Orientador: Roberta Gurgel Azzi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T18:14:08Z (GMT). No. of bitstreams: 1 Casanova_DanielaCoutoGuerreiro_D.pdf: 5992812 bytes, checksum: b272fa814da068429df098c0ae9ca5bf (MD5) Previous issue date: 2013 / Resumo: As crenças de eficácia pessoal e coletiva de gestores escolares e docentes têm sido associadas ao êxito escolar. Tais crenças, fundamentadas pela Teoria Social Cognitiva, referem-se ao julgamento das pessoas sobre as próprias capacidades ou sobre as capacidades coletivas do grupo ao qual pertencem. No contexto escolar, dentre outros domínios, pesquisas têm investigado as crenças de autoeficácia de gestores escolares, de autoeficácia docente e de eficácia coletiva escolar. Constataram que essas crenças auxiliam gestores escolares e docentes a lidar com as adversidades sociais relacionadas ao contexto das escolas e a promover melhores condições instrucionais, as quais podem contribuir para o desempenho dos estudantes. Esta pesquisa parte da hipótese de que as crenças de eficácia pessoal e coletiva de gestores escolares e docentes contribuem para explicar o IDESP do ensino médio de escolas da rede pública estadual de São Paulo. Como objetivo geral, esta pesquisa dedicou-se a identificar e analisar as relações explicativas entre as crenças de autoeficácia de gestores escolares, as crenças de autoeficácia docente e as crenças de eficácia coletiva escolar com o IDESP das escolas pesquisadas, considerando-se as contribuições de variáveis pessoais, de variáveis relativas à atividade docente e de variáveis contextuais. A amostra foi composta por 21 gestores escolares e por 180 professores do ensino médio oriundos de 11 escolas da rede oficial de ensino do Estado de São Paulo, localizadas em São Bernardo do Campo e em São Caetano do Sul. Os dados coletados durante as reuniões pedagógicas foram obtidos por meio do Questionário de Caracterização do Participante, do Questionário de Caracterização da Escola, do Questionário do Gestor, da Escala de Crenças Docentes e da Escala de Eficácia Coletiva Escolar. O Índice de Desenvolvimento da Educação do Estado de São Paulo - IDESP - e o Índice Paulista de Vulnerabilidade Social - IPVS - relativos às escolas participantes foram utilizados. Os dados foram analisados por estatística descritiva, comparativa e por análise de regressão linear univariada e multivariada, por meio do programa computacional SAS, versão 9.2. Os resultados principais verificados foram: (1) a formação contribui para explicar a autoeficácia docente e a eficácia coletiva escolar; (2) a autoeficácia docente e a infraestrutura podem ser variáveis explicativas do IDESP quando consideradas isoladamente; (3) a autoeficácia de gestores escolares, a eficácia coletiva escolar e o IPVS constituem-se como variáveis explicativas do IDESP conjuntamente. As crenças de autoeficácia dos gestores escolares e de eficácia coletiva escolar mostraram contribuições positivas e maiores do que a contribuição negativa do IPVS. Tais resultados evidenciam que: as crenças de eficácia fortalecidas podem minimizar o efeito da vulnerabilidade social e da infraestrutura inadequada no índice obtido no IDESP; o conteúdo e a estrutura da formação requerem o desenvolvimento de crenças de capacidade aliadas às habilidades necessárias para a atividade docente. Esses e os demais resultados são discutidos de modo articulado ao contexto escolar, buscando possibilitar conhecimentos que possam contribuir para repensar os aspectos envolvidos nas práticas escolares. / Abstract: The personal and collective efficacy beliefs of school managers and teachers have been associated with school success. These beliefs, based on the social cognitive theory, refer to the judgments of people regarding their own capacities or the collective capacities of the groups they are a part of. In the school context, amongst other domains, research has been dedicated to investigate the self-efficacy of school managers, teachers and the school collective efficacy beliefs. These verified that those beliefs help school managers and teachers to deal with the social adversities in which schools are imbedded and promote better instructional conditions, which could contribute to students' achievement. This research has as a hypothesis that personal and collective efficacy beliefs of school managers and teachers contribute to explain high school IDESP from the São Paulo State public education system. As general objective, this research is dedicated to identify and analyze the explanatory relationship between school manager's selfefficacy beliefs, teachers' self-efficacy beliefs and school collective efficacy in relation to IDESP from the school researches, considering the contributions of personal variables, teaching activities variables and contextual variables. The sample was composed by 21 school managers and 180 teachers from 11 public schools of the São Paulo State educational system, located in the cities of São Bernardo do Campo and São Caetano do Sul. The data was collected during the pedagogical meeting by using the Participant