Orientador: Iraíde Marques de Freitas Barreiro / Banca: Júlio César Torres / Banca: Maria Eliza Nogueira Oliveira / Resumo: Esta pesquisa teve como objetivo analisar as concepções dos gestores da educação sobre educação integral e tempo integral de escolas municipais do ensino fundamental, ciclo I, da cidade de Marília. Foram analisadas as concepções de 3 gestores, sendo um Diretor de Gestão da Secretaria Municipal de Educação e 2 gestores de escolas do Projeto de Escolas de Educação em Tempo Integral. Trata-se de um projeto próprio do município de Marília que segue as orientações e determinações da política educacional brasileira, do Plano Nacional de Educação de 2014. Para o desenvolvimento da pesquisa realizamos revisão bibliográfica sobre o tema em artigos, livros, teses e dissertações. Em seguida, fizemos buscas sistemáticas no banco de dados da CAPES levando em consideração duas palavras-chave: concepção de educação integral e escola de tempo integral à procura de teses e dissertações sobre o tema. Com a leitura desses trabalhos construímos um panorama das principais discussões que estão sendo realizadas no meio acadêmico sobre as concepções de educação integral e escola de tempo integral. Realizamos também pesquisa e leitura das principais leis nacionais e municipais que abordam a temática, analisamos os Projetos Político-Pedagógicos de 2 escolas municipais do Projeto de Educação em Tempo Integral e realizamos entrevistas semiestruturadas com 3 gestores da educação. Apresentamos os modelos de escola de tempo integral de Anísio Teixeira e Darcy Ribeiro, e as concepções de autores que pesquis... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work had the objective of analyzing the conceptions of education managers on integral and full - time education of municipal schools of primary education, cycle I, in the city of Marília. The conceptions of 3 managers were analyzed, being a Director of Management of the Municipal Department of Education and 2 managers of schools of the Project of Schools of Integral Education. It is a project of the municipality of Marília that follows the guidelines and determinations of the Brazilian educational policy of the National Education Plan of 2014. For the development of the research, we carried out a literature review on the topic in articles, books, theses and dissertations. Then, we performed a systematic search in the CAPES database taking into account two key words: conception of integral education and full-time school in search of theses and dissertations on the subject. With the reading of these works we construct a panorama of the main discussions that are being carried out in the academic environment on the conceptions of integral education and full time school. We also carried out research and reading of the main national and municipal laws that deal with the theme, analyzed the PoliticalPedagogical Projects of 2 municipal schools of the Project of Integral Education and we conducted a semi-structured interview with 3 education managers. We present the models of full time school of Anísio Teixeira and Darcy Ribeiro and the conceptions of authors who research on the subject as Cavaliere, Paro, Brandão, Mauritius and Guará. For the analysis of the full-time educational policy we present the policy cycle of Ball and Bowe. We can say that the current discussions are focused on the issue of integral time and integral education as quantitative increase of time and qualitative increase of opportunities, improvised implementation ... (Complete abstract click electronic access below) / Mestre

