Made available in DSpace on 2016-04-28T20:58:04Z (GMT). No. of bitstreams: 1 Ana Cristina Pimentel dos Santos Silva.pdf: 794105 bytes, checksum: 83c78344cb4770030fd7a4d1ade3f7a6 (MD5) Previous issue date: 2009-10-07 / This research aims to verify which aspects interfere in the relationship that students establish with the school and the apprenticeship. This dissertation focuses the memories from the experiences students had at school. The hypothesis is that some feelings about studying came from schooling experience. Then, is important to know the perceptions and senses that students construct in their schooling. Other references and meanings are important and have to be considered, but this work is about the school. In order to carry on this research we interviewed four undergraduate students, two of them with public and two with private school background, according to the Brazilian standards. We made a qualitative analysis of the elicited data, according to the proposal of Aguiar and Ozella (2006). This analysis clearly demonstrated the important role played by the quality of the activities offered by school and its connection with the feelings displayed by the students towards the institution. School education involves relationship among individuals, so we must take into consideration senses, meanings, feelings, emotions, histories and personal characteristics that interfere in the learning process. These results allowed us to confirm how important it is to consider the subjective dimension of schooling experience. The theoretical and methodological approach of the Socio-historical Psychology helps us to recognize this / Neste estudo, procuramos compreender os aspectos envolvidos na construção da relação do aluno com a escola e o saber escolar. Queríamos saber como os estudantes constroem sua experiência escolar e quais os aspectos mais significativos nesse processo. Para isso, investigamos os sentidos produzidos por eles na sua experiência escolar, pois temos como hipótese que um conjunto de disposições do aluno nasce na escola. A maneira como o aluno participa da escola está diretamente relacionada ao sentido que a escola tem para ele. Nossos dados foram obtidos por meio de entrevistas individuais a quatro estudantes universitários, dois deles oriundos de escolas públicas e dois de escolas privadas. Para a análise dos dados, seguimos a proposta de Aguiar e Ozella (2006). Quanto ao referencial teórico e metodológico, adotamos a perspectiva da Psicologia Sócio-Histórica que nos ajudou refletir sobre a relação do aluno com a escola. Nesta pesquisa, foi possível observar a importância das práticas pedagógicas propostas e também das relações interpessoais vivenciadas na escola. Essas relações são parte do processo e não podem ser ignoradas ou receber menor atenção que os processos cognitivos. O saber é o eixo em torno do qual se organiza a atividade escolar, mas esse saber se constrói na relação ensino-aprendizagem desenvolvida por sujeitos que participam desta relação a partir dos sentidos que ela tem para eles. Há sujeitos no processo ensino-aprendizagem, portanto não há como desconsiderar a dimensão subjetiva presente neste processo. Vimos neste estudo que a escola tem papel fundamental na aprendizagem dos alunos, mas isso acontece apenas em algumas escolas e está relacionado, sobretudo, às atividades pedagógicas propostas pela escola e ao compromisso e envolvimento dos profissionais da escola com a aprendizagem e com o aluno

School plays critical roles in facilitating and inhibiting the safety, development, and well-being of adolescents with T1DM. However, their school-based lived experiences have been under-investigated. This study aimed to explore those experiences for adolescents with T1DM in Taiwan. In conducting the study, Heidegger’s hermeneutic phenomenological approach was used. Fourteen Taiwanese adolescents with T1DM were enrolled between June 2009 and July 2010 through purposive snowball sampling. Data were collected using audio-recorded, semi-structured interviews and analyzed using the hermeneutic circle and West’s (1998) structural analysis steps, supported by qualitative analysis software NVivo 9.0. Reflective journaling, peer debriefing, memo writing, and member checking were performed to enhance the trustworthiness of the findings. Six interrelated themes were identified in the adolescents’ school-based lived experiences. They are (a) the same and different, (b) covert and overt, (c) hyper- and hypoglycemia, (d) independent and dependent, (e) derailing and being on track, and (f) dark clouds and silver lining. In the stressful context of school, the adolescents’ diabetes self-management is challenged. Multiple factors, including unaccepted disease identity; social anxiety and pressure; intrusive, ignorant school personnel and classmates; and transition to independent self-management threaten the adolescents’ health and well-being at school. To optimize diabetes self-management effectiveness, interventions should include the adolescents and their parents, classmates, and school personnel to ease burdens that the adolescents bear. Future interventions should also facilitate the adolescents’ autonomy, self-efficacy, diabetes knowledge and self-management, and capacity to alleviate social pressure. / text

