Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.

Thesis (Ph.D.(Educational Psychology)--University of Pretoria, 2004. / Includes bibliographical references.

Dissertation (Ed.D.)--University of Toledo, 2009. / Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Education Degree in Educational Administration and Supervision." Bibliography: leaves 92-99.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 17, 2006. Dissertation Committee: Chris Eisele (chair), Wayne H. Ericson, David L. Franklin, Rodney P. Riegle. Includes bibliographical references (leaves 236-246) and abstract. Also available in print.

Pouco sabemos sobre o cotidiano escolar dos alunos e alunas com aids. Visando investigar essa realidade, a presente pesquisa tem como principal objetivo identificar quais os modelos organizadores aplicados por uma amostra de docentes na resolução de situações do cotidiano escolar, envolvendo alunos e alunas portadores do HIV/aids e quais são os valores presentes em tais modelos. Adotamos como referencial teórico-metodológico a Teoria dos Modelos Organizadores do Pensamento, uma abordagem sobre o funcionamento psicológico. Participaram desse estudo 83 professores/as de escolas públicas e privadas de Educação Infantil e Ensino Fundamental dos municípios de São Paulo e Cajamar. Realizamos um levantamento exploratório das situações vivenciadas por 23 desses profissionais para a elaboração do instrumento definitivo de pesquisa. Destacamos, através desse procedimento, as seguintes temáticas relacionadas ao cotidiano escolar dos alunos e alunas com aids na ótica dos educadores: o risco de transmissão do HIV/aids, as dificuldades de aprendizagem dos alunos com aids e a inclusão deles na escola. Elaboramos três questionários com sete questões sobre estes temas que foram respondidos por 60 sujeitos. Para chegar aos modelos organizadores elaborados por esses sujeitos, analisamos os pensamentos e ações descritas, caracterizados pela integração de elementos abstraídos e retidos pelo sujeito, significados atribuídos e implicações estabelecidas a partir das situações apresentadas. Verificamos uma variedade de representações nos modelos elaborados, que permite avançar nas discussões sobre o cotidiano escolar dos alunos e alunas com aids em particular e sobre as práticas escolares em geral / Little is known regarding AIDS infected students´ everyday school life. Aiming at investigating this reality, the present research considers its main purpose to identify which organizing models applied to a sample of teachers in the resolution of everyday school situations, comprehending HIV/AIDS infected students and what the present values in these models are. We have adopted as theoretical-methodological referential, the Theory of Organizing Models of the Thought, an approach about the psychic operation. Eighty-three teachers, from public and private schools (Kindergarten and Primary) in the municipal district of São Paulo and Cajamar, have taken part in this study. We have accomplished an exploration survey of lived situations by 23 of these professionals to the elaboration of the definitive tools of the research. We have pointed out through this procedure, the following thematic situations related to the everyday school life of the AIDS students in the view of the educators: the HIV/AIDS transmission risk, the difficulties of AIDS students’ learning, and the inclusion of students in schools. We have elaborated three questionnaires with seven questions about these topics that were answered by 60 individuals. To come to the elaborated organizing models by these people, we have analyzed the reported thoughts and actions, characterized by the integration of abstracted and retained elements by the person, assigned meanings and established plots from the presented situations. We have checked a variety of representations in the elaborated models that allow developing in the discussions about everyday school life with AIDS infected students in particular and school practices in general