Esta dissertação de Mestrado tem por objetivo principal investigar as possibilidades de uso dos programas de simulação computacional no campo de isomeria geométrica no contexto da escola pública. Para contemplar esse objetivo, a referida pesquisa foi constituída a partir de uma pesquisa bibliográfica e de um estudo de caso numa escola pública. O referencial teórico foi construído para investigar os efeitos do uso de programas computacionais no ensino de isomeria geométrica; realizamos entrevistas semiestruturadas com três professores de uma escola, situada na cidade de Caxias do Sul, no estado do Rio Grande do Sul, a fim de contrastar os interlocutores teóricos e empíricos. A partir do conjunto de informações oriundas do contexto escolar, associadas à fundamentação teórica, foi possível apontar um conjunto de resultados: i) a escola apresenta baixo nível de utilização da tecnologia no ensino; ii) o acesso ao laboratório de química e de informática é prejudicado pela burocracia; iii) o professor atua com sobrecarga de trabalho; iv) as capacitações ou formações continuadas para os professores são insuficientes; v) a carga horária para o ensino de Química foi drásticamente reduzida em comparação a anos anteriores; vi) há falta de empenho dos estudantes. Dentro desse contexto, classifica-se essa pesquisa por meio de uma abordagem exploratória, onde usou-se a técnica qualitativa de Análise Textual Discursiva (ATD) para compreender o corpus de pesquisa. Além disso, no que tange ao uso de programas de simulação, os resultados da consulta à bibliografia atestam que os programas computacionais são importantes ferramentas de apoio ao ensino de isomeria geométrica, pois melhoram a visualização entre os três níveis de representação da Química (macroscópico, microscópico e simbólico) meio da criação de moléculas em duas dimensões e a conversão destas para a forma tridimensional. Observamos que os estudantes, nativos digitais, são hábeis no manuseio de aplicativos computacionais. Complementarmente os professores entrevistados declararam não fazer uso de programas computacionais por uma série de razões: horários de aula reduzidos, desconhecimento dos programas e seu uso, poucas oportunidades de formação continuada. Portanto, nosso estudo sugere que se deva romper a visão tradicional do ensino da química (segundo a qual bastaria dotar as escolas de recursos de informática) para mudar as práticas pedagógicas. É necessário transgredir esse modelo e pensar em metodologias que se voltem aos fundamentos das disciplinas, que atendam ao processo de construção do conhecimento, promovendo assim a ascensão de um ensino de Química voltado à formação de estudantes críticos. / This dissertation main to investigate possibilities in apply computer simulation programs based on geometrical isomerism in the context of public school. A literature review and case study in public school was carried out to attend that target. Literature review had been focused on computer programs effects in teaching geometrical isomerism; we also made individual semi-structured interviews with three teachers at High school in Caxias do Sul city, Rio Grande do Sul state, to contrast the theoretical and empirical interlocutors. Based on these set of answer and on literature review we find a group of results: i) the school applies a low level of teaching technology; ii) there is a lot of bureaucracy to access chemistry and technology information labs; iii) teacher has workload; iv) teachers continuous learning is less than expected; v) time for chemistry class has been reduced over years; vi) there are students with low interest. Looking for this context, we classify this research as exploratory approach, where a qualitative technique called Textual Discoursive Analysis (DTA) was applied to understand the contests of interviews. Moreover, regarding computer programs literature results show these programs such as important tools to teach geometrical isomerism, because they improve an overview between Chemistry three levels (macroscopic, microscopic and symbolic) representation and it creates dual dimension molecules and convert them for tri-dimension molecules. We observe that digital native students are more skilled in computer simulation than others. Teachers interviewed declare do not use computer simulation because: they do not have time at class, knowledge limited about computer programs and how to apply it, few opportunities to continuous learning. Therefore, our study proposes a break on traditional chemistry teaching (where information technology is implemented) to changes in the pedagogical practices. It is necessary to overpass that model and to think in methodologies focused on course fundaments, which meet to knowledge build process, and allow a Chemistry teaching applied to educate critical students.

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Previous studies of lesson preparation groups (LPG; beikezu) have not dealt with the impact of LPG on teachers’ reflective practice. This qualitative case study was an exploration of LPG group leaders’ (beike zuzhang) facilitation of LPG meetings (beike zuhui) to gain insights on reflective practices in LPG meetings. The study involved 54 participants: 29 participants (LPG group leaders and teachers) were interviewed and observed; 20 participants (teachers) were observed; and 5 participants (school leaders) were interviewed. In addition to in-depth interviews and on-site observations, two questionnaires were used to expose a holistic picture of group learning and reflection in LPG meetings. The results indicate school leaders’ perceptions and values of reflective practices have an influence on the interdependence of LPG group leaders’ preparation and facilitation of meeting content and teachers’ attitudes and engagement toward reflection in LPG meetings. School leaders expected teachers to engage in reflection inside and outside of LPG meetings, but teachers’ practices were not aligned with school leaders’ expectations, given the differing understandings of LPG goals. Schools did not have evaluative plans for reflection in LPG meetings. LPG group leaders prepared teachers to understand the upcoming week teaching content and progress. However, LPG group leaders lacked facilitation skills for encouraging reflective group discussions. They were also reluctant to deal with group dynamics challenges proactively. Teachers’ experiences of reflection depended on the purpose of meetings and meeting agendas. Teachers were more likely to engage in reflective discussions with colleagues when LPG meetings involved clear purposes, guiding questions, constructive feedback, and guided future actions. The creating reflective practice in LPG meetings model was proposed to address the interdependence between stakeholders, with the mindsets and skillsets needed for LPG group leaders and teachers. The research results represent a step toward developing school-based reflective practice professional learning communities (PLCs).

