Orientador: Anna Augusta Sampaio de Oliveira / Banca: Mônica Regina Magalhães Kassar / Banca: Graziela Zambão Abdian Maia / Banca: José Geraldo Silveira Bueno / Banca: Maria Candida Soares Del Masso / Resumo: A partir da década de 1990, o Brasil reafirma o direito de as pessoas com deficiências terem acesso ao ensino regular, através do aceite aos princípios defendidos por legislações e declarações. Tendo por foco essas determinações legais, esta pesquisa objetiva avaliar o movimento político-pedagógico em relação aos processos inclusivos de quatro Escolas Municipais do Ensino Fundamental - Ciclo I da cidade de Marília (SP), nos anos de 2004, 2006 e 2008, sendo duas com matrículas de alunos com deficiências física, auditiva, visual e mental, e duas sem matrículas de alunos com deficiências, na tentativa de investigar como as escolas estão se organizando, no que concerne aos preceitos estabelecidos legalmente, bem como analisar se há diferenças entre as propostas dos dois grupos de escolas. A sequência deste estudo permite verificar se há um mapeamento das crianças com necessidades educacionais especiais e se são identificadas as suas necessidades educacionais. Os dados são obtidos por meio da análise dos Projetos Político-Pedagógicos dos anos de 2004, 2006 e 2008, das escolas em estudo, e dos documentos dos alunos com deficiências participantes da pesquisa, como: a ficha de matrícula, o histórico escolar, a adequação curricular e a avaliação clínica. As informações dos Projetos Político-Pedagógicos e dos dados informativos dos alunos são examinadas segundo categorias analíticas.Os resultados da pesquisa indicam que não há diferenças substanciais entre as proposições dos Projetos Político-Pedagógicos das escolas com e sem matrículas de alunos com deficiências nos anos de 2004, 2006 e 2008. Suas propostas permitem concluir que há uma lacuna entre o que se defende em legislações e o que é efetivamente praticado no cotidiano das escolas, conforme análise dos Projetos Político-Pedagógicos. Contudo, mesmo que haja muito a ser desenvolvido, as ...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract:Since the last decade of the 20th century, Brazil has restated the right of the disabled to access to regular teaching by having accepted principles established in legislations and some declarations. By focusing on those legal statements, this work aims to assess the politicalpedagogic movement related to the inclusive processes of four Primary Municipal Schools of Marília (SP) - I Cycle - during the years 2004, 2006 and 2008, - two of them enrolling physical, auditory, visual and mental handicapped schoolchildren, and the other two with no disabled pupils -, trying to investigate how those schools were organized regarding those legal principles, and to analyze whether or not there were differences between the proposals of the two groups of schools. The sequence of this work will indicate if children with special educational needs were mapped out and their educational needs identified. Data were collected by analyzing the 2004, 2006 and 2008 Political-pedagogic Projects of those schools and the disabled children's documents participating in the research such as: enrolment form, school report, curriculum adjustment and clinical evaluation. Both Political-pedagogic Projects and children's data were analyzed according to analytical categories. Research results indicate that there were no substantial differences between the proposals with regard to the Political-pedagogic Projects of the two groups of schools. Their proposals allow us to conclude that there was a gap between what was stated in the legislation and what was the school real daily practice. Nevertheless, in spite of having much to be developed, the schools showed punctual movements, since some principles stated in legislations were carried out only in some periods analyzed, and this occurred with delimitation of purposes, objectives, curriculum content, methodological and assessment strategies. Those schools do not have ...(Complete abstract click electronic address below) / Mestre

Made available in DSpace on 2016-06-02T19:35:59Z (GMT). No. of bitstreams: 1 6516.pdf: 2973933 bytes, checksum: 9ac19eee121a239e2e06a05abb2018ac (MD5) Previous issue date: 2014-12-12 / The thesis contains a study on the School in MST Camp: Institutionalization and Management of State Itinerant School Carlos Marighella. The problem of this study lies in the way of managing the traveling school in the MST camp, the contradiction is present with regard to the class struggle and interests defending, as Brazil is, par excellence, the land of large estates and, he, a deep social inequality in rural and urban areas, that can be characterized as social apartheid. In this regard, it is noteworthy that the construction of the Itinerant School has history and school history in the MST has the story of the struggle for agrarian reform. In these struggles, the Paraná bears the mark of the explosion of class struggle in the countryside, whose centrality is in the mechanization of agriculture, land concentration and construction of dams in Santiago Jump and Itaipu, which displaced more than 3,000 families from their land. In the struggle for land, northwest region of Paraná brings