Characterization Questionnaire, the School Characterization Questionnaire, the School Managers Questionnaire, the Teachers Beliefs Scale and the School Collective Beliefs Scale. Also, The State of São Paulo's Education Development Index- IDESP - and the State of Sao Paulo at Risk Index- IPVS - related to the participants schools were used. The data were analyzed by descriptive and comparative statistics and by analysis of univariate and multivariate linear regression, using the SAS program, version 9.2. The main verified results were: (1) teacher's formation contributes to explain teacher's self-efficacy and the school's collective efficacy; (2) teacher self-efficacy and the infrastructure could be an explanatory variable of the IDESP when considered per se; (3) the managers self-efficacy , the school collective efficacy and the IPVS together are explanatory variables of the IDESP. The school manager's self-efficacy and the school collective efficacy beliefs show positive contributions and they are bigger than the IPVS negative contribution. These results show that: strong efficacy beliefs can minimize the social vulnerability and inadequate infrastructure effect on the index score on the IDESP; the formation curricula and structure require the development of efficacy beliefs partnered with necessary abilities to teaching. Those and other results are discussed and articulated in the school context, in a way to enable knowledge which can contribute to rethink the aspects involved in school tasks. / Doutorado / Psicologia Educacional / Doutora em Educação

Orientador: Maria Inês de freitas Petrucci dos Santos Rosa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T12:56:07Z (GMT). No. of bitstreams: 1 Ramos_TacitaAnsanello_D.pdf: 1326899 bytes, checksum: 917d1b68bc53605c2adb13f131b368f8 (MD5) Previous issue date: 2012 / Resumo: Nesta pesquisa, pretendo fazer um estudo genealógico da constituição curricular do primeiro curso denominado por licenciatura integrada no Brasil, a Licenciatura Integrada em Química/Física da UNICAMP. O diferencial dessa pesquisa está na ênfase que foi dada à questão do currículo integrado, tentando compreender os discursos que constituíram o conceito de integração curricular desse curso e como essa noção esteve presente e permeou os embates desde o início de sua elaboração até a atualidade. Através de possíveis aproximações, distanciamentos e relações entre os pensamentos e escritos de Michel Foucault e Walter Benjamin, principalmente através de suas concepções de história, de tempo, verdade e sujeito, a abordagem histórica dessa pesquisa procurou escavar histórias desse curso de licenciatura buscando por particularidades, deixando operar as singularidades, abandonando a unidade do sujeito e a continuidade da história. Dessa forma, problematizarei algumas das histórias da constituição curricular desse curso, as relações de poder, as práticas discursivas, as singularidades e memórias, com um olhar que se distancia daquele fixo, que somente se preocupa com a busca por verdades únicas e respostas para as questões colocadas. A análise histórica do curso de Licenciatura Integrada em Química/Física e das relações de poder-saber presentes em sua constituição, assim como os discursos e regimes de verdade constituídos e que se inter-relacionaram na constituição da integração curricular desse curso, pretendem ser analisados sob os escritos de Michel Foucault. Além disso, utilizarei como aporte teórico-metodológico Walter Benjamin para justificar e embasar a utilização de mônadas e entrevistas narrativas que tornarão possíveis a emergência de outras histórias, através de um trabalho com aberturas, com a possibilidade de interlocuções com outros, sem procurarmos responder a todas as perguntas, muitas vezes até criando outras. O trabalho com os documentos escritos e com as entrevistas narrativas, na forma de mônadas, possibilitou problematizar histórias que foram esquecidas/cristalizadas, trazer à tona discursos e regimes de verdade que permitiram outras leituras de uma história marcada por descontinuidades e rupturas e a emergência de histórias que, no plano da ordem instituída, jamais seriam contadas. O entrelaçamento de significados produzidos pelos documentos escritos e pelas leituras das mônadas nos permitiu problematizar o curso de Licenciatura Integrada em Química/Física não como algo dado a priori, mas constituído historicamente, por determinadas práticas sociais, numa série de singularidades, multiplicidades de relações de poder-saber e regimes de verdade. Enquanto resultado não de uma história única, fixa e linear, mas como um curso constituído por sujeitos situados num tempo e num espaço, que não apenas foram dominados e atenderam a determinados discursos, mas que de maneira individual e coletiva, criaram brechas, resistiram e agiram, se constituindo através de suas ações e resistências e constituindo também o curso atualmente existente. / Abstract: In this research, I intend to do a genealogical study of the curricular constitution of the first integrated graduation program in Brazil, the