The research was directed at developing guidelines for counsellors who work with retained middle childhood learners. The supposition of the study was that retained middle childhood learners require support in accepting the retention. For the purpose of this study a qualitative research approach with an exploratory and descriptive nature was used. The intervention research model of Rothman and Thomas (1994) was applied. A combination of Gestalt philosophical principles, existing literature and semi-structured interviews with educators, educational psychologists and middle childhood learners with experience of grade retention were used to develop guidelines. The researcher concluded that retained middle childhood learners require support in the process of accepting the grade retention. Counsellors who work with retained middle childhood learners lack knowledge on how to support the retained child. Guidelines for counsellors who work with retained middle childhood learners were developed to successfully address the lack of knowledge in the field. / Social Work / (M.Diac.(Play Therapy))

Cette recherche étudie, dans une démarche inductive, ce que sont devenus les lycéens passés par une structure scolaire différente dont les pratiques pédagogiques et le projet d'établissement inspirés par l'éducation nouvelle affichent l'ambition de « former des jeunes autonomes responsables, ouverts, créatifs, capables de s'adapter, d'évoluer et de travailler en équipe ». Le dispositif méthodologique de recueil des données est constitué de quarante-deux récits de vie d'anciens élèves sortis de l'établissement entre 1990 et 2005, d'analyses secondaires de questionnaires existants, de statistiques produites par l'institution scolaire et du suivi de 450 anciens élèves sur les réseaux sociaux numériques depuis 2008. Les résultats montrent comment les élèves ont construit leur identité dans une expérience scolaire singulière et en quoi cette scolarité a joué, d'après eux, sur ce qu'ils sont devenus. Plus loin, ils montrent aussi que ce qui a été déterminant sur le long terme dans le devenir des élèves et la réussite de leur insertion sociale et professionnelle se serait passé en dehors de la classe, dans les relations et les apprentissages autonomes entre pairs, entre jeunes et adultes, la construction de réseaux sociaux durables et dans le développement de compétences psychosociales où la dimension collective est centrale. Enfin, cette étude atteste que cet établissement n'est pas à l'écart du monde mais au contraire que la parole des anciens élèves renseigne sur ce que seront les lycéens français demain. / This research based on an inductive approach, studies what the students became after having studied in a high school where different educational methods and an official school project inspired by the new education emphasize the ambition to train responsible and autonomous young students, open-minded as well as creative, who are able to adapt, evolve and work in a team. The methodological device of data collection consists of 42 accounts made by former students of this particular school who left the institution between 1990 and 2005, but also of secondary analyses of existing surveys, statistics produced by the school institution and the follow-up of 450 former students on social networks since 2008. The results show how these students built their identity thanks to a particular school experience and how according to them, their school years changed who they are today. They also show that what was decisive in the long run for their own personal success, their social and professional integration, happened outside their class, thanks to relationships and autonomous learning process between peers, but also between adults and themselves, or with the building of lasting social network and in the development of psychosocial skills where the collective dimension is central. This study also demonstrates that this school isn't aside the world but on the contrary that their words tell about what the future students will be.

