Made available in DSpace on 2016-08-17T13:54:37Z (GMT). No. of bitstreams: 1 Dissertacao Gilvana.pdf: 912699 bytes, checksum: c336218a5e136335573007ecbc8a44bb (MD5) Previous issue date: 2013-03-07 / The inclusion of children with disabilities in early childhood education has emerged as a challenge to teachers, who often consider themselves unprepared for this moment. The solitary work on the teacher produces a sense of helplessness preventing him from taking pedagogical decisions right ones. In comes the importance of teacher training, while articulating between inclusion in early childhood education and the construction of teaching autonomy towards a higher quality education. Thus , the present study aimed to analyze the contributions of continuing education to include children 4 and 5 years with disabilities in public schools of the city of São Luís / MA and specific objectives, knowing which thought the teachers about childhood in early childhood education and how this vision teacher can reflect on the inclusion process, identify the design of inclusive education built by teachers and their relation to a proposed school emancipatory and verify that the continuing education held in the school influences the pedagogical work of teachers. The research was based theoretically on the following authors: Imbernon (2009 and 2010) and Ramalho et.al (2003) and Adorno (1995) that authors were indispensable to reflect on the training of teachers; Januzzi (2006), Mendes (2006) and Costa (2011), among others, were supporters of the discussions about the inclusion of people with disabilities. With regard to early childhood education, Kuhlmann (2011), Oliveira (2008) and Kramer (2011) allowed us a better dialogue on the subject. As procedure for data collection, we used semi-structured interviews made twenty-one teachers of children aged 4 and 5 years belonging to the municipal public São Luís / MA, the qualitative approach. In this investigation it was established up by the results, continued education contributes to the process of inclusion of students with disabilities, as it enables a rethinking on the subject, which demystifies biased conceptions rooted in teachers as absolute truths, and proposes a teacher education for autonomy, in which clarification and experience are essential to the emancipation of the subject. / A inclusão de crianças com deficiência na educação infantil tem se apresentado como um desafio aos professores que, por muitas vezes, se consideram despreparados para este momento. O trabalho solitário produz no professor uma sensação de desamparo impedindo-o de tomar decisões pedagógicas mais acertadas. Entra em cena a importância da formação docente, enquanto articuladora entre a inclusão na educação infantil e a construção da autonomia docente com vista a uma educação de mais qualidade. Dessa forma, a presente pesquisa teve como objetivo geral, analisar as contribuições da formação continuada para a inclusão de crianças de 4 e 5 anos com deficiência em escolas públicas municipais da cidade de São Luís/MA e, como objetivos específicos, conhecer qual o pensamento das professoras acerca da infância na educação infantil e como esta visão docente pode refletir sobre o processo de inclusão; identificar a concepção de educação inclusiva construída pelas professoras e sua relação com uma proposta de escola emancipatória e verificar se a formação continuada realizada no espaço da escola influencia o trabalho pedagógico das professoras. A pesquisa se fundamentou teoricamente nos seguintes autores: Imbernón (2009 e 2010) e Ramalho et.al (2003) e Adorno (1995) que foram autores indispensáveis para refletir sobre a formação de professores; Januzzi (2006), Mendes (2006) e Costa (2011), entre outros, foram sustentáculos das discussões acerca da inclusão de pessoas com deficiência. No que se refere à educação infantil, Kuhlmann (2011), Oliveira (2008) e Kramer (2011) permitiram-nos um melhor diálogo sobre o assunto. Como procedimento de coleta de dados, utilizou-se da entrevista semiestruturada feita a vinte e uma professoras de crianças de 4 e 5 anos pertencentes à rede pública municipal de São Luís/MA, na abordagem qualitativa. Nesta investigação foi possível constatar-se, através dos resultados obtidos, que a formação continuada contribui para o processo de inclusão de alunos com deficiência, à medida que possibilita um repensar sobre a temática, que desmistifica concepções preconceituosas arraigadas nos docentes como sendo verdades absolutas, e que propõe uma formação docente para a autonomia, em que o esclarecimento e a experiência são indispensáveis para a emancipação do sujeito.