Integrated Graduation in Chemistry/Physics from UNICAMP. The differential of this research is on the emphasis that is given to the issue of an integrated curriculum, trying to understand the speeches that constituted the concept of curricular integration of this program and how this notion was present and permeated the clashes since the beginning of its development until today. Through possible approaches, distances and relationships between thoughts and writings of Michel Foucault and Walter Benjamin, mainly through their conceptions of history, time, truth and subject, the historical approach of this research looked to dig stories of this graduation program looking for particularities, leaving operate singularities, abandoning the unity of subject and story continuity. Thus, will make problematic some of the stories of the curricular constitution of this graduation program, the power relations, the discursive practices, the singularities and memories, with a perspective that moves away from that fixed, it only cares about the search for unique truth and answers to the questions. The historical analysis of the Integrated Graduation in Chemistry/Physics and of the relations of power-knowledge present in their constitution, as well the discourses and regimes of truth that was constituted and that was inter-related to the constitution of the curriculum integration of this program, intended to be analyzed against the writings of Michel Foucault. Furthermore, I will use as theoretical and methodological contribution Walter Benjamin to justify and support the use of monads and narratives interviews that will make possible the emergence of other stories, by working with openings, with the possibility of dialogues with others, without seeking to answer all the questions, often creating others. The work with written documents and narratives interviews, in the form of monads, allowed to make problematic stories that have been forgotten/crystallized, to bring out speech and regimes of truth that enabled further reading of a history that was marked by discontinuities and ruptures and the emergence of stories that, in terms of the established order, would never be told. The intertwining of meanings produced by the documents and by the readings of monads allows us to make problematic the Integrated Graduation in Chemistry/Physics not as something given a priori, but historically constituted by certain social practices, in a series of singularities, multiplicities of relations of power-knowledge and regimes of truth. As a result not of a single story, flat and linear, but as a graduation program made up of individuals situated in a time and space, that not only were dominated and attended some speeches, but individually and collectively, created gaps, resisted and acted, constituting itself through its actions and resistances and constituting also the graduation program currently exists. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Soient g une algèbre de Lie simple complexe et e un élément nilpotent de g. Nous nous intéressons dans ce mémoire à la question (soulevée par Premet) d'isomorphisme entre les W-algèbres finies construites à partir de certaines sous-algèbres nilpotentes de g dites e-admissibles. Nous introduisons les notions de paire et graduation e-admissibles. Nous montrons ensuite que la W-algèbre associée à une paire e-admissible possède des propriétés similaires à celle introduite par Gan et Ginzburg. De plus, nous définissons une relation d'équivalence sur l'ensemble des paires admissibles. Nous montrons alors que si deux paires sont équivalentes, alors les W-algèbres associées sont isomorphes. Nous introduisons enfin les notions de graduation et paire admissibles b-maximales et nous montrons que les paires admissibles b-maximales sont équivalentes entre elles. Comme conséquence de ce résultat, nous retrouvons un résultat de Brundan et Goodwin sur les bonnes graduations. Dans une dernière partie, nous considérons des cas particuliers pour lesquels nous pouvons apporter une réponse complète à la question d'isomorphisme. / Let g be a complex simple Lie algebra and e a nilpotent element of g. We are interested to answer the isomorphism question (raised by Premet) between the finite W-algebras constructed from some nilpotent subalgebras of g called e-admissible. We introduce the concept of e-admissible pair and e-admissible grading. We show then that the W-algebra associated to an e-admissible pair admits similar properties to that introduced by Gan and Ginzburg. Moreover, we define an equivalence relation on the set of admissible pairs and we show that if two admissible pairs are equivalent, it follows that the associated W-algebras are isomorphic. We introduce later the concepts of b-maximal admissible pair and b-maximal admissible grading and show that b-maximal admissible pairs are equivalent. As a consequence to this result, we recover a result of Brundan and Goodwin on the good gradings. In a final part, we consider some particular cases where we may find a complete answer to the isomorphism question.