Cette thèse porte sur le devenir des anciens élèves de l’école nouvelle la Source de Meudon. Etablissement créé en 1946 par Roger Cousinet et François Châtelain, La Source s’inscrit dans le mouvement de l’éducation nouvelle et propose un cursus complet, de la maternelle au baccalauréat. La plupart des études existantes s’intéressent essentiellement aux effets des pédagogies nouvelles en termes de performances scolaires et professionnelles. Cette recherche vise à identifier, sur le long terme, les traces d’une scolarité différente laissées dans la mémoire des anciens élèves, et à comprendre les liens éventuels entre ces traces et leur devenir ultérieur.La population enquêtée est composée d’anciens élèves ayant effectué leur scolarité entre 1978 et 1995. Le dispositif méthodologique s’appuie sur l’étude des archives de l’établissement pour restituer le contexte scolaire, ainsi que sur le recueil et l’analyse, dans une approche inductive, de trente-trois récits de vie d’anciens élèves.Les résultats montrent que les anciens élèves de l’école nouvelle La Source développent un sentiment de confiance en soi et une conception de la réussite fondée sur l’épanouissement personnel. Cette recherche montre également que les parcours des anciens élèves sont jalonnés de réorientations fréquentes, facilitées par le sentiment d’une grande liberté de choix et d’action. Enfin, cette étude atteste que les personnes interviewées revendiquent une manière d’être et d’agir dans le travail, fondée sur l’indépendance et l’autonomie, l’esprit d’entreprise, la recherche de responsabilités, le goût du travail en équipe et le souci d’échapper à une hiérarchie trop pesante. / This thesis deals with the future of pupils of the “new school” La Source in Meudon. Created in 1946 by Roger Cousinet and François Châtelain, La Source belongs to the “new education” movement and proposes a full program, from nursery school to the high diploma. The existing studies on the future of pupils from new schools essentially focused on the effects of the new pedagogies on school and professional performances. This research aims to identify the long-term remains of a different schooling in the memory of the pupils, and to understand the consequences on their subsequent future.The investigate population consists of pupils having made their schooling at La Source between 1978 and 1995. The methodology is based on the study of the institution’s archives to unravel the school context of the period, and on the collection and the analysis, through an inductive approach, of thirty three history lives of pupils. The results show that the pupils of the new school La Source develop a feeling of self-confidence and a conception of success based on self-fulfillment. This research also shows that their trajectories are characterized by frequent reorientations, facilitated by the feeling of freedom of choice and of action.Finally, this study shows that the interviewed individuals claim a way of being and acting in their work, based on independence and autonomy, an entrepreneurial spirit, the search for responsibilities, a taste for teamwork and the care about escaping a too heavy hierarchy.

In the first chapter there is a description of the family educational and socializational environment, the most important and the most principal factor in forming of the preconditions for good progress of a child. The child experiences the feeling of pleasure, safeness and love here, also the rituals, it obtains the trust and creates itself. The second chapter is all about school with the subjects. The child meets, as a pupil, the religion in the interdisciplinar relations there. The third chapter engages in optional Religious Studies in religion education and it inspects the contents of education with the position of both believing people as well as secular subject of education. The last chapter brings the survey with the perspective to the pupils and their motivations, which take the children from the secular families to Religious Studies.

