enfermagem (p<0,001). Quando avaliado o escore total do instrumento Q-DIO – Versão brasileira houve melhora em 24 dos 29 itens (82,8%) e dos Critérios de qualidade específicos da JCI, em 9 de 12 itens (75%). Com base nestes resultados, conclui-se que houve empenho à mudança de cultura, por meio da inovação organizacional, de protocolos, de auditorias e, sobretudo, de atividades educativas, o que favoreceu o reconhecimento do campo de estudo como centro acadêmico de excelência em qualidade em saúde e segurança dos pacientes pela JCI em 2013. Espera-se que este trabalho incentive hospitais a estabelecerem metas de melhorias assistenciais e, consequentemente, de registros de enfermagem, a partir de intervenções educativas. / The use of Electronic Health Records allied to classification systems has supported the Nursing Process implementation into the clinical practice. However, owning a computerized system does not guarantee the completeness and quality of records, requiring reviews and improvement in a systematic way. These assessments have been undertaken by institutions seeking to Hospital Accreditation. The hospital audits can be used as a control tool for the work quality. Considering this issue, throughout the period of preparation for Hospital Accreditation, the institution field of study developed several strategies to improve quality of care, therefore, of computerized nursing records. With the aim of to assess changes in the computerized nursing records quality, this study proposes to evaluate the nursing records quality at two different times, before and after implementation for Hospital Accreditation. This is a retrospective observational study of interventions with a quantitative approach developed in a university hospital in southern Brazil. The study population was nursing records from the surgical and medical nursing services before and after the period of preparation for Hospital Accreditation, during the period of October 2009 and 2013, respectively. Inclusion criteria were inpatient medical records with stay of length of at least four days in the same inpatient unit, totaling 224 records. No exclusion criteria were previewed. Data collection was performed by two evaluators between the months of December 2013 and January 2014. To assess the records quality, we used the Q-DIO instrument - Brazilian version, translated and validated to the Portuguese language. A second instrument was built, concomitant with a guideline instructions, with specific quality requirements of Joint Commission International (JCI), which accessed missing information from the first one. A pilot test with 24 medical records was conducted to estimate the agreement between the two raters in applying the Q-DIO - Brazilian version and the specific quality criteria from the JCI. Data were statistically analyzed. Results: There was significant improvement in the nursing records quality (p <0.001). The total score of the Q-DIO instrument - Brazilian version improved in 24 of the 29 items (82.8%), and the specific quality criteria from the JCI out 9 of 12 items (75%). Upon these results, researchers believe that there was a commitment in the hospital cultural change through organizational innovation, protocols, audits and specifically, in educational activities. In addition, the process reinforced the recognition of the field of study as an academic center with excellence in health quality and patient safety by the JCI in 2013. This study may support other hospitals to set goals for care improvement, and consequently, the nursing records, from educational interventions. / El uso de registros electrónicos de salud aliados a los sistemas de clasificación, han favorecido la implementación del proceso de enfermería en la práctica clínica. Sin embargo; el contar con un sistema informatizado no garantiza la integridad y calidad de los registros, lo que requiere acciones sistematizadas para el crecimiento continuo, estas evaluaciones son realizadas por las instituciones hospitalarias que desean la Acreditación Internacional. Es viable utilizar entonces la auditoría hospitalaria como una herramienta para controlar la calidad del trabajo; en relación a ello, la institución estudiada desarrollo numerosas estrategias para mejorar la calidad de la atención, así como también sobre los registros de enfermería informatizados, con el fin de evaluar los cambios en la calidad de los registros de enfermería. El objetivo del presente estudio fue evaluar la