Traumatic brain injury (TBI) is the leading cause of death and disability among children and adolescents. Brain injury survivors are often left with persistent impairments that have the potential to impede daily functioning, delay or prevent the attainment of developmental milestones, and subsequently limit future productivity in adulthood. A shared goal of both neurorehabilitation and the educational system is to prepare youth for a productive adulthood with both systems of care having substantial, yet independent, literature bases regarding factors associated with productivity (e.g., engagement in employment or post-secondary education). It is currently assumed that because type of high school exiting (e.g., diploma, GED, dropout) is related to productivity for the general population, it also is related to productivity for adolescents with a serious TBI. It is possible that the factors outlined in the TBI literature account for the majority of the variance in this relationship and that exiting has no unique relationship with future productivity for this neurologically compromised population. As such, the purpose of this study was to explore the intersection of TBI and high school exiting. This study was a secondary analysis of the Traumatic Brain Injury Model Systems (TBIMS) database and featured a sample (n = 202) of 16 to 18-year-olds who were enrolled in high school when they sustained a moderate to severe TBI and subsequently attended inpatient neurorehabilitation. All participants in this study suffered their injuries between 4/1/2003 and 10/1/2010. The first aim of this study was to describe the rates of high school exiting for students with a moderate or severe TBI who attended inpatient neurorehabilitation and to examine group differences (e.g., race, insurance type, injury severity). Currently, there are no known data regarding rates for type of high school exiting (diploma, GED, dropout) or group differences for this population. This study found rates of 83% diploma, 5% GED, and 12% dropout. These rates are striking as they mirror data reported for the general student population. When examining group differences, several factors appeared to be more likely associated with earning a diploma (i.e., White, not receiving Medicaid, no pre-injury learning problem, no pre-injury learning problem, injury severity, higher motor functioning at rehabilitation discharge, acute length of stay) and others with GED (i.e., pre-injury learning problem, pre-injury substance use problem) or dropout (i.e., nonWhite, receiving Medicaid, pre-injury learning problem, lower cognitive functioning at rehabilitation discharge). In this study, variables associated with diploma were conceptualized as protective factors and variables associated with dropout conceptualized as risk factors. Findings from aim one (rates, group differences) are foundational data regarding high school exiting for students with a TBI. These data have the potential to provide normative reference, instill hope, spur collaboration between medicine and education, provide targets for intervention and policy, and serve as the foundation for future research. The second aim of this study was to examine if exiting type has a unique relationship with future productivity. Productivity was defined as hours per week engaged in post-secondary education and/or employment. Results indicated that exiting type (i.e., diploma) had a unique relationship with total productivity and educational productivity but not employment productivity after TBI. Employment productivity was better explained by several established predictors of productivity (race, pre-injury special education status, post-traumatic amnesia, functioning at rehabilitation discharge). The data from this study provide preliminary evidence that for students who attend inpatient neurorehabilitation after a serious TBI, earning a diploma is attainable, successful exiting can be promoted, and that earning a diploma is related to outcome (i.e., productivity). Overall, findings from this study provide foundational data that have the potential to aid in prognostication, serve as targets for intervention, and deserve further scientific inquiry.