[pt] A presente dissertação busca compreender a socialização produzida pela escola brasileira no contexto de universalização do ensino. Para tanto, apresenta-se episódios de uma etnografia de recreio de quatro escolas públicas de ensino fundamental da cidade do Rio de Janeiro a fim de identificar os seus limites e suas potencialidades no trabalho de socialização dos estudantes de origens populares. Conclui-se que a Constituição de 1988 confere uma centralidade à escola na socialização de todas as crianças e, segundo seus princípios, uma de suas funções é desenvolver a habilidade no indivíduo para agir na sociedade de modo a fortalecer a democracia. Com efeito, como a interação escolar é marcada pelos efeitos da condição social do aluno morador de favela, os episódios de recreio dão indícios de uma socialização na qual há pouca reciprocidade de expectativas, e esse formato pode gerar uma integração precarizada na sociedade. Além disso, as diferentes formas observadas de socialização escolar apresentam baixa capacidade de ofertar aos alunos das classes populares a possibilidade de experimentar igualmente as instituições da democracia e as potencialidades educacionais atuais. / [en] The present dissertation aims to comprehend the socialization produced by the Brazilian school in the context of educational expansion. Thus, it presents ethnographical field situations of school recesses in four elementary public schools in Rio de Janeiro, in order to identify limits and potentialities of the socialization of lower-class students. The Brazilian Constitution of 1988 confers centrality to public schools in the socialization of all children and, according to its principles, one of school s task is to develop individuals capacity to act in society to strengthen democracy. Since the educational interaction suffers the effect of the social condition of the student, majorly favela inhabitant, the recess situations seem to indicate a socialization in which there is a low expectation of reciprocity that may produce a fragile integration in society. Furthermore, the different ways of socialization observed offered low possibilities to lower-class students equally experiment democracy and educational potentialities.

L’objectif de cette recherche est d’analyser l’impact des processus éducatifs sous-jacents à l’élaboration du rapport au savoir chez des garçons et des filles tunisiens scolarisés en première année de l’école primaire. Nous centrons notre étude sur l’analyse des processus psychologiques selon les dimensions impliquées dans la construction identitaire et sociale du sujet. En accord avec notre approche interactionniste sociale qui privilégie l’étude de l’interstructuration entre l’individu et ses milieux de vie, nous avons mené des entretiens auprès de 16 enfants et des trois dyades : parents-enfants, élèves-enseignants et parents-enseignants. Notre approche qualitative repose sur une démarche d’analyse inductive basée essentiellement sur l’étude de cas singuliers de garçons et de filles selon des styles éducatifs prototypiques. Les résultats révèlent que les enfants élaborent des formes hétérogènes de rapport au savoir dès le début de l’entrée à l’école. Nos analyses permettent d’établir l’existence d’une concordance entre les styles éducatifs parentaux et les figures du rapport au savoir élaborées par les jeunes enfants-élèves. Il s’avère que si l’influence du milieu familial est déterminante, elle n’est pas exclusive si nous considérons d’une part, l’action dialectique des diverses milieux de vie et d’autre part, l’activité de réappropriation singulière du sujet comme acteur de son propre développement. De ce point de vue, les interactions avec l’enseignant peuvent donner du sens aux activités scolaires, enrichir l’expérience scolaire et susciter le rapport au savoir des élèves. / This research aims to analyse the impact of educational processes underlying the elaboration of the relationship to knowledge among Tunisian boys and girls in the first year of primary school. We focus our study on the analysis of psychological processes according to the dimensions involved in the identity and social building of the subject. In line with our social interactionism theory, which favours the study of the interstructuration between the individual and his environment, we have carried interviews among 16 children and the three dyads : parents-children, students-teachers and parents-teachers. Our qualitative approach is based on an inductive analysis mainly focused on the study of singular cases of boys and girls according to prototypical educational styles. Results show that children elaborate heterogeneous forms of relationship to knowledge as soon as they enter school. Our analyses allow us to establish the existence of coherence between parental educational style and the figures in the relationship to knowledge, as elaborated by the young children-students. It appears that while the influence from family environment is crucial, it is not exclusive if we consider the dialectic action of various environments on the one hand, and the singular domestication activity of the subject as a self-developing actor, on the other hand. From this point of view, interactions with teachers may be meaningful to school activities, enrich the school experience and encourage students' relationship to knowledge.