Orientador: Edison Duarte / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T02:55:54Z (GMT). No. of bitstreams: 1 Lima_SoniaMariaToyoshima_D.pdf: 2144773 bytes, checksum: c8214e238f3c3f18c8e3232b3c5cb3c7 (MD5) Previous issue date: 2005 / Resumo: Há alguns anos, o Ensino Superior tem sido alvo de debates e estudos, sobretudo no que se refere ao relacionamento com os alunos, ao desenvolvimento do ensino, à ausência de discussão sobre questões epistemológicas subjacentes à organização do trabalho docente e de proposta de avaliação de aprendizagem mais coerentes com a realidade educacional. Embora reconhecendo que a Universidade e seus professores não sejam únicos interlocutores e referentes básicos na condição de produtores do conhecimento humano, consideramos que os mesmos projetam modelos curriculares e iniciativas pedagógicas. Esse compromisso pressupõe, via de regra, uma prática de ensino que transcende algumas concepções, reelaboração do pensar e do agir. Ao compreender que as experiências não têm uma referência somente nas razões pessoais, destacamos nessa tese, a construção e uma teorização, através da reflexão sobre a ação, de uma metodologia de ação para a formação universitária em Educação Física Adaptada. Embora seja muito particular, estamos empreendendo discutir a formação universitária com qualidade para todos os acadêmicos, bem como completar as diferentes interfaces do ensino pedagógico. Subsidiamos nossa metodologia de ação nas bases teóricas de Donald Shön e Zeichner que revisitaram as concepções em Dewey. Nas apreciações analíticas, decorrentes do método qualitativo, optamos pela utilização da entrevista. A epistemologia da prática encontra-se centrada na experiência e no saber profissional desenvolvido pelo Projeto de Ação Educacional na Educação Física Adaptada (ProEEFA), na Universidade Estadual de Maringá ¿ Departamento de Educação Física. O saber construído e manifestado a partir da experiência de uma situação vivida com cunho longitudinal, conduziu a um conjunto de informações, conhecimentos e atitudes que foram sendo desenvolvidos no período de quatro anos, com a participação efetiva de vinte discentes que estiveram nas ações entre quatro meses a quatro anos. Ao contextualizarmos a experiência vivida, constatamos através da reflexão sobre a ação que alguns indicativos educacionais se manifestaram como norteadores de uma formação universitária como: a interação nos encaminhamentos do processo pedagógico; que a questão paradigmática interfere no processo de formação educacional; que o professor é um agente social mediador que também é mediatizado por outros agentes; que o conceito de competência ultrapassa a noção comportamentalista do termo; que a motivação é o meio, freqüentemente, para atingirmos o sucesso; que as relações de cooperação devem ser regidas pela reciprocidade com relações constituintes; que a interpelação de cooperação é possível, quando se explicita a autonomia na participação irredutível e indispensável do indivíduo na elaboração de novas formas de pensar e novos conhecimentos; que a proposição dialógica evidenciada destaca a representatividade de troca e crescimento, tanto do educando, quanto do educador. Destacando, ainda, que o saber educacional se insere, a cada momento, nas vidas das pessoas, para que se tornem cidadãs. E, cidadão é aquele que se soma na vida social, e, ao fazê-lo participa, comprometendo-se com a ação político-pedagógica / Abstract: The University Teaching has been the target of debates and studies for some years, mainly concerning the relationship with the students, the development of teaching, the lack of discussion on epistemological issues that are subjacent to the teachers¿ work organization, and a proposal of learning evaluation, which is more coherent with the educational reality. Although knowing that the University and its professors are neither the only interlocutors nor the only basic references in the condition of producers of human knowledge, we consider that they project curricular models and pedagogical initiatives. Such compromise assumes, mainly, a teaching practice that transcends some conceptions, the reelaboration of thinking and acting. Understanding that the experiences have a reference not only in personal reasons, in this thesis we make evident the construction and a theorization, by the reflection-on-action, of an action methodology for the university formation in Adapted Physical Education. In spite of being very particular, we aim at discussing the university formation with quality for all academic students, as well as completing the different interfaces of the pedagogical teaching. Our methodology of action is based on Donald Shön and Zeichner¿s theories, authors who studied Dewey¿s conceptions. Considering the analytical appreciations of the qualitative method we have chosen to use the interview. The practice epistemology is centered on the experience and professional knowledge developed by the Educational Action Project in the Adapted Physical Education (ProEEFA) in the State University of Maringá city ¿ Department of Physical Education. The knowledge constructed and manifested from the experience of a situation lived with a longitudinal characteristic, led to a set of information, knowledge and attitudes that have been developed in a 4-year-period, with the effective participation of twenty professors who were engaged in the actions from four months to four years. When contextualizing the experience we had, based on the reflection-on-action, we concluded that some educational indicatives are the guiders of a university education, that is, the interaction during the performance of the guidelines of the pedagogical process, the teacher as a mediator social agent who is also mediated by other agents; the concept of competence that transcend the behaviorist notion of the term; the motivation that is the frequent way of achieving the success, the relationships of cooperation that are guided by reciprocity with constituent relations; the possibility of an interpellation of cooperation, when the autonomy in the invincible and indispensable participation of the subject concerning the elaboration of new ways of thinking and new knowledge is explained; the dialogic proposition that makes evident the representativeness of changing and growing up of both the student and the educator. The fact that the educational knowledge is increasingly inserted into people¿s life to make them citizens is also evidenced. Besides, citizen is the one who engages himself in the social life, and doing so, he is compromised with the political-pedagogical action / Doutorado / Atividade Fisica, Adaptação e Saude / Doutor em Educação Física