calidad de los registros de enfermería en dos momentos diferentes, antes y después de la preparación para la Acreditación Hospitalaria. Se trata de un estudio observacional de intervenciones, cuantitativo y retrospectivo, realizado en un hospital universitario en el sur de Brasil. La población estuvo compuesta por las historias clínicas de pacientes hospitalizados en las Unidades Clínica y Quirúrgicas antes y después del período de preparación para la Acreditación Hospitalaria, realizado entre los meses de octubre de 2009 y 2013 respectivamente. Se incluyeron las historias clínicas de los pacientes que estuvieron hospitalizados por un mínimo cuatro días en la misma unidad, totalizando 224 historias. No se tuvo criterios de exclusión. Los datos fueron recolectados por dos evaluadores independientes entre los meses de diciembre de 2013 y enero de 2014. Para evaluar la calidad de los registros se utilizó dos instrumentos, el primero denominado Q-DIO-Versão brasileira traducido y validado para la lengua portuguesa. El segundo instrumento fue desarrollado concomitante con un manual de directrices, con lineamientos específicos de calidad de la Joint Commission International (JCI), no contempladas en el primer instrumento. Para estimar las concordancias interobservadores para los dos instrumentos, se realizó una prueba piloto con 24 historias clínicas. Los datos fueron analizados estadísticamente. Resultados: Hubo un progreso significativo en la calidad de los registros de enfermería después de las intervenciones (p<0,001). En la evaluación de la puntuación total del instrumento Q-DIO–Versão brasileira, se observó un variación en 24 (82,8%) de los 29 ítems, y en 9 (75%) de 12 criterios de calidad específicos de la JCI. Con base en estos resultados, es factible hablar de un compromiso de cambio en la cultura movida por la innovación organizativa, los protocolos, las auditorías y en particular, por las intervenciones educativas, que favoreció el reconocimiento del hospital como un centro académico de excelencia en la calidad la salud y la seguridad del paciente por la JCI, en el año de 2013. Se espera que este trabajo impulse a otras instituciones hospitalarias para que establezcan metas que lleven al progreso en la atención y en consecuencia a los registros de enfermería.

Esta pesquisa se propôs a analisar os momentos finais do percurso de autonomização do campo educacional na Universidade de São Paulo, concluído em 1970, com a criação da Faculdade de Educação. Para isso, elegeu como objeto o Departamento de Educação da Faculdade de Filosofia, Ciências e Letras. Compreendendo a incorporação do antigo Instituto de Educação à Faculdade de Filosofia, Ciências e Letras (1938) como marco inicial de um conjunto de conflitos e negociações entre agentes do campo educacional e os demais agentes do campo intelectual para a afirmação de posições no espaço institucional da USP, assume-se a hipótese de que esses conflitos e negociações se reorganizaram a partir dos constrangimentos e possibilidades surgidas no início da década de 1960, com a promulgação da Lei Federal nº 4.024/1961. Tal norma permitiu a emergência ainda que contraditória da departamentalização e do início do processo de superação das cátedras no ensino superior brasileiro, delegando a cada universidade a escolha pela manutenção do regime até então em vigor ou por sua substituição. Na USP, os Estatutos aprovados em 1962 deslocaram para cada unidade a definição de como enfrentaria a questão. A Faculdade de Filosofia optou pelo caminho da departamentalização, construindo seu novo Regulamento em 1963. O Departamento de Educação foi criado neste contexto, unindo as cátedras de Administração Escolar e Educação Comparada, História e Filosofia da Educação, Didática Geral e Especial e a disciplina autônoma de Orientação Educacional. Metodologicamente, este trabalho inscreve-se na perspectiva da história dos intelectuais (RIOUX, 1983; SIRINELLI, 1986, 1999, 2003), em diálogo com a produção de pesquisadores do campo da história da educação brasileira interessados nas questões da formação das elites intelectuais e da formação, ideias e ações dos intelectuais da educação (BONTEMPI Jr., 1995, 1999, 2001; WARDE 1995, 1998, 2003, entre outros). Dialogou-se, também, com o campo da sociologia, a partir da produção de Pierre Bourdieu sobre o campo universitário francês (BOURDIEU, 2011). As fontes privilegiadas foram: a) a documentação institucional produzida pela Universidade; b) as