the land occupation and school occupation as dispute space. There is, in this struggle, the occupation of Fazenda Santa Filomena, in Planaltina of Paraná, and with it the construction of Camp Elias Gonçalves de Meura. This camp was built Itinerant School Marighella Carlos, who was born as a public school in 2004, which started teaching activities in a stable. Therefore, our purpose was to this school, meet its internal structure and forms of management. So our object is the school management. So we ask ourselves: How is the management of a school of MST in the capitalist state structure? There is an autonomous management from the State? Management mechanisms that are present in the Itinerant School? Collegiate bodies that are present in the school structure? How is the social control of the Itinerant School? In this sense, the school management is the MST or no state control over school management? Given these issues, our intention was to investigate the School Itinerant Carlos Marighella both the organizational aspects, the management, the administrative, educational and financial dimensions, from 2004 to 2013. Therefore, we undertook a bibliographic nature of research and interviews. In literature, the empirical sources consulted were the texts and MST works on education, and the documents produced by the MEC, SEED and State Councils of Education relevant to Education Field and Itinerant Schools. Besides these, we also drew the texts produced by several researchers who analyzed the Itinerant Schools in the different aspects of studies. Interviews were conducted with members of the MST Education Sector, educators and students of EI, public officials and school community camping. The reflections on the school management, despite being a singularity as pedógica experience, to be tensioned by the conflict of land, EI is not the government school, nor he directed. She is the dual management, but brings in your organization elements of the socialist school of work as selforganization in the training process. This is the meaning of this research thesis answered. / A tese contém um estudo realizado sobre a Escola no Acampamento do MST: Institucionalização e Gestão Estatal da Escola Itinerante Carlos Marighella. O problema deste estudo situa-se na forma de administrar a escola itinerante no acampamento do MST, cuja contradição está presente no tocante à luta de classes e aos interesses que defende, pois o Brasil é, por excelência, a terra do latifúndio e, com ele, de uma profunda desigualdade social no campo e nas cidades, que podemos caracterizar como apartheid social. Neste particular, cabe ressaltar que a construção da Escola Itinerante tem história e a história da escola no MST tem a história das lutas por Reforma Agrária. Nestas lutas, o Paraná traz a marca da explosão das lutas de classes no campo, cuja centralidade está na mecanização da agricultura, concentração fundiária e construção das barragens de Salto Santiago e Itaipu, que desalojou mais de 3.000 famílias de suas terras. Na luta pela terra, a região noroeste do Paraná traz a ocupação da terra e a ocupação da escola como espaço de disputa. Tem-se, nesta luta, a ocupação da Fazenda Santa Filomena, em Planaltina do Paraná, e com ela a construção do Acampamento Elias Gonçalves de Meura. Neste acampamento foi construída a Escola Itinerante Carlos Marighella, que nasceu como escola pública no ano de 2004, e iniciou as atividades letivas em um estábulo. Diante disso, nosso propósito foi conhecer esta escola, conhecer sua estrutura interna e as formas de gestão. Assim, nosso objeto é a gestão da escola. Portanto, nos interrogamos: Como se dá a gestão de uma escola do MST na estrutura do Estado capitalista? Há uma gestão autônoma frente ao Estado? Que mecanismos de gestão estão presentes na Escola Itinerante? Que órgãos colegiados estão presentes na estrutura da Escola? Como se dá o controle social na Escola Itinerante? Neste sentido, a gestão da escola é do MST ou há o controle estatal sobre a gestão escolar? Diante destas questões, nossa intenção foi investigar a Escola Itinerante Carlos Marighella tanto nos aspectos organizativos, quanto de gestão, nas dimensões administrativas, pedagógicas e financeiras, no período de 2004 a 2013. Para tanto, empreendemos uma pesquisa de natureza bibliográfica e de entrevistas. Na pesquisa bibliográfica, as fontes empíricas consultadas foram os textos e obras do MST referentes à educação, bem como os documentos produzidos pelo MEC, SEED e Conselhos Estaduais de Educação pertinentes à Educação do Campo e às Escolas Itinerantes. Além destas, também recorremos a textos produzidos por diversos pesquisadores que analisaram as Escolas Itinerantes nos diferentes aspectos de estudos. As entrevistas foram realizadas com membros do Setor de Educação do MST, educadores e educandos da EI, agentes públicos e comunidade escolar acampada. Nas reflexões sobre a gestão escolar, apesar de ser uma singularidade como experiência pedógica, de ser tensionada pelo conflito da terra, a EI não é a escola do governo, nem por ele dirigida. Ela faz a gestão dual, mas traz na sua organização elementos da escola socialista do trabalho, como auto-organização no processo de formação. Este é o sentido da tese respondido nesta pesquisa.