The deleterious effects of not completing high school in the United States and around the world in the current monetary, societal, and employment climate make efforts toward increasing graduation rates an imperative. The impetus for educational reform for improving graduation rates is even more salient for students with disabilities who graduate at lower rates than their peers without disabilities (Stetser & Stillwell, 2014). To provide the multi-tiered systems of support (MTSS) necessary to engage in this reform, data-systems with accurate and timely information are necessary. This research included construction of Hierarchical Generalized Linear Models to investigate the individual- and school-level predictor variables associated with on-time high school graduation for students with disabilities. To that end, the research examined the relationships among (1) individual student demographic background variables (2) individual academic and behavioral school related variables (3) school-wide characteristics of the schools that students in the research study attended and (4) on-time graduation as defined by the Federal Uniform Graduation Rate criteria. This research revealed significant relationships between on-time graduation and individual-level variables for students with disabilities including grade point average, attendance, and primary disability labels of Autism Spectrum Disorder and Intellectual Disabilities across grade levels. Additional significant predictors were found at specific grade levels (e.g., socio-economic status and education in a more restrictive environment). Implications for research to practice include a focus on early intervention prior to high school to increase odds of on-time graduation for students with disabilities and inclusion of additional variables for students with disabilities in Early Warning Systems (EWS). Additionally, customizing EWS through analysis of predictor sensitivity for specific populations by school district or school was discussed.

[pt] O presente estudo tem como objetivo conhecer como vem se realizando a supervisão de campo na visão dos supervisores que colaboram na formação profissional dos alunos do Departamento de Serviço Social da PUC-Rio. Para tal, procedeu-se a um estudo quanti-qualitativo que incluiu o mapeamento dos campos de estágio e respectivos supervisores, a aplicação de questionário por e-mail ou pessoalmente a todos os assistentes sociais que compunham o quadro de supervisores do Departamento no período de 2008.2, uma entrevista semiestruturada com 08 supervisores de campo e com a professora responsável pela Coordenação de Estágio do Departamento. As entrevistas foram gravadas com a permissão dos entrevistados, transcritas e analisadas à luz das categorias centrais do estudo: formação profissional, estágio e supervisão. Os achados apontam para a necessidade da preparação formativa para o exercício da supervisão de estágio, visto que ainda hoje, são muitas as inquietações e dificuldades que permeiam essa atividade, indicando assim, torná-la prioridade na formação profissional do assistente social, a partir da interlocução entre todos os sujeitos envolvidos nesse processo, bem como para a necessidade de maior aproximação entre a unidade de ensino, as instituições campo de estágio e os supervisores. / [en] The current study has the objective of understanding how the supervision of the field work is being carried out in the eyes of the supervisors that collaborate in the professional development of the students of the Social Work Department of PUC-Rio. As such, a quanti-qualitative study was undertaken which included a mapping of the field placements and their respective supervisors, the application of a questionnaire via e-mail or personally to all social workers whom made up the team of supervisors of the Department in the second semester of 2008, a semistructured interview with eight supervisors from the field and one interview with the professor responsible for the Coordination of Field Placement at the Department. The interviews were recorded with the permission of the interviewees, transcribed and analyzed in light of the central categories of the study: professional development, field work and supervision. The results indicates a necessity of formative preparation to exercise the supervision of the students, as even these days there are many obstacles and difficulties which permeate this activity, indicating that it will become the priority in the professional development of the social work, beginning with the communications between all involved in this process, as well as the necessity of a better approach among the educational institution, the field work institutions and the supervisors.