notícias veiculadas na imprensa paulista no período; c) dissertações de mestrado, teses de doutorado e livre docência produzidas logo após a reestruturação da USP e que analisavam suas consequências (CHAMILIAN, 1971; ANTUNHA, 1974); d) registros dos programas do curso de Pedagogia no período; e) nove entrevistas realizadas pelo pesquisador com ex-alunas e docentes da USP que se formaram pedagogas no período de 1962 a 1973. A investigação concluiu que a dinâmica de criação e funcionamento do Departamento de Educação da Faculdade de Filosofia dialogou com a criação e funcionamento de outras instâncias de legitimação do campo educacional na Universidade especialmente o Centro Regional de Pesquisas Educacionais de São Paulo e o Colégio de Aplicação e que, uma vez consolidado, aquele Departamento estruturou um conjunto de condições específicas que explicam parte importante da organização da Faculdade de Educação autônoma da USP. Os quadros intelectuais, as diretrizes d a formação dos estudantes e as estruturas e posições de poder que marcavam aquele Departamento foram preservadas quando da autonomização da escola de professores da Cidade Universitária. / This research sought to analyze the final stages of the process through which education scholars at the University of São Paulo (USP) gained institutional autonomy, concluding in 1970 with the creation of the School of Education. The focus of this study is therefore the Education Department at the Faculty of Philosophy, Sciences and Humanities. It is hypothesized that the conflicts and negotiations among education scholars and other intellectuals at USP began in 1938, after the Education Institute was incorporated into the Faculty of Philosophy, Sciences and Humanities. These institutional conflicts and negotiations are presumed to have evolved as a result of the new possibilities that emerged in the early 1960s, with the passing of Federal Law n 4.024/1961 (National Education Guidelines). Such law enabled the departmentalization of higher education in Brazil, while delegating to Universities the choice of maintaining or substituting the old cátedra (chair or professorship) model. At the University of São Paulo, the 1962 Statute granted academic units the power to define how the new mandates would be implemented. As such, the Faculty of Philosophy embraced departmentalization and issued a set of Bylaws in 1963. The Education Department was founded amidst these changes, by uniting the professorships of School Management and Comparative Education, History and Philosophy of Education, General and Content-Specific Pedagogy, as well as the independent discipline of Educational Counseling. Methodologically, this research falls into the study of intellectual history (RIOUX, 1983; SIRINELLI, 1986, 1999, 2003), and it contributes to the work of education historians interested in the formation of the Brazilian intellectual elite as well as the ideas and actions of education scholars (BONTEMPI Jr., 1995, 1999, 2001; WARDE 1995, 1998, 2003, among others). It also engages in dialogue with Pierre Bourdieus sociological analysis of higher education in France (BOURDIEU, 2011). The study draws from sources such as: a) institutional documents; b) 1960s and 70s news outlets from São Paulo press, c) doctoral dissertations and masters theses concluded immediately after the reorganization of the University, focusing on the consequences of such changes (CHAMILIAN, 1971; ANTUNHA, 1974), records of academic programs taken up by Pedagogy professors during the period under consideration and a set of nine interviews conducted by the author with former students and professors of the USP School of Education who graduated between 1962 and 1973. The study concludes that the dynamics put in place with the creation of the Education Department at the Faculty of Philosophy, Sciences and Humanities coincided with other sources of legitimization of education scholarship at the University particularly, the founding of the São Paulo Regional Center for Educational Research (CRPE/SP) and the Universitys Research School. It argues that, once established, the Department built up a set of conditions that were sustained until the later organization of the School of Education as an autonomous entity within the University. In fact, the intellectual hierarchies of the Department, as well as the guidelines that framed students academic trajectories were preserved upon the official separation of the USP teachers school.