Made available in DSpace on 2016-06-02T19:42:35Z (GMT). No. of bitstreams: 1 ARAUJO_Tiago_2014.pdf: 3696664 bytes, checksum: 78ea765315722482e1f6679f94bf895c (MD5) Previous issue date: 2014-08-19 / In this work we present a qualitative study conducted in a municipal elementary school located in the city of Votorantim (SP). Informants participated in the survey as the team manager (director and education coordinator) and four teachers who teach in the early grades of elementary school. The main objectives of the research were: to determine whether the educational activities of the management team interfere in teaching developed in the studied school, see how the management team has been trying to implement improvements in the educational processes, and also the principles of a democratic management are used by the management team on ways to manage and organize the school. As an instrument of data collection, semistructured interviews, participant observation of the context of the subject and document analysis of school records were made. The data obtained in the investigative process were organized into categories for analysis, according to the research questions previously developed. As a result, it is concluded that the school management team seeks to engage democratically with the community, teachers, staff and students, so that its action seeks to collaborate with the teaching work, given the participatory work with teachers, in which subjects and anxieties brought on the context of the classroom are discussed and referrals are collectively determined. / Neste trabalho apresento uma pesquisa qualitativa realizada numa escola municipal de ensino fundamental localizada na cidade de Votorantim (SP). Participaram da pesquisa como informantes a equipe gestora (diretora e coordenadora pedagógica) e quatro professoras que lecionam nas séries iniciais do ensino fundamental. Os objetivos principais da pesquisa foram: verificar se as ações educativas da equipe gestora interferem no trabalho docente desenvolvido na escola estudada, verificar como a equipe gestora vem buscando implementar melhorias nos processos educativos e, ainda, se os princípios de uma gestão democrática são utilizados pela equipe gestora nas formas de gerir e organizar a escola. Como instrumento de coleta de dados, foram realizadas entrevistas semiestruturadas, observação participante do contexto dos sujeitos e análise documental dos registros escolares. Como resultado, conclui-se que a equipe gestora da escola procura atuar democraticamente junto à comunidade, professores, funcionários e alunos, de modo que sua atuação procura colaborar com o trabalho docente, haja vista o trabalho participativo realizado com as professoras, em que temas e inquietações trazidos do contexto da sala de aula são discutidos e os encaminhamentos são decididos coletivamente.

Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2018-09-05T14:37:36Z No. of bitstreams: 2 Patrick_Bellei_2018.pdf: 1937555 bytes, checksum: 2b413efe275537168620ea92d23bdf63 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-05T14:37:36Z (GMT). No. of bitstreams: 2 Patrick_Bellei_2018.pdf: 1937555 bytes, checksum: 2b413efe275537168620ea92d23bdf63 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-06-15 / Mathematical Modeling is one of the trends in mathematics education that is more strengthened, considering the large number of researchers who are dedicated to the theme and the increasing formation of groups or research lines. Even with this strengthening its use in the classroom is still embryonic. In papers published on this topic in events related to mathematics education, it is possible to find notes that refer to the necessity of specific training, empowering teachers for this purpose, as well as sparse indications about the difficulty of approximation with the modeling as a result of the school management. These aspects and others are objects of the project for the extension of continuous education of teachers in Mathematical Modeling in mathematics education that is configured as our region of investigation. This formation occurs in Foz do Iguaçu2 under a mixed model, in an approximation to the established by Garcia (1999). While taking part in this training, in addition to the contributions of the research group, it was possible to verify in the speech of participants that the school management can influence the use of this trend. In this broader context of research, the training itself, along with my interests as a researcher, the question emerges: what is shown about the school management in relation to the mathematical modeling from the participating teachers of continuous education?, guiding this research, which has been developed under a phenomenological perspective. To proceed with the questioning, we not only looked at the school management, but for the meaning