O modelo de saúde bucal da atualidade se mantém focado na atenção curativo-individual, desconsiderando o entorno sociocultural e contextual das famílias pelos profissionais de saúde. Este modelo não condiz com o talhe necessário para a atuação em atenção primária. Dentro deste quadro, o presente trabalho tem por objetivo analisar, a partir da produção científica sobre o tema, a adequação da formação acadêmica em odontologia aos preceitos da Atenção Primária à Saúde. Foi realizada uma revisão da literatura em âmbito internacional, baseada na seleção e análise de 19 textos relativos ao tema, todos referentes a pesquisas feitas nos últimos 10 anos. Os artigos analisados buscam avaliar ou comparar currículos e descrever ou analisar experiências extramuros, que geralmente são de curta duração e não dialogam com outras áreas, isto é, mantém-se isoladas no seu campo, desenvolvendo, quando possível, ações integrais, mas limitadas pela falta de interdisciplinaridade. Quase todos os artigos apresentam resultados positivos. Na descrição ou avaliação de currículos, a maioria relata avanços na formação voltada para a saúde comunitária. O Brasil se destaca neste cenário, tanto pela evolução no sistema de saúde pública em direção à universalidade e integralidade como no campo da formação, com experiências extramuros e implantação de novas diretrizes curriculares. No entanto, vários problemas foram identificados, tais como qualidade metodológica, amostra pequena ou não explícita, insuficiência de informações sobre coleta e análise dos dados, premissas não justificadas, além do curto tempo de duração das vivências relatadas ou o pouco tempo transcorrido entre a intervenção e a avaliação de resultados. Para qualificar estes estudos e garantir um bom grau de confiabilidade, é importante que se investiguem e se divulguem metodologias consistentes e adequadas a este tipo específico de pesquisa. / The present model of oral health is focused on individual curative care, with the disregard of social, cultural and contextual environment of families by health professionals. This model is not consistent with the necessary profile for working in primary care. Within this scenario, the current essay aims to analyze the adequacy of the academic education in dentistry to the principles of the Primary Health Care, from the scientific production about the theme. A literature review of international scope was carried out, based on the selection and analysis of 19 texts related to the theme, all regarding researches made in the last 10 years. The articles studied seek to evaluate or compare curricula and describe or analyze extramural experiences, which are usually short and do not have dialogue with other areas, that is, they remain isolated in their field, developing comprehensive actions, whenever possible, but limited by the lack of interdisciplinarity. Almost every article present positive results. In the description or evaluation of curricula, most of them report advances in education focused on community health. Brazil stands out in this scenario, both for the developments in the public health system towards universality and comprehensiveness and in the education field, with extramural experiences and the implementation of new curricular guidelines. However, several problems have been identified, such as methodological quality, small or not explicit sample, insufficient information about collecting and analysis of data, assumptions that are not justified, and also the short duration of experiences or the little time elapsed between intervention and results evaluation. To qualify these studies and ensure a good level of reliability, it is important to investigate and disclose consistent and appropriate methodologies for this specific kind of research.

Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:01:02Z (GMT). No. of bitstreams: 1 Brissac_RafaeladeMenezesSouza_M.pdf: 916033 bytes, checksum: c1e08731f0a8c984aaf530ae5d44f431 (MD5) Previous issue date: 2009 / Resumo: A evasão de estudantes do ensino superior evidencia-se como fenômeno complexo, com conseqüências de ordem pessoal, institucional e social. Entre os estudos que buscam aprofundar o conhecimento sobre este fenômeno encontram-se os que se detém a pesquisar as causas e fatores associados à evasão de alunos neste nível de ensino. No que se refere às variáveis associadas à ocorrência da evasão, os estudos têm mostrado que é possível localizar fatores que são anteriores ao ingresso do estudante no ensino superior e fatores decorrentes da vivência acadêmica durante o curso superior. Sobre os fatores anteriores ao ingresso tem sido sugerido, por pesquisadores do tema, a divisão em três grandes categorias: o background familiar, as experiências educacionais e os atributos individuais gerais. A identificação das variáveis anteriores ao ingresso associadas à evasão fornece elementos para a criação de programas de intervenção que visem à diminuição da ocorrência do fenômeno e que, por sua vez, atuem já sobre o primeiro ano do estudante no ensino superior, considerado como o período crítico em que ocorre o maior número de evasões. A ampla compreensão deste processo demanda a necessidade de expandir os estudos para as diferentes modalidades de cursos de graduação. Esta pesquisa teve dois objetivos: 1) a identificação das variáveis anteriores ao ingresso preditivas de evasão dos anos iniciais, em estudantes de Cursos Superiores de Tecnologia; 2) a identificação das características anteriores ao ingresso preditivas de evasão, em diferentes modalidades (abandono, cancelamento de matrícula, desligamento de ingressante e migração interna). O estudo foi desenvolvido com dados de estudantes de um Centro Superior de Educação Tecnológica, que pertence a uma universidade pública do interior do estado de São Paulo. Na análise proposta foram utilizados dados provenientes do questionário sociocultural, respondido pelos estudantes no momento da inscrição para o vestibular, dados fornecidos pela diretoria acadêmica desta instituição sobre a condição do aluno após o segundo ano de curso (matriculado ou