The aim of this thesis is to investigate how young children’s narration of an everyday object, the meatball, is a beneficial approach to systems thinking and if something emerges that could be useful in education for sustainable development in early childhood education. In a world of complexities, our role as participants in systems encompassing food, energy and waste is neglected in favor of drawing attention to individual events. Systems thinking is about understanding complexity, a key aspect of the resilience approach to sustainable development. Research shows valuable return-on-investments from early childhood education for sustainable development, but the field lack academic attention. The research method is case studies at pre-schools based on narrative inquiry. The study creates situations where children explore their own boundaries. Findings show that humans are largely missing from the children’s social-ecological system and a difference in the approach of acknowledging uncertainty vs. imaginary explanations to phenomena surrounding a meatball. It finds that zooming out from one familiar object is a simple way to introduce systems thinking in early childhood education and that narration is a useful approach to identify knowledge gaps.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research line in Arts Education and the Research Program of Graduate Studies on Education in the Federal University of Santa Maria aims at thinking about learning the art and its importance in the education of teachers. Through interviews with teachers interested in the education of teachers and artists the strategies, ways and conditions to learn art are analyzed. Corrêa based on his understanding of school educational limits presents his experience of the willing learning in workshops. Kastrup states that art learning becoming a problematic field, as the teacher is one who works together, share experiences of a field problem, shows the reverse of the representation acting outside the field, working to overcome such a problematic field. Goulart based on his teaching activities highlights the teacher s non-authoritative role in the teachers education. Peciar remarks the testing of the intuition, the question of rules and models and emphasizes, in a pedagogy of art, the abandon of the teacher s critics in favor of the reception of students production. From the contributions presented it can be emphasized the importance of an education mixed with the production of difference, affected by the meetings (of people, situations and perspectives) and fostering of multiple ways of learning. / Esta investigação desenvolvida na Linha de Pesquisa Educação e Artes do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria tem como objetivo pensar a aprendizagem da arte e sua importância na formação de educadores. A partir de entrevistas com professores interessados na formação de educadores e artistas, reúne-se um conjunto de estratégias, maneiras e condições consideradas relevantes para o aprendizado da arte. Corrêa, a partir da sua compreensão dos limites da escolarização, apresenta a experiência do conhecer com vontade em oficinas. Kastrup coloca a aprendizagem da arte como constituição de um campo problemático a ser trabalhado, onde o mestre é aquele que faz junto, compartilha experiências de problematização, propõe o avesso da representação. Goulart, com base no seu trabalho docente, destaca o papel de um educador não autoritário na formação do artista. Peciar assinala a intuição na experimentação, o questionamento das regras e modelos e destaca, numa pedagogia da arte, o abandono da crítica do professor em favor do acolhimento das produções dos estudantes. A partir das contribuições apresentadas destaca-se a importância de uma educação que se confunda com produção de diferença, afetada pelos encontros (pessoas, situações e perspectivas) e mobilizadora de múltiplos modos de aprender.