attributed by the participating teachers training at the school organization as a reflection of the school management. The survey data were collected from audio recordings of the speech of participants, resulting of the meetings of continuous formation from November 2015 to August 2016, which were transcribed. Therefore, this research sought the meaning given in the discourse through its significance considering the hermeneutics, using Atlas.ti software. because it is a powerful tool for the analysis of large amount of qualitative data. Initially were highlighted the meaning units, which after an analysis converged into three open categories that have been described, being they: about the influences of the school management in the method of work and differentiated activities; on the school organization, planning and external assessments; and on the role of manager at school for teachers. The research shows, among other things, the need of support and knowledge of school management to the activities of Mathematical Modeling and actions for the development of continuous training. It also shows the importance that the school management has clear objectives and defined in conjunction with all professionals so that the differentiated activities as the mathematical modeling may provide significant education for the critical training of students. / La modelación matemática es una de las tendencias de la Educación Matemática que se encuentra más fortalecida, considerando el gran número de investigadores que se dedican al tema y a la creciente constitución de grupos o líneas de investigación. Incluso con este fortalecimiento, su uso en el aula se encuentra todavía en estado embrionario. En trabajos publicados sobre este tema en eventos relacionados con la Educación Matemática, es posible encontrar notas que se refieren a la necesidad de una formación específica, que habiliten los profesores para este fin, además de alusiones acerca de la dificultad de aproximación con la modelación como un resultado de la gestión escolar. Estos y otros aspectos son objetos del proyecto de extensión de la Formación Continua de los docentes en Modelación Matemática en la Educación Matemática que se configura como nuestra zona de investigación. Esta formación ocurre en Foz do Iguaçu3 bajo un modelo mixto, en una aproximación a los estudios de García (1999). Al participar de esta formación, además de las aportaciones del grupo de investigación, fue posible comprobar el discurso de los participantes y percibir que la gestión escolar puede influir en el uso de esta tendencia. De este contexto más amplio de la investigación, de la formación de una manera específica, junto con mis intereses como investigador, surge una pregunta que es el eje de esta investigación y que se desarrolló bajo una perspectiva fenomenológica: ¿Qué se muestra en la gestión escolar en relación con la Modelización Matemática a partir de los profesores participantes en la formación continua? Al avanzar con la pregunta ponemos la mirada no sólo en la gestión escolar, sino en el sentido atribuido por el grupo de profesores participantes de la formación a la organización de la escuela como reflejo de la gestión escolar. Los datos de la investigación fueron producidos a partir de las grabaciones de audio del discurso de los participantes de las reuniones de la formación continua, que fueron transcritos, desde noviembre de 2015 a agosto de 2016.Por lo tanto, para esta investigación buscamos el sentido dado en el discurso a través de su significado considerando la hermenéutica, utilizando el software Atlas.ti., porque es una poderosa herramienta para el análisis de gran cantidad de datos cualitativos. Inicialmente se destacaron las unidades de significado que después de un análisis se convergieron en tres categorías abiertas que fueron descritas, a saber: sobre las influencias de la gestión escolar en el método de trabajo y en las actividades diferenciadas; sobre la organización escolar, evaluaciones externas y planificaciones; y sobre la función de gestor escolar para los profesores. Esta Investigación muestra, entre otras cosas, la necesidad de apoyo y conocimiento de la gestión escolar en las actividades de Modelación Matemática y acciones para el desarrollo de la Formación Continua. Además, resalta la importancia de la gestión escolar tener objetivos claros y definidos en conjunto con todos los profesionales para que las actividades diferenciadas como la Modelación Matemática pueda proporcionar educación significativa a la formación crítica de los estudiantes. / A Modelagem Matemática é uma das tendências da Educação Matemática que se encontra mais fortalecida, considerando o grande número de pesquisadores que tem se dedicado ao tema e a crescente constituição de grupos ou linhas de pesquisa. Mesmo com este fortalecimento, sua utilização em sala de aula ainda é