evadido) e modalidade de evasão. Foram analisados, através da Regressão Logística, os dados de 546 estudantes evadidos e não-evadidos nos dois anos iniciais de curso, que ingressaram na instituição no período compreendido entre 2000 e 2004. Os resultados indicaram que a nota de matemática no exame vestibular e o grau de decisão do estudante quanto a escolha de curso são as características anteriores ao ingresso, com maior força preditiva de evasão no início de Cursos Superiores de Tecnologia. No que se refere às modalidades de evasão, observou-se que diferentes características anteriores ao ingresso se mostraram associadas às diferentes modalidades. A identificação de variáveis preditivas, que sinalizem grupos que possam ser mais vulneráveis à interrupção da graduação no momento inicial do curso, sugere a possibilidade de realização de novos estudos, com o intuito de aprofundar sobre qual tipo de programa de intervenção pode ser mais eficaz na redução dos índices de evasão no ensino superior. / Abstract: The dropout of college students has been evident as a complex phenomenon, with consequences of personal, institutional and social nature. Studies about this phenomenon point factors related to the college students dropout. As for the variable associates to the occurrence of the evasion, the studies have shown that it is possible to locate factors that are previous to the student's admission and decurrent factors of the academic experience during the superior course. About factors before the admission, researchers suggest a division in three main categories: the family background, the educational experiences and the student's individual attributes. The identification of variables before the admission connected to the dropout provides elements for the creation intervention programs in order to minimize the occurrence of this phenomenon. These programs would be put into action on the student's first year in college (that is considered the most critical period) when most of the dropout occur. A wider comprehension of this process requires the expansion of the studies on different types of graduation courses. This research had two objectives: 1) the identification of previous admission variables that could predict dropout in the early years among technology college students; 2) the identification of characteristics that were previous to the admission that could predict dropout in different modalities (abandonment, enrollment cancellation, freshman disconnection and course change). The study was developed with data of students from a Technology Education Center, which belongs to a public university located in the countryside of São Paulo state. In the analysis, it was used data from a socialcultural survey, answered by students at the moment of their application for the university admission exam, data provided by the university about the students' situation after the second year in college (enrolled students or students who quit college) and type of dropout. It was analyzed, through Logistic Regression, data from 546 students, who quit college in the first two years of the course, who were admitted between 2000-2004. The results point that the Mathematics grade in the university admission exam and the student decision level about the choice of the course are the strongest predicting dropout factors in the beginning of the technology college courses. About the types of dropout, it was pointed that different previous admission characteristics were connected to the different modalities. The identification of predicting variables pointing those groups that could be more vulnerable to the initial year's course dropout suggests new studies that identify efficient interventions and actions in order to minimize this occurrence. / Mestrado / Psicologia Educacional / Mestre em Educação

Dropout rates impacting students with high-incidence disabilities in American schools remain staggering (Bost, 2006; Hehir, 2005). Of this group, students with Emotional Behavioral Disorders (EBD) are at greatest risk. Despite the mandated national propagation of inclusion, students with EBD remain the least included and the least successful when included (Bost). Accordingly, this study investigated the potential significance of inclusive settings and other school-related variables within the context of promoting the graduation potential of students with Specific Learning Disabilities (SLD) or EBD. This mixed-methods study investigated specified school-related variables as likely dropout predictors, as well as the existence of first-order interactions among some of the variables. In addition, it portrayed the perspectives of students with SLD or EBD on the school-related variables that promote graduation. Accordingly, the sample was limited to students with SLD or EBD who had graduated or were close to graduation. For the quantitative component the numerical data were analyzed using linear and logistic regressions. For the qualitative component guided student interviews were conducted. Both strands were subsequently analyzed using Ridenour and Newman’s (2008) model where the quantitative hypotheses are tested and are later built-upon by the related qualitative meta-themes. Results indicated that a successful academic history, or obtaining passing grades was the only significant predictor of graduation potential when statistically controlling all the other variables. While at a marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings. Specifically, students with SLD or EBD in inclusive settings were found to be more likely to obtain passing grades and less likely to be suspended from school. Generally, the meta-themes yielded during the student interviews corroborated these findings as well as provided extensive insights on how students with disabilities view school within the context of promoting graduation. Based on the results yielded, provided the necessary academic accommodations and adaptations are in place, along with an effective behavioral program, inclusive settings can be utilized as drop-out prevention tools in special education.