O uso de Registros Eletrônicos de Saúde aliados aos sistemas de classificações, têm auxiliado na implementação do Processo de Enfermagem na prática clínica. Entretanto, possuir um sistema informatizado não garante a completude e qualidade de registros, necessitando de avaliações e aperfeiçoamento de forma sistemática. Essas avaliações têm sido realizadas por instituições que buscam a Acreditação Hospitalar. Considerando essa questão, durante todo o período de preparo para a Acreditação Hospitalar, a instituição campo de estudo desenvolveu intervenções com vistas a melhoria da qualidade assistencial, contemplando ações para a qualificação dos registros informatizados de enfermagem. Assim, este estudo teve por objetivo avaliar a qualidade dos registros informatizados de enfermagem de um hospital em dois momentos distintos, antes e após o preparo para a Acreditação Hospitalar. Trata-se de um estudo observacional de intervenções, retrospectivo de abordagem quantitativa realizado em um hospital universitário do sul do Brasil. A população do estudo foram os registros de enfermagem dos Serviços de Enfermagem Clínica e Cirúrgica, referentes ao período anterior e posterior a Acreditação Hospitalar, ou seja, os meses de outubro de 2009 e de 2013, respectivamente. Foram considerados critérios de inclusão prontuários de pacientes internados por pelo menos quatro dias em uma mesma unidade de internação, totalizando 224 prontuários. Não foram previstos critérios de exclusão. Os dados foram coletados por dois avaliadores entre os meses de dezembro de 2013 e janeiro de 2014. Para avaliação da qualidade dos registros, utilizou-se o instrumento Q-DIO - Versão brasileira, traduzido e validado para a língua portuguesa. Um segundo instrumento foi elaborado, concomitante a um manual de orientações, com critérios de qualidade específicos da Joint Commission International (JCI), não atendidos pelo primeiro. Foi realizado um teste piloto com 24 prontuários para estimar a concordância entre os dois avaliadores no preenchimento do Q-DIO – Versão brasileira e dos Critérios de qualidade específicos da JCI. Os dados foram analisados estatisticamente. Resultados: Houve melhora significativa da qualidade dos registros de enfermagem (p<0,001). Quando avaliado o escore total do instrumento Q-DIO – Versão brasileira houve melhora em 24 dos 29 itens (82,8%) e dos Critérios de qualidade específicos da JCI, em 9 de 12 itens (75%). Com base nestes resultados, conclui-se que houve empenho à mudança de cultura, por meio da inovação organizacional, de protocolos, de auditorias e, sobretudo, de atividades educativas, o que favoreceu o reconhecimento do campo de estudo como centro acadêmico de excelência em qualidade em saúde e segurança dos pacientes pela JCI em 2013. Espera-se que este trabalho incentive hospitais a estabelecerem metas de melhorias assistenciais e, consequentemente, de registros de enfermagem, a partir de intervenções educativas. / The use of Electronic Health Records allied to classification systems has supported the Nursing Process implementation into the clinical practice. However, owning a computerized system does not guarantee the completeness and quality of records, requiring reviews and improvement in a systematic way. These assessments have been undertaken by institutions seeking to Hospital Accreditation. The hospital audits can be used as a control tool for the work quality. Considering this issue, throughout the period of preparation for Hospital Accreditation, the institution field of study developed several strategies to improve quality of care, therefore, of computerized nursing records. With the aim of to assess changes in the computerized nursing records quality, this study proposes to evaluate the nursing records quality at two different times, before and after implementation for Hospital Accreditation. This is a retrospective observational study of interventions with a quantitative approach developed in a university hospital in southern Brazil. The study population was nursing records from the surgical and medical nursing services before and after the period of preparation for Hospital Accreditation, during the period of October 2009 and 2013, respectively. Inclusion criteria were inpatient medical records with stay of length of at least four days in the same inpatient unit, totaling 224 records. No exclusion criteria were previewed. Data collection was performed by two evaluators between the months of December 2013 and January 2014. To