Pouco sabemos sobre o cotidiano escolar dos alunos e alunas com aids. Visando investigar essa realidade, a presente pesquisa tem como principal objetivo identificar quais os modelos organizadores aplicados por uma amostra de docentes na resolução de situações do cotidiano escolar, envolvendo alunos e alunas portadores do HIV/aids e quais são os valores presentes em tais modelos. Adotamos como referencial teórico-metodológico a Teoria dos Modelos Organizadores do Pensamento, uma abordagem sobre o funcionamento psicológico. Participaram desse estudo 83 professores/as de escolas públicas e privadas de Educação Infantil e Ensino Fundamental dos municípios de São Paulo e Cajamar. Realizamos um levantamento exploratório das situações vivenciadas por 23 desses profissionais para a elaboração do instrumento definitivo de pesquisa. Destacamos, através desse procedimento, as seguintes temáticas relacionadas ao cotidiano escolar dos alunos e alunas com aids na ótica dos educadores: o risco de transmissão do HIV/aids, as dificuldades de aprendizagem dos alunos com aids e a inclusão deles na escola. Elaboramos três questionários com sete questões sobre estes temas que foram respondidos por 60 sujeitos. Para chegar aos modelos organizadores elaborados por esses sujeitos, analisamos os pensamentos e ações descritas, caracterizados pela integração de elementos abstraídos e retidos pelo sujeito, significados atribuídos e implicações estabelecidas a partir das situações apresentadas. Verificamos uma variedade de representações nos modelos elaborados, que permite avançar nas discussões sobre o cotidiano escolar dos alunos e alunas com aids em particular e sobre as práticas escolares em geral / Little is known regarding AIDS infected students´ everyday school life. Aiming at investigating this reality, the present research considers its main purpose to identify which organizing models applied to a sample of teachers in the resolution of everyday school situations, comprehending HIV/AIDS infected students and what the present values in these models are. We have adopted as theoretical-methodological referential, the Theory of Organizing Models of the Thought, an approach about the psychic operation. Eighty-three teachers, from public and private schools (Kindergarten and Primary) in the municipal district of São Paulo and Cajamar, have taken part in this study. We have accomplished an exploration survey of lived situations by 23 of these professionals to the elaboration of the definitive tools of the research. We have pointed out through this procedure, the following thematic situations related to the everyday school life of the AIDS students in the view of the educators: the HIV/AIDS transmission risk, the difficulties of AIDS students’ learning, and the inclusion of students in schools. We have elaborated three questionnaires with seven questions about these topics that were answered by 60 individuals. To come to the elaborated organizing models by these people, we have analyzed the reported thoughts and actions, characterized by the integration of abstracted and retained elements by the person, assigned meanings and established plots from the presented situations. We have checked a variety of representations in the elaborated models that allow developing in the discussions about everyday school life with AIDS infected students in particular and school practices in general

The widespread epidemic HIV/AIDS still remains a confirmed and terminal disease without any currable vaccine and therapy. The only means of protection to resist an infection and HIV spread is a patient´s education, motivation and proper prevention, whose essential tool for everybody is getting information. Especially young people are threatened by the attack of that infection, so mainly basic school should participate in the HIV/AIDS prevention. The first aim of my thesis is to find out, whether and what preventive activities are accomplished at basis schools in Pilsner Region. The research work has a qualitative character. The applied method was a questionaire which was sent and applied to 31 organizations associated in Forum of non-governmental organizations at National Comisssion for HIV/AIDS problem solving in 2006. Another applied method was the derived analysis of data and documents. The second aim of my thesis was to find out basic pupil´s knowledge about HIV/AIDS infection. A qualitative research was chosen to achieve objective results. A questionaire was a research method. 319 pupils from 8th and 9th classes created a selective group. HIV/AIDS problems are always included in some school subjects at all the basic schools. Tution of the appropriate topic is provide only by school teachers and outweighs the use of supporting preventive programmes. Increased demands on school teachers education about HIV/AIDS result from that fact. Basis school pupils have basic knowledge about HIV/AIDS infection. Most pupils acquired information about HIV/AIDS at basic schools. Pupils consider a condom to be a hundrer-per-cent protection to resist veneral diseases. Despite the knowledge of this danger pupils don´t feel threatened by HIV/AIDS infection. Results of my thesis proved that as for information handover, the prevention accomplished at basic schools is efficient. Pupils´ have information about HIV/AIDS. If they act up to them even in possible risky situations that is another question. Since it is a serious problem, it seems to be necessary to keep acting this prevention whose part should be not only the information handover, but also the action at pupil´s behaviour and their responsibility.