embrionária. Em trabalhos publicados sobre este tema em eventos referentes à Educação Matemática é possível encontrar apontamentos que remetem à necessidade de ocorrer formação específica, que habilitem os professores para este fim, além de esparsas menções sobre a dificuldade de aproximação com a modelagem em decorrência da gestão escolar. Esses e outros aspectos são objetos do projeto de extensão de Formação Continuada de Professores em Modelagem Matemática na Educação Matemática que se configura como nossa região de inquérito. Esta formação ocorre em Foz do Iguaçu1 sob um modelo misto, em uma aproximação ao estabelecido por Garcia (1999). Ao participar dessa formação, além das contribuições do grupo de pesquisa, foi possível verificar o discurso dos participantes e perceber que a gestão escolar pode influenciar na utilização dessa tendência. Desse contexto mais amplo de pesquisa, da formação de maneira específica, juntamente aos meus interesses enquanto pesquisador, emerge a interrogação: O que se mostra sobre a gestão escolar em relação à Modelagem Matemática a partir dos professores participantes da formação continuada?, sendo orientadora desta investigação, que foi desenvolvida sob uma perspectiva fenomenológica. Ao avançar com a interrogação olhamos não só para a gestão escolar, mas para o sentido atribuído pelo grupo de professores participantes da formação à organização escolar como reflexo da gestão escolar. Os dados da pesquisa foram produzidos a partir das gravações de áudio do discurso dos participantes, advindos dos encontros da formação continuada a partir de novembro de 2015 a agosto de 2016, os quais foram transcritos. Portanto, para esta pesquisa buscamos o sentido dado no discurso por meio de seu significado considerando a hermenêutica, utilizando do software Atlas.ti., pois se trata de uma poderosa ferramenta para análises de grande quantidade de dados qualitativos. Foram destacadas inicialmente as unidades de significado, que após uma análise convergiram em três categorias abertas que foram descritas, sendo elas: sobre as influências da gestão escolar no método de trabalho e nas atividades diferenciadas; sobre a organização escolar, planejamentos e avaliações externas; e sobre a função de gestor escolar para os professores. A pesquisa mostra, dentre outros aspectos, a necessidade do apoio e conhecimento da gestão escolar para com as atividades de Modelagem Matemática e ações para o desenvolvimento de Formações Continuadas. Aponta ainda a importância de a gestão escolar possuir objetivos claros e definidos em conjunto com todos os profissionais para que as atividades diferenciadas como a Modelagem Matemática possam proporcionar ensino significativo para a formação crítica dos alunos.

De senaste åren har hållbar utveckling fått mer och mer betydelse i samhället. Skolan speglar samhället, vilket syns i styrdokumentens krav på integrering av undervisning för hållbar utveckling i alla ämnen. Studiens syfte är att undersöka hur undervisningen för hållbar utveckling genomförs i biologiundervisningen i åk. 4-6 och vilka hinder lärarna träffar på. Tre mellanstadielärare som har undervisat i hållbar utveckling i biologi kontaktades och intervjuades. Resultaten visar att lärarna saknar utbildning i undervisning för hållbar utveckling, men strävar efter att genomföra en bra undervisning utifrån den befintliga kunskapen. Skolans indelning i olika ämnen gör det svårt för lärare att arbeta ämnesövergripande. Dessutom hindrar lektionens längd och den begränsade planeringstiden lärarna från att ge eleven ett djup förståelse av hållbar utveckling. Slutligen behöver lärarna möjligheter att utveckla sin förståelse av begreppet och skolverkets krav på undervisningen för hållbar utveckling. / In recent years, sustainable development has become more and more important in society. The school reflects society which is visible in the requirements within the governing documents for the integration of education for sustainable development into all subjects. The aim of the study is to examine how education for sustainable development is conducted in biology education in grades 4-6 and the obstacles that the teachers encounter. Three middle school teachers who have taught sustainable development in biology were contacted and interviewed. The results show that teachers lack education in education for sustainable development, but strive to achieve a good education based on existing knowledge. The division of the school into different subjects makes it difficult for teachers to work interdisciplinary. In addition, the duration of the lesson and the limited planning time prevent teachers from giving the student a deep understanding of sustainable development. Finally, teachers need opportunities to develop their understanding of the concept and the school's requirements for education for sustainable development.