Depuis une dizaine d’années, on assiste à une sensibilisation grandissante à l’égard des caractéristiques et des besoins des élèves doués. Étant donné le faible nombre de recherches empiriques sur le sujet, on en sait actuellement très peu sur le vécu scolaire des jeunes doués québécois et sur ce qu’on peut faire pour les aider à atteindre leur plein potentiel. Cette recherche a pour objectif de mieux comprendre la perception d’adolescents doués québécois quant à leur vécu scolaire, plus particulièrement de (1) décrire le vécu scolaire d’adolescents doués québécois et de (2) mieux comprendre les facteurs qui influencent positivement ou négativement leur vécu scolaire. Cette recherche descriptive interprétative est basée sur des entretiens non directifs effectués auprès de huit adolescents âgés de 12 à 18 ans qui ont préalablement reçu une évaluation de douance et qui ont passé plusieurs années dans le système scolaire québécois. Les résultats indiquent que le vécu scolaire des jeunes doués est constitué de neuf dimensions : (1) la relation avec les enseignants, (2) le rapport aux pairs, (3) les résultats scolaires, (4) les difficultés vécues à l’école, (5) les troubles associés, (6) les mesures d’adaptation et de flexibilité, (7) les habiletés, (8) les programmes particuliers et (9) les déménagements et changements d’école. Les facteurs ayant un impact positif sur le vécu scolaire des participants incluent l’évaluation de douance, les mesures d’adaptation, la médication reliée à un trouble associé, les enseignants, les programmes particuliers et la prise en compte des intérêts de l’élève. À l’inverse, la fermeture à leurs besoins d’apprentissage, le jugement des pairs et des enseignants, l’ennui, la répétition et l’isolement laissent une trace négative sur leur vécu scolaire. Les résultats obtenus dans cette recherche, bien qu’insuffisants pour dresser un portrait complet de la réalité des jeunes doués, offrent néanmoins des éclairages intéressants quant à cette dernière et peuvent contribuer à mieux les accompagner. / Over the last ten years, there has been increased awareness of the characteristics and educational needs of gifted students in Quebec. Because of the lack of empirical studies, very little is known about the perceptions and experience of gifted students regarding their schooling and how to support them to achieve their full potential at school. This research aims to better understand how gifted students view their schooling in Quebec, more specifically to: (1) describe how gifted students experience school, and (2) better understand what positively and negatively impact their experience. This is an interpretive descriptive research based on open-ended interviews with eight teenagers, aged between 12 and 18, who previously tested for giftedness and spent several years in the Quebec education system. Results show that their schooling experience is made up of nine dimensions: (1) relationship with teachers, (2) peer-to-peer relationship, (3) academic results, (4) school problems, (5) associated disorders, (6) flexibility and adaptation measures, (7) personal skills, (8) enriched academic programs, and (9) student mobility. Factors positively impacting gifted students’ views on schooling include giftedness testing, adaptation measures, medication for associated disorders, teachers’ perception and support, enriched academic programs and the level of involvement of students in school. Conversely, factors negatively impacting gifted students’ views on schooling include close-mindedness, negative perception from peers and teachers, boredom, repetition and isolation. Findings from this research are far from enough to gain a broad understanding of gifted students but still offer interesting insights into the reality of Quebec gifted students and on what can be done to support the growth and development of gifted children.

This thesis deals with analysis of the Framework Educational Program for Elementary Education (FEP EE) and finding means to meet the objectives of FEP EE in art education which leads to a concept of seventh grade curriculum. Thesis also reflects the author's personal approach to the formulation of the contents of the curriculum. The theoretical part focuses on examining the FEP EE and finding means to meet objectives in the form of curriculum concept for the seventh grade. The findings of the theoretical part is complemented by comparison of curricular documents for art subjects of Czech Republic and Great Britain. The empirical part describes the procedures for defining the curriculum concept. It includes transmission analysis of the FEP EE objectives to the content of the curriculum, which is based primarily on teaching practice. Analysis is followed by personal perception of the FEP EE requirements in the form of teaching aimed at the creating process and by description of the analyzing process of author`s teaching in connection with the FEP EE concept exploration at selected elementary schools. The didactic part concludes the research process with application of findings in implementation and evaluation of two thematic wholes in art education The output of exploring practical experience and...