The problem of this investigation is a case study of parental involvement in the initial Plan A public school districts in Texas. The components of parental involvement isolated for the study are parent education, parent participation, and parent counseling. The major sources of data are questionnaires distributed to parents, teachers, and administrators in the initial Plan A public school districts. Secondary sources of data include interviews with the three categories of respondents to the questionnaires, communication and correspondence with the Regional Education Service Centers, and correspondence and reports from the Texas Education Agency concerning parental involvement. The purposes of the case study of parental involvement are (1) to analyze the various approaches to provide parent education services in the selected Plan A programs, (2) to analyze the various types of parent participation in the initial Plan A programs, (3) to analyze the existing and projected needs for parent counseling in Plan A, (4) to summarize findings into recommendations for effective parental involvement strategies in future implementations of Plan A in Texas, and (5) to suggest modifications or to raise questions for further investigation.

This thesis presents a broad historical and modern overview of teacher supervision by school administration. Areas of needed improvement and suggested solutions for them are indicated.

This study presents an efficacy evaluation of language arts instruction in the Fort Worth, Texas elementary schools.

In 2016, the Colombian National Congress endorsed the Peace Agreement with the largest guerrilla group in the country, FARC. Prior to this political benchmark episode, the National Government, under different executive agendas, sought to overcome the Colombian armed conflict through different approaches. Formal education has been historically conceived as a central area for advancing peace and democracy. Today, under a holistic model of Transitional Justice and the slow implementation of the 2016 Peace Accords, schools hold a key role in forming young citizens for peacebuilding, respect for human rights, and democratization. In this research project, I examine how high school students take up civic subjectivity in relation to the ongoing political transition in Colombia. I also explore the interplay between civic subjectivity and historical memory, emphasizing how students’ understandings of the past inform their civic positionings and actions in the present regarding the armed conflict and the prospects for conflict transformation. This study engages with the Foucauldian conceptualization of subjectivity as the two-fold process of “being-made” and “self-making”. Drawing on 22 weeks of ethnographic fieldwork at Colegio San Antonio public school (Eastern Antioquia), I analyze students’ encounters with the difficult past —often in the form of textured silences— and how these give shape to their construction of previous and contemporary armed violence and civic action/responsibilities on this matter. By paying attention to participants’ everyday lives and social navigation inside and outside of school, this dissertation discusses the tensions and negotiations youth face in the process of giving historical and political meanings to the armed conflict and current transition. It also sheds light on the intertwined dimensions of temporality, spatiality, and experience in how youth conceive and position themselves as civic actors. This study demonstrates how, through civic disjunctures, students partake in their becoming as citizens who challenge fixed and already-established notions on what peace is, should be, and what the school is expected to do to form peaceful citizens. This dissertation concludes with some reflections about the possible intersections between civic education and Transitional Justice’s efforts.

MPM / Oliver Tambo Istitute for Gverment and Policy Studies

The problem of this study was to develop and validate a sound plan of reorganization of the public school districts in Texas. It may best be stated if considered as two subproblems: (l) to develop and validate criteria for reorganization of public school districts in the light of sound guiding principles; and (2) to devise a plan for school district reorganization In Texas in the light of the criteria established.