assess the records quality, we used the Q-DIO instrument - Brazilian version, translated and validated to the Portuguese language. A second instrument was built, concomitant with a guideline instructions, with specific quality requirements of Joint Commission International (JCI), which accessed missing information from the first one. A pilot test with 24 medical records was conducted to estimate the agreement between the two raters in applying the Q-DIO - Brazilian version and the specific quality criteria from the JCI. Data were statistically analyzed. Results: There was significant improvement in the nursing records quality (p <0.001). The total score of the Q-DIO instrument - Brazilian version improved in 24 of the 29 items (82.8%), and the specific quality criteria from the JCI out 9 of 12 items (75%). Upon these results, researchers believe that there was a commitment in the hospital cultural change through organizational innovation, protocols, audits and specifically, in educational activities. In addition, the process reinforced the recognition of the field of study as an academic center with excellence in health quality and patient safety by the JCI in 2013. This study may support other hospitals to set goals for care improvement, and consequently, the nursing records, from educational interventions. / El uso de registros electrónicos de salud aliados a los sistemas de clasificación, han favorecido la implementación del proceso de enfermería en la práctica clínica. Sin embargo; el contar con un sistema informatizado no garantiza la integridad y calidad de los registros, lo que requiere acciones sistematizadas para el crecimiento continuo, estas evaluaciones son realizadas por las instituciones hospitalarias que desean la Acreditación Internacional. Es viable utilizar entonces la auditoría hospitalaria como una herramienta para controlar la calidad del trabajo; en relación a ello, la institución estudiada desarrollo numerosas estrategias para mejorar la calidad de la atención, así como también sobre los registros de enfermería informatizados, con el fin de evaluar los cambios en la calidad de los registros de enfermería. El objetivo del presente estudio fue evaluar la calidad de los registros de enfermería en dos momentos diferentes, antes y después de la preparación para la Acreditación Hospitalaria. Se trata de un estudio observacional de intervenciones, cuantitativo y retrospectivo, realizado en un hospital universitario en el sur de Brasil. La población estuvo compuesta por las historias clínicas de pacientes hospitalizados en las Unidades Clínica y Quirúrgicas antes y después del período de preparación para la Acreditación Hospitalaria, realizado entre los meses de octubre de 2009 y 2013 respectivamente. Se incluyeron las historias clínicas de los pacientes que estuvieron hospitalizados por un mínimo cuatro días en la misma unidad, totalizando 224 historias. No se tuvo criterios de exclusión. Los datos fueron recolectados por dos evaluadores independientes entre los meses de diciembre de 2013 y enero de 2014. Para evaluar la calidad de los registros se utilizó dos instrumentos, el primero denominado Q-DIO-Versão brasileira traducido y validado para la lengua portuguesa. El segundo instrumento fue desarrollado concomitante con un manual de directrices, con lineamientos específicos de calidad de la Joint Commission International (JCI), no contempladas en el primer instrumento. Para estimar las concordancias interobservadores para los dos instrumentos, se realizó una prueba piloto con 24 historias clínicas. Los datos fueron analizados estadísticamente. Resultados: Hubo un progreso significativo en la calidad de los registros de enfermería después de las intervenciones (p<0,001). En la evaluación de la puntuación total del instrumento Q-DIO–Versão brasileira, se observó un variación en 24 (82,8%) de los 29 ítems, y en 9 (75%) de 12 criterios de calidad específicos de la JCI. Con base en estos resultados, es factible hablar de un compromiso de cambio en la cultura movida por la innovación organizativa, los protocolos, las auditorías y en particular, por las intervenciones educativas, que favoreció el reconocimiento del hospital como un centro académico de excelencia en la calidad la salud y la seguridad del paciente por la JCI, en el año de 2013. Se espera que este trabajo impulse a otras instituciones hospitalarias para que establezcan metas que lleven al progreso en la atención y en consecuencia a los registros de enfermería.