This descriptive study investigated the development of the 5 dimensions of the professional learning community model in 5 economically disadvantaged and diverse Texas elementary schools, which demonstrated improvement in student achievement on the Texas Assessment of Knowledge and Skills (TAKS) over a 5-year period. Each of the schools were given the highest performance rating of Exemplary during the 2008 school year according to criteria developed by the Texas accountability system and had changed from an Acceptable rating in 2004. The purpose of this study was to determine the level of the development of the 5 dimensions of the professional learning community model in improving exemplary Texas elementary schools and to identify and compare the possible commonalities and differences existing between the schools on the 5 dimensions of professional learning communities. The 5 dimensions of the professional learning community model investigated in this study include: 1) shared and supportive leadership, 2) shared values and vision, 3) collective learning and the application of learning, 4) shared personal practice and 5) supportive conditions (collegial relationships and structures). The method used in this study was a mixed method approach that employed a questionnaire, individual principal and teacher interviews and school performance documents to collect data. The questionnaire data was analyzed through descriptive and analytical statistics while the interviews were investigated by identifying and documenting emergent patterns and themes. The findings from this study suggest that sustainable professional learning communities are evident in the high performing schools selected for this study. The study implies the culture of these schools is supported by relationships fostered by trust and mutual respect and their success is attributed to the collaborative, collegial and collective learning of the staff. Staff members from these schools are focused on student learning while campus leadership, grade level and vertical teams provide the structures for sharing leadership and collective learning. The principals in these schools engage in supportive behaviors that facilitate professional community while districts assist schools as professional learning communities in part through organized data and resource personnel.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T19:12:26Z No. of bitstreams: 1 Ana Luiza Bacchereti Sodero de Toledo.pdf: 1740556 bytes, checksum: a095806dfc178c5ccab9d99859315a81 (MD5) / Made available in DSpace on 2017-06-14T19:12:26Z (GMT). No. of bitstreams: 1 Ana Luiza Bacchereti Sodero de Toledo.pdf: 1740556 bytes, checksum: a095806dfc178c5ccab9d99859315a81 (MD5) Previous issue date: 2017-03-22 / The purpose of our research was to know the reasons that lead teenagers to go to regular school, especially in the eighth and ninth grade of elementary school, and what perspectives and expectations arise when they seek enrollment in the Integrated Center for Youth and Adult Education - CIEJA. The theoretical reference that guided us was dialectical historical materialism, because it is a dynamic and transitory object of study, presenting situations of contradictions and overcoming, necessary in the construction of the identity of the adolescent. We seek to know the history of Youth and Adult Education, we discuss adolescence, in its sui generis condition of learning, as well as reflect on the curriculum in Youth and Adult Education. From the methodological point of view, we used the qualitative-quantitative approach, through questionnaires and semi-structured interviews, with the triangulation of the data obtained by the Discourse Analysis and Statistical Analysis technique. / El objetivo de nuestro estudio fue conocer qué razones llevan a los estudiantes adolescentes a abandonar la escuela regular, especialmente en los años octavo y noveno de la escuela primaria, y qué perspectivas y expectativas suben cuando solicita el registro en el Centro Integrado de Educación de Jóvenes y Adultos - CIEJA. El marco teórico que nos guió fue el materialismo histórico dialéctico, siendo un objeto dinámico y transitorio de estudio, presentando situaciones y contradicciones excesos necesarios en la construcción de la identidad del adolescente. Buscamos conocer la historia de la educación de jóvenes y adultos, continuar sobre la adolescencia en su condición sui generis del aprendizaje, así como reflexionar sobre el plan de estudios en la educación de jóvenes y adultos. Desde un punto de vista metodológico, utilizamos el enfoque de carácter cualitativo y cuantitativo, a través de cuestionarios y entrevistas semiestructuradas con la triangulación de los datos obtenidos por la técnica de análisis del discurso y análisis estadístico. / O objetivo de nossa pesquisa foi conhecer que razões levam estudantes adolescentes a sair a escola regular, principalmente no oitavo e nono anos do Ensino Fundamental, e que perspectivas e expectativas levantam quando procuram matrícula no Centro Integrado de Educação de Jovens e Adultos – CIEJA. O referencial teórico que nos guiou foi o materialismo histórico dialético, por ser um objeto de estudo dinâmico e transitório, apresentando situações de contradições e superações, necessárias na construção de identidade do adolescente. Buscamos conhecer a história da Educação de Jovens e Adultos, discorremos sobre a adolescência, em sua condição sui generis de aprendizagem, assim como refletimos sobre o currículo na Educação de Jovens e Adultos. Do ponto de vista metodológico, utilizamos a abordagem de caráter quali-quantitativa, através questionários e entrevistas semi estruturadas, com a triangulação dos dados obtidos pela técnica da Análise de Discurso e de Análise Estatística.

The thesis deals with the assessment and analysis of current state of the information system of chosen organization SOŠ Pod Bánošom Banská Bystrica and the subsequent proposed amendments, which were conditioned on results of performed analysis. The theoretical part is devoted to explanation of the information system, its components, elements, features, importance for the organization and security, also on the theoretical description of the data flow, EPC and ER diagrams. The practical part is devoted to the analysis of the information system of the organization, describes the processes in the organization and design changes in the information system.

From the wave of policy reforms of the new Minister of Education and Human Resources for a "World Class Quality Education", stakeholders have been ascribing the poor quality of learner performance to a lack of motivated teachers. This study focuses on the factors that impact on teacher motivation in the Flacq district of Mauritius and on the role of the principal in enhancing teacher motivation. An empirical investigation based on qualitative research was conducted following the literature study on these two themes. Motivational factors pertain to the school-based personal and professional needs of the teacher. Due to centralised school governance and instructional leadership tasks being delegated to the School Management Team, principals are not effective teacher motivators. Recommendations relate to transformational, distributive and participatory leadership strategies for optimal instructional principalship. / Educational Leadership and Management / M. Ed. (Educational management)

本研究係對台灣天主教中等學校校長道德領導、學校組織健康與學校效能三個變項進行受訪教職員知覺調查與描述、比較不同背景變項的教職員差異是否顯著、探討校長道德領導、學校組織健康對學校效能相關性及預測性，依據研究所得結論,分別對台灣天主教中等學校董事會、學校當局、教育人員及後續研究者提出建議，以做為推展校長道德領導、精進學校組織健康及提高學校效能之參考。 本研究使用問卷調查法，以t檢訂、單因子變異數分析、皮爾森積差相關、多元迴歸等統計方法，探討台灣天主教中等學校校長道德領導、學校組織健康與學校效能之關係。 經由文獻的蒐集與探討，提出本研究的研究架構模式圖。研究對象為台灣天主教中等學校435位教職員，研究工具係組合陳浩、秦夢群、蔡玲玲三位各自編寫之「校長道德領導」、「學校組織健康」與「學校效能」問卷。 透過統計分析與討論,本研究獲得以下結論: 一、台灣天主教中等學校教職員知覺校長道德領導、學校組織健康與學校效能之現況屬中高程度。 二、台灣天主教中等學校教職員在人員背景變項對校長道德領導、學校組織健康與學校效能的知覺，大部分未達顯著差異。 三、台灣天主教中等學校校長道德領導、學校組織健康與學校效能三者間具有正向關聯性。 四、台灣天主教中等學校校長道德領導與學校組織健康對學校效能均具有正向預測力。 / This study aims to examine the relationship among the principals’ moral leadership, school organization health, and school effectiveness in Taiwan Catholic secondary schools. Through the organization status description, comparison between different teacher background variables, the correlation with the principals’ moral leadership, school organizational health to forecast school effectiveness was discussed. Finally, it proposes suggestions for Taiwan's Catholic secondary school boards, school authorities, educators and subsequent researchers for further improvement of school effectiveness. This study uses questionnaires survey, t test, one-way analysis of variance, Pearson product-moment correlation, multiple regression and other statistical methods to explore Taiwan's Catholic secondary school moral leadership, the organizational health and schools' effectiveness. Through the collection and discussion of the literature, this study proposes the study frmaework. The questionnaire interviewing 435 Taiwan Catholic secondary school faculties, is developed by the results of moral leadership, school organization and school effectiveness relationship of health from the research of Chen, Qin, and Tsai. Through statistical analysis and discussion, this study obtains the following conclusions: 1. Taiwan Catholic secondary school staff has medium-to-high perception of moral leadership, organizational status of school health and school performance. 2. Taiwan Catholic secondary school faculty staff’s background variancees show insignificant differences in surveying the principals’ moral leadership of principals, school organization and school effectiveness of health. 3. Taiwan Catholic secondary school moral leadership, school health and school performance of the organizations have a positive correlation. 4. Taiwan Catholic secondary school moral leadership and school organization health have a positive predictive power for the effectiveness of school.