Contemporary Japanese possesses three major types of words, (1) kango (Sino-Japanese words), (2) wago (Japanese native words), and (3) gairaigo (loanwords), and each word type is associated with three types of scripts, (1) kanji (Chinese characters), (2) hiragana, and (3) katakana. Kanji are a set of logographic/ideographic scripts, and both hiragana and katakana are phonetic syllabaries. Kanji are used for presenting kango and wago, while some wago are written only in hiragana. Katakana are used for presenting gairaigo. Moreover, katakana are unconventionally used to write kango and wago for the purposes of emphasis and so forth. This paper extensively examines katakana words including gairaigo as well as kango and wago written in katakana unconventionally. Many observers have commented that katakana words are increasing in Japanese writings. However, there is little empirical data to prove their increase in such writings. This dissertation pursues this question by hypothesizing that katakana words have been increasingly used in Japanese writings. Together with providing evidence of their increase, this dissertation captures differences in katakana word usage between different publication outlets, namely, magazines and newspapers as well as television commercials. In order to investigate these issues, a research project is conducted where vocabularies from the three types of media are collected on computer databases. The increase of katakana words in Japanese writings poses a problem to foreign learners of Japanese whose L1 is English. As reported in various research including Chikamatsu (1996), the learners generally experience difficulty in processing and comprehending katakana words. From the learners’ perspective, the increase of katakana words in Japanese writings means that the learners need to know more katakana words than ever before to read Japanese writings. Meanwhile, native readers of Japanese also express some difficulty with katakana words, as illustrated in the recent survey results by the National Institute for Japanese Language and the Japan Broadcasting Corporation. Both governmental agencies found that many Japanese had the experience of being unable to understand the meaning of some gairaigo. Their difficulty seems to partially be caused by the increase of gairaigo in Japanese writings. From the native readers’ perspective, the increase of gairaigo means that new gairaigo are continuously introduced in such writings, some of which are not deeply rooted in Japanese gairaigo inventory but have been introduced relatively recently, with the ensuing result that many people do not know the meaning of such words. Although it is clear that both foreign learners and native readers of Japanese have difficulty with katakana words due to the increase of such words, to date no linguistic analysis has been conducted to account for reasons of their difficulty. Thus, this dissertation examines such reasons, and then offers some suggestions as to how to make gairaigo more comprehensible from the point of view of script policy and pedagogical practice. And ultimately, some conclusions regarding the role of katakana in the Japanese orthographic system will be discussed in the light of the history of the Japanese language and its writing system.

The purpose of this study was to compile an account of the growth and development of physical education for men in the colleges and universities in the United States. The plan was to organize the historical literature and the material obtained from the investigation in such a way as to make it of value to the institutions of higher learning in the further development of their physical education programs.

The work describes particularities of public universities and their funding. It depicts possibilities of funding by the Ministry of Education, Youth and Sports and particulary by structural funds of European Union. The main part is dedicted to funding by Operational Programme Education for Competitiveness. Work describes procedure of creation, implementation, monitoring and control of projects funding by Operational Programme Education for Competitiveness. Furthermore it describes other possibilities of funding by structural funds and economic information systems on Czech public universities.

This present case study is exploring whether an Education for Sustainable Development initiative, as exemplified by the South African Earthchild Project (ECP), which is focused on yoga, environmental education and hiking, can empower children and enhance their agency to become agents of change for Sustainable Development. With empowerment and agency theories as a backdrop, a quasi-experimental design is adopted. A drawing method is used in combination with follow-up interviews with an experimental group (children exposed to ECP) and a control group (children not exposed to ECP). Additional data were collected by a focus group session, semi-structured interviews and participant observation. These additional sources are youth who have been members of ECP for numerous years. The findings of this research suggest that that children and youth who are exposed to ECP’s activities are more empowered and have more agency in terms of Sustainable Development than those who are not exposed. Taking into account the study’s limitations and imperfections, it can be concluded that ECP, using an ESD-inspired approach, is meeting its intended objectives.

This study investigated the bridges (enabling factors) and the barriers (hindering factors) of offering school-based Outdoor Education programmes. A questionnaire was used to survey 120 grade 4-7 classroom teachers. Teachers were required to record their perceptions pertaining to the bridges and barriers of Outdoor Education programmes on an 11-point scale. Open-ended responses also provided insights about the barriers and bridges, as well as how Outdoor Education programmes could be supported in school settings. Data suggested Outdoor Education is indeed offered in many schools but often only to a limited degree. Interestingly, the identified barriers tended to be of an organisational nature, whereas the bridges tended to be more closely aligned to pedagogical interests. Time, costs and legal liability were perceived by teachers as the strongest barriers to offering Outdoor Education. The strongest bridges were related to student learning, other educational stakeholders and the availability of outdoor areas. These research findings provide guidance for policy, professional development and other means of supporting elementary teachers' efforts to offer Outdoor Education. Methodological guidance is also offered for further research along similar lines. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate