O ensino fundamental é a fase da construção de novas amizades e desenvolvimento de habilidades acadêmicas específicas. Desde que a criança ingressa no primeiro ano, está exposta a um universo novo, onde lhe são colocadas regras e responsabilidades além daquelas vivenciadas na educação infantil. Todos esses desafios requerem um repertório prévio para o enfrentamento, que a passagem pela educação infantil pode ajudar a construir. O objetivo principal do presente estudo foi investigar o impacto da freqüência à educação infantil (EI) sobre alguns indicadores de adaptação da criança no ensino fundamental, bem como verificar possíveis efeitos compensadores da freqüência ao ensino fundamental nas diferenças eventualmente observadas no início do terceiro ano. Como preditores de resultados acadêmicos, foram incluídas na pesquisa, além da variável frequência na EI, as seguintes variáveis: (a) da criança - potencial cognitivo, habilidades sociais, problemas de comportamento, autoconceito e nível de estresse escolar; (b) do contexto - envolvimento de um membro adulto da família na vida escolar da criança. A amostra foi composta por 294 participantes de ambos os sexos, estudantes das cinco escolas públicas de ensino fundamental de um município do Estado de SP com aproximadamente 23.000 habitantes. Os participantes foram divididos em três grupos: Grupo 0 - alunos sem acesso prévio à EI; Grupo 1 alunos com um ano de EI; Grupo 2 alunos com dois anos na EI. As crianças foram avaliadas em três etapas: 3º, 4º e 5º ano do ensino fundamental. Os professores também participaram como informantes nestas três etapas. Foram utilizados os seguintes instrumentos: Raven; TDE (Teste de Desempenho Escolar); Avaliação Pedagógica coletiva; Self Description Questionnaire (SDQ 1); Self Perception Profile for Children (SPPC); Inventário de Estressores Escolares, SSRS Formulário do professor e Escala de Envolvimento de um Membro Adulto da Família. Foram realizadas análises das qualidades psicométricas das escalas utilizadas, ANCOVA, MANOVA (medidas repetidas) e Análise de Regressão Linear Múltipla. Os resultados da ANCOVA sugerem que a freqüência à EI contribui para melhores resultados acadêmicos, habilidades sociais mais desenvolvidas, menos comportamentos problemáticos e um autoconceito mais elevado, controlada a variável nível socioeconômico. A MANOVA com medidas repetidas indica progresso significativo, ao longo dos anos, no potencial cognitivo, nas habilidades sociais e no desempenho avaliado pelo professor e por meio de teste (TDE), bem como melhora nos problemas de comportamento intemalizantes; diminuem algumas medidas de auto-conceito e o desempenho avaliado coletivamente. Os melhores resultados dos alunos com acesso à EI persistem no decorrer dos anos no ensino fundamental. O efeito da EI se manteve na regressão, junto com outros preditores, principalmente habilidades sociais de responsabilidade/cooperação e envolvimento da família; dimensões do autoconceito, potencial cognitivo, nível de estresse escolar e outras habilidades sociais contribuíram para a predição de alguns indicadores, em menor grau. A EI teve, pois, sobre o desempenho escolar posterior uma influência direta, além da influência indireta exercida mediante o fortalecimento de preditores como as habilidades sociais e o potencial cognitivo. O progresso observado ao longo do ensino fundamental não compensa a desvantagem inicial dos alunos sem acesso à EI. / Basic education constitutes a stage of construction of new friendships, and of development of specific academic skills. Since the time a child integrates its first school year/level, it is exposed to a new universe, where it faces rules and responsibilities, beyond those experienced in pre-school education. These challenges require a prior repertoire in order to surpass them, which pre-school education may help to construct. The main purpose of this study was to investigate the impact of pre-school education on some of the childrens indicators of adjustment to basic education, as well as to verify possible compensating effects, when attending basic education, for early pre-school influences that may possibly be observed in the beginning of the third year. As predictors of academic results, included in the research, besides the variable attendance to pre-school, were the following variables: (a) child variables - cognitive potential, social skills, behaviour problems, self-concept and level of school stress; (b) context variables involvement of an adult family member in the childs school life. The sample was composed of 294 participants of both sexes, pupils in five public basic education schools of a council in the State of São Paulo, which