The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))

Magister Artium - MA / There is global interest in teacher education as a strategy for national development. More specifically, emphasis is placed on teachers as the driving force behind educational provision which is central to achieving high standards of learner achievement. This study focused on teacher in-service development and its role for effective teaching and learning towards the holistic development of learners. Extensive social inequalities, along the lines of race, still exist in South Africa almost twenty years into the new dispensation. This is evident by the vast majority of impoverished schools in previously disadvantaged areas. Learners at these schools experience a range of barriers to learning which impede teaching and learning. Consequently, teachers at these schools are confronted with a tensionfilled task: having to be sensitive to the needs of these learners, whilst at the same having to ensure their success. This is reflected in Department of Education (DoE) policies which emphasises principles of social transformation for redress and equity, coupled with the acquisition and application of knowledge and skills for the benefit of individuals in South Africa, as well as global trends. As a quantitative data collection method in this mixed method study, 55 teachers (of which 26 responded) from two schools, were asked to complete a questionnaire on the effectiveness of teacher in-service development programmes towards the holistic development of learners. Qualitative data collection methods entailed interviewing a principal of one of the schools; a social worker from the area; as well as a district officer from the Western Cape Education Department (WCED). In addition, relevant DoE policies were reviewed. Findings reflect that teachers at impoverished schools are confronted with a range of challenges presented by learners in the classrooms. The findings also indicate that even though DoE policies reflect a commitment to teacher development, the in-service programmes offered to teachers mostly do not reflect the needs of teachers for the holistic development of learners. In instances where inservice programmes do assist with the holistic development of learners, findings indicate that the implementation thereof is challenging due to the high teacher: learner ratio and limited resources. Thus, recommendations include the periodic monitoring and review of long-term DoE teacher development initiatives whilst short term measures incorporate giving attention to impediments like lack of parental support and behavioural challenge. Long term measures, which are strongly recommended, encompass systemic change that facilitates the working together of a number of governmental departments. In so doing, educational reform takes on a society wide form, as it is evident that on its own it cannot abate poverty and the related effects. Thus, the DoE’s vision of education for social transformation towards redress and equity, as well as economic growth for individuals and South Africa is more plausible. These recommendations create a vital space for future research.

Philosophiae Doctor - PhD / This thesis examined the difficulties experienced by Grade 6 isiXhosa-speaking learners in learning Natural Science through English as the medium of instruction at a primary school in the Western Cape. In 1994, South Africa became a democratic country where people were given the right to choose the language of learning and communication (Constitution of the Republic of South Africa, 1996). The assumption made in relation to the right to language was that this would provide equal opportunities and equal access to education for all learners. All learners would then be able to attain academic success. The study was pursued against the backdrop of the serious academic underachievement of African learners at schools around the country (often culminating in high matric failure rates), particularly in mathematics, science and technology (Probyn, 2005; Cleghorn, 2005; Taylor & Vinjevold, 1999). Following a mixed-method approach (involving both qualitative and quantitative research methods), within the constructivist paradigm, the study examined the various factors which act as barriers to learning and contribute to difficulties in learning Natural Science by Grade 6 isiXhosa-speaking learners in one school in the Western Cape. It also examined the coping strategies used in dealing with the barriers by both the learners and educators in order to address the learning difficulties. The study was conducted over a period of four months, spread over two years (2008 and 2009), in the Metropole Central Education District (MCED) of the Western Cape. The following participants were involved in the study: 205 Grade 6 learners (103 learners in 2008 and 102learners in 2009), 4 Natural Science educators (including 2 HODs), 1 principal, and 4 parents. The focus of the study was, however, on 26 isiXhosa-speaking learners (13 learners from each year in 2008 and 2009). The data were collected using the following research methods: questionnaires, classroom observation, document analysis, and interviews. The data were analysed through content analysis and (analysis of) language usage (including sentence construction), and were interpreted with respect to the study's research questions. The findings of the research revealed that language (including both the English language of learning and teaching or LOLT, and the language of science) was a major barrier to the learning of Natural Science by Grade 6 isiXhosa-speaking learners. The language barrier was exacerbated by factors within the teaching and learning context, the school environment, as well as by social factors in the learners' own home backgrounds. On the basis of the findings of the research and the related literature, the study makes recommendations regarding what could be done to address the difficulties, as well as proposals for future research. The key recommendations include: • Introducing a more flexible bilingual education policy to enable additive bilingualism to be practised by both learners and educators; • Compiling a list or glossary of words, concepts and terms that matter in Natural Science and ensuring that the learners fully understand their meaning and use them appropriately; • Educators constantly reflecting on their own teaching styles and practices in relation to their effectiveness and impact on their learners; • Educators constantly considering 'different and creative ways' of assessing learners for whom the English LOLT is not a home language; and • District Offices providing systemic support for schools and creating an enabling learning environment.

The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

Magister Educationis - MEd / Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.