Made available in DSpace on 2016-07-18T17:54:27Z (GMT). No. of bitstreams: 1 EDILAINE_DISSERTACAO_FINAL[1].pdf: 2596078 bytes, checksum: 6d0e94d2ebe3187562bd7ad447f6443a (MD5) Previous issue date: 2007-11-28 / This study aims to investigate the alcoholic beverage use among college students of a university in western Sao Paulo State. Look for verify drugs consume among freshman, senior and last year college students of a graduation university. The problem to deal with is the spread of alcoholic beverage among young and the pedagogic actions presents in the university to prevention, control and conscientious of the damage cause by the use. It is a considerable subject, because is getting enlarge with a big experimentation incidence among young persons, and exist the necessity to do a abuse and dependence substance prevention in a educative form in the university. The research results will to help the academic policy conscious in the academic community for the indicated problem in the local and regional communities. How objective is pretended the research about the alcoholic beverage use in a way for contribute with educational proposal in the curricular environment, in order to analyze the proximity o college students with the alcoholic beverage and their motivation for use; determine for sample the incidence of alcoholic beverage use among college students; verify the initial behave of freshman and compare it with the senior and last year university students; analyze the initial conduct in the first term and comparison with senior an last year colleges, by the use and suggest same pedagogic interventions in the university for the younger education in relation of drugs use and abuse. The research uses the investigation method quali-quantitative, case study, the data underpinning for the bibliographic reflex ion, semi-structured interviews and questionnaire. From the obtained results, we can find out the higher consume is for the younger admissions in the university, going to consume reduce in the university study conclusion 20%; in the teacher and disciple opinion, do not exist projects for the prevention and conscious for the alcohol malefaction, provided that the education managements do not to deal about this subject, however had been pointed the drunken students presence in the class room. Teachers interviewed responded, in the percentage of 30%, that education does not contribute to this type of prevention, 12% do not have formed opinions and other 12% knew not opine. It follows that: teachers and administrators know that the problem of alcoholism exists, but does not have enough support to tackle the problem. / Este estudo tratou do uso de álcool no meio acadêmico universitário. Procurou-se constatar o consumo da droga, pelos alunos dos primeiros, penúltimos e últimos termos dos cursos de graduação universitária. O problema que se abordou foi a disseminação e o uso do álcool entre jovens e quais as ações pedagógicas estão presentes na universidade para prevenção, controle e conscientização dos prejuízos de seu uso. O assunto é relevante, pois vem aumentando com grande incidência a experimentação de álcool entre jovens, há necessidade de fazer-se a prevenção do abuso e dependência dessa substância, de forma educativa na universidade. Os resultados da pesquisa auxiliarão na consciência política acadêmica da comunidade universitária para o problema apontado e comunidade local e regional. Como objetivos, pretendeu-se: contribuir com propostas educativas no ambiente curricular, analisar a proximidade e o uso pelo graduando de bebidas alcoólicas e suas motivações; determinar por amostragem a incidência do uso de bebidas alcoólicas entre universitários; verificar o comportamento inicial no 1º termo e compará-la ao penúltimo e último termo, em destaque aos futuros educadores quanto ao uso; ainda propor as intervenções pedagógicas na universidade para educação dos jovens quanto ao uso e abuso da droga. A pesquisa apóia-se no método de investigação quali-quantitativo, estudo de caso com reflexão crítica-teórica e instrumentos como entrevistas semi-estruturadas e questionários. Dos resultados obtidos, podemos verificar que o maior consumo se dá com a entrada dos jovens na universidade, na porcentagem de 20%; na opinião de professores e alunos, não existem projetos para a prevenção e a conscientização dos malefícios do álcool, dado que a gestão educacional não trata este assunto, embora tenha sido apontada a presença de alunos alcoolizados em sala de aula. Os professores entrevistados responderam, na porcentagem de 30%, que a educação não contribui para este tipo de prevenção, 12% não possui opinião formada e outros 12% não souberam opinar. Conclui-se que: professores e gestores sabem que o problema do alcoolismo existe, mas não possuem suporte suficiente para enfrentar o problema