has approximately 23.000 inhabitants. The participants were divided into three groups: Group 0 pupils without previous access to pre-school education; Group 1 pupils with one year of pre-school attendance; group 2- pupils with two years of pre-school. The children were evaluated in three stages: 3rd, 4th and 5th levels of basic education. The following instruments have been applied: Raven, School Performance Test, collective Pedagogic Evaluation, Self Description Questionnaire (SDQ 1); Self Perception Profile for Children (SPPC); School Stressors Inventory, SSRS- Teachers Formulary and Adult Family Members Involvement questionnaire. Psychometric quality analyses were tested in the scales used, and ANCOVA, MANOVA (repeated measures), and multiple linear regression were also applied. The ANCOVA results suggest that attending to pre-school contributes to better academic results, more developed social skills, less behaviour problems and higher self-concept, when the socioeconomic level is controlled. The repeated measures MANOVA shows significant progress over the years, in cognitive potential, in social skills and school performance as evaluated by the teacher and through a test (TDE), as well as improvement in internalizing behaviour problems; some measures of self-concept and collectively evaluated school performance show decrements as children go on to more advanced school levels.The advantage of pupils who attended pre-school persisted throughout the years in basic school. The effect of pre-school education was maintained in regression, along with other predictors, mainly social abilities of responsibility/cooperation, and family involvement; self-concept dimensions, cognitive potential, school level stress, and other social skills contributed to predicting some indicators, in a lesser degree. The pre-school had, therefore, a direct influence on subsequent school performance, besides the indirect influence presented through the strengthening of predictors such as social skills and cognitive potential. The progress observed through basic school does not compensate the initial disadvantage of pupils without access to pre-school education.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-07T13:39:49Z No. of bitstreams: 1 anapaulaquadrosdeazevedo.pdf: 508554 bytes, checksum: 7065cd6b2ae8daa5c5080ba205c1381e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T01:58:59Z (GMT) No. of bitstreams: 1 anapaulaquadrosdeazevedo.pdf: 508554 bytes, checksum: 7065cd6b2ae8daa5c5080ba205c1381e (MD5) / Made available in DSpace on 2016-04-24T01:58:59Z (GMT). No. of bitstreams: 1 anapaulaquadrosdeazevedo.pdf: 508554 bytes, checksum: 7065cd6b2ae8daa5c5080ba205c1381e (MD5) Previous issue date: 2013-08-12 / Esta pesquisa desenvolveu uma investigação sobre os impactos das ações da Regional Metropolitana II, após as mudanças ocorridas em sua estrutura, a partir do estudo de duas unidades escolares. Esse estudo contribuirá de forma significativa, pois é pioneiro ao estudar as referidas mudanças implementadas bem como a política pública que possibilitou a substituição do modelo de gestão da Regional em análise. A metodologia utilizada foi o estudo de caso em duas escolas, uma delas por apresentar um bom desempenho no Índice de Desenvolvimento da Educação Básica (IDEB) e outra por não apresentar desempenho satisfatório. Para o desenvolvimento da pesquisa foram aplicados questionários aos professores de Língua Portuguesa e Matemática e entrevistas com os Integrantes do Grupo de Trabalho (IGTs) e profissionais da sede da Secretaria de Estado de Educação. Feita a investigação do caso passou-se a sua análise. Na análise foram investigados os seguintes elementos: compreensão do gestor escolar sobre a política, gestão participativa e clima escolar. Esse estudo foi desenvolvido, a partir da contribuição de autores como Paro (1987), Luck (1998), Conde (2011), Brunet (1992) e Weiss (2009). O diagnóstico realizado foi fundamental para a elaboração de um Plano de Ação Educacional (PAE), que propõe um monitoramento das escolas com baixo desempenho no IDEB e apresenta dificuldades na implementação de políticas. O objetivo é melhorar o desempenho dessas escolas através de um trabalho de acompanhamento e intervenção realizado pela equipe da Regional juntamente com a Inspeção Escolar e os IGTs que acompanham essas unidades. / The present research conducted an investigation into the impact of the actions by the Regional Metropolitana II, after the changes which occurred in its structure, from the study of two school units. This study will contribute significantly, since it analyzes the implemented changes, as well as the public policy that made it possible to replace the management system of the Regional in question. The methodology utilized was the case study in two schools, one of which presented a good academic performance in the Development Index for Basic Education (IDEB) and the other which did not have a satisfactory academic performance. In order to develop the research we conducted a survey involving Portuguese Language and Mathematics teachers and conducted interviews with the members of the Work Groups (IGTs) and professionals from the main State Education Secretariat. Once conducted the investigation of the case we began its analysis. In the analysis we investigated the following elements: understanding by the school manager regarding the policy, participative management and school climate. This study was developed from the contributions of authors such as Paro, Lück, Condé, Brunet e Weiss. The diagnosis was of fundamental importance to the elaboration of an Education Action Plan (PAE), which proposes the monitoring of schools with a low IDEB and presents the difficulties in implementing policies. The goal is to improve the academic performance of such schools by means of a work of follow-up and intervention conducted by the Regional team alongside the School Inspection and the IGTs that monitor such units.

Orientador : Marcia Regina Ferreira de Brito / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T22:08:51Z (GMT). No. of bitstreams: 1 HernandezMunhoz_AliciaMaria_D.pdf: 3684859 bytes, checksum: 400d8bad158f0250d95e483b7e3fcb76 (MD5) Previous issue date: 2004 / Resumo: UMA ANÁLISE MULTIDIMENSINAL DA RELAÇÃO ENTRE A INTELIGÊNCIA E O DESEMPENHO ACADÊMICO EM UNIVERSITÁRIOS. Munhoz, A.M.H. (2002) Baseando-se na Teoria Cattell-Horn-Carroll das habilidades cognitivas, o presente estudo teve como objetivo analisar as possíveis correlações entre o desempenho cognitivo e o acadêmico tendo como sujeitos estudantes universitários. Parte de um projeto mais amplo do grupo de avaliação de habilidades básicas em estudantes universitários, GAHB, os objetivos específicos do presente estudo foram: verificar o poder preditivo das provas de raciocínio para o sucesso acadêmico; verificar o poder preditivo das provas do vestibular para o sucesso acadêmico; identificar quais habilidades cognitivas são relevantes para o sucesso acadêmico nos diferentes cursos; verificar quais as diferenças de desempenho nas provas de raciocínio entre os gêneros; verificar quais as diferenças de desempenho nas provas de raciocínio entre estudantes oriundos de escola pública e particular; verificar quais as diferenças de desempenho no vestibular entre os gêneros; verificar quais as diferenças de desempenho no vestibular entre estudantes oriundos de escola pública e particular. Participaram deste estudo a amostra de 1998 do banco de dados do projeto do GAHB, constando de 960 estudantes, de ambos os sexos, de uma universidade particular do Estado de São Paulo dos cursos de Administração, Engenharia civil, Letras, Matemática, Medicina, Odontologia, Pedagogia e Psicologia. Foram utilizadas provas de raciocínio indutivo, lógico-dedutivo, compreensão de leitura e conhecimentos gerais, os resultados do vestibular, as médias acadêmicas nas disciplinas do primeiro ano de curso. Foram realizadas a estatística descritiva, matriz de correlação e análise multidimensional considerando-se como variáveis independentes curso, pontos no vestibular e nas provas de raciocínio e como variáveis dependentes as notas finais nas disciplinas. Os resultados apontam que o vestibular é bom preditor de desempenho para alguns cursos quando considerados provas específicas e que medidas compostas envolvendo vestibular e raciocínio são mais eficientes. Os resultados apontam para a necessidade de estudos qualitativos do processamento dessas medidas / Abstract: A MULTIDIMENSIONAL ANALYSIS BETWEEN INTELLIGENCE AND ACADEMIC PERFORMANCE IN UNIVERSITY STUDENTS. Munhoz, A.M.H. (2004). This study aims at analyzing the possible correlation between the cognitive and academic performance in university students, based on Cattell-Horn-Carroll¿s cognitive abilities theory. From a wider project in an evaluation group of basic abilities for these students called GAHB, the specific objectives were: verify the predicted strength of reasoning tests and of the admission university test for the academic achievement; identify which cognitive abilities are relevant for the academic courses in different courses; verify which are the differences of performance with the reasoning tests between the genders and among students from public and private high schools; verify which are the differences of performance in the admission university test between the genders and among students from public and private high schools. The sample was from a 1998 data bank from the GAHB project, with 960 students (male and female) from a private university in the Sao Paulo State, Brazil from the courses of Administration, Civil Engineering, Language, Mathematics, Medicine, Dentistry, Pedagogy and Psychology. Inductive reasoning, deductive-logic, reading comprehension and general knowledge, the admission university test results, the academic grades of the disciplines that composed the first year of each course were used for the statistical analyses. For the analysis of the results a descriptive statistics, a correlation matrix and a multidimensional analysis were done, considering as independent variables the course, the admission university test scores and the reasoning tests and as dependent variables the final disciplines grades. The results point out that the admission university test is a good performance predictor for some courses when considering specific tests and that compound measures involving the admission university test and reasoning tests are more efficient. The results also point out the qualitative study need for processing these measures / Doutorado / Educação / Doutor em Educação

This study is concerned with the problem of measuring, describing, and analyzing the academic performance and progress toward graduation over a five-year period (1977- 1983) of students who entered a large public university through an admissions review committee process for presumptive-deny students. The purpose of this study is to compare the academic performance of these students (N = 310) with that of randomly selected students who entered through the regular admissions process (N = 350) to determine if the review committee's decisions were as effective in selecting students for admission as were the objective data (college entrance examination scores and rank in high school class) used in the regular admissions process. Neither transfer nor non-United States citizens were included in either group.

Magister Artium (Psychology) - MA(Psych) / During Apartheid, South African education policies were largely based on a system of racial segregation, resulting in unequal educational opportunities between black and white students. Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students perceptions of the influence of social integration on academic performance. Tinto Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students academic performance. South African contextual factors such as socio-economic status and language were found to be a potential hindrance to good academic performance. The implications of these findings are discussed. / South Africa

The overwhelming majority of students entering the Historically Disadvantaged Institutions (HDIs) of Higher Learning in South Africa have not had any exposure to ICTs (computers) when they first start their education. This study examined the level of students’ ICT use and the extent that it was influenced by their cultural and motivational background. It then examined the instances where academic performance could be attributed to ICT use. While the role of technology was clearly found to be of vital importance, its impact on academic performance was manifested only when ICT use is encouraged through academic programs. The mere use of ICTs or the length of student experience with ICTs did not show a demonstrable difference, in most cases, in terms of academic performance. In particular, the use of the Internet,email and online search were found to influence academic performance when encouraged by the academic community. Intrinsic, extrinsic and self-efficacy otivation were tested using the Motivated Strategies for Learning Questionnaire (MSLQ) and were found not to be predictors of academic results as anticipated by the literature. However, strong evidence for self-directed learning in disadvantaged students was found where ICTs are used in pursuit of their academic goals. The study showed that the students despite their lack of ICT background were highly motivated to acquire the required skills and use them when needed. Off campus access was shown to be problematic, and, unless special provisions are made to compensate for this lack of access, disadvantaged students’ full academic potential will remain unrealized. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The aim of the current pilot trial was to evaluate the effects of the group-based FRIENDS for Life (FFL) program on school and social functioning in children with elevated levels of anxiety. Participants were 15 children aged eight to 12 identified by their parents as experiencing elevated levels of anxiety. Children attended six two-hour sessions of the FFL program and completed measures of anxiety, school functioning, and social functioning at pre- and post-treatment. Results indicated nonsignificant reductions from pre- to post-treatment in both child- and parent-report anxiety with large and medium effect sizes, respectively. Working memory scores increased significantly and there was a trend toward a significant increase in academic performance; large within group effects were found for both increases. The increase in academic functioning scores was significant with a moderate effect size only for child-report scores. A significant improvement with a large effect size was found for child-report peer relations scores and significant decreases were found for parent-report asocial behaviour and relational aggression scores, both with moderate effect sizes. Overall, children in this study demonstrated improvements in anxiety, school functioning, and social functioning. While reduction in anxiety is the primary focus of the FFL program additional benefits include improvements in school and social functioning. Though results are encouraging it is important to note that this was an uncontrolled pilot study with a small sample size. Thus results should be interpreted with caution. Nevertheless, the generally positive findings of this trial suggest a larger controlled trial is warranted. If these findings are replicated in a larger trial, the FFL may be a cost-effective, easily implemented, and versatile anxiety prevention program that can help change the trajectory of anxious children’s school and social functioning.

Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Tese (doutorado)) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T20:35:30Z (GMT). No. of bitstreams: 1 Oliveira_JoseAriCarlettide_D.pdf: 1805021 bytes, checksum: 99abc8d93f698a4362bc7bbe1c7ac1ec (MD5) Previous issue date: 2006 / Resumo: A procura da qualidade de vida (QV) tem mostrado ser um forte elemento motivador para o comportamento e as conquistas humanas e tem merecido destaque nas pesquisas de forma crescente nos últimos anos. O interesse principal deste trabalho é estudar a associação que a qualidade de vida apresenta, utilizando seus domínios físico, psicológico, as relações sociais e o meio ambiente, e as facetas que os compõem. Para tal, foi utilizado o instrumento de qualidade de vida geral da Organização Mundial de Saúde, o WHOQOL breve e o questionário de caracterização socioeconômica; o rendimento acadêmico determinado pela média das notas das disciplinas cursadas no semestre. A amostra foi constituída por 431 alunos de ambos os sexos de seis diferentes cursos (Odontologia, Farmácia, Administração, Engenharia, Psicologia e Direito) de uma universidade confessional do estado de São Paulo, dos turnos diurno e noturno, sendo uma turma do segundo semestre e outra do último de cada curso. Os resultados mostraram que os alunos apresentam boa QV, sem atingir a excelência em nenhum dos domínios que descrevem essa variável. As diferenças significativas observadas entre as médias de QV ocorreram a favor dos alunos do turno noturno no domínio relações sociais, no gênero masculino, no domínio físico. Não foram observadas diferenças significativas quando se levou em consideração o semestre do curso. No grupo total não foi observada associação entre desempenho acadêmico e qualidade de vida nos seus respectivos domínios, porém foi encontrada nas facetas a ¿capacidade para o trabalho¿ e a ¿disponibilidade em obter informações¿. A análise da relação entre qualidade de vida e desempenho acadêmico nos diferentes cenários (semestre, gênero, turno e curso) aponta associações, sendo que na variável curso foi observado o maior número, indicando a existência de especificidades entre os cursos tanto nos aspectos de qualidade de vida que mostram associação ao desempenho acadêmico, quanto na natureza dos aspectos relacionados. Isso aponta para as instituições que suas intervenções devem ser realizadas apoiadas principalmente nas características dos cursos e de seus graduandos e reforça a importância de os projetos pedagógicos devem ter em conta tais aspectos / Abstract: The search for quality of life has revealed to be a strong motivator for the behavior and the human conquests, thus it has been the theme of a growing number of researches in the past few years. To study the association that quality of life (QL), through its domains (physical, psychological, social and environmental) and the compounded facets that introduce them with the academic performance (AP) was the main interest of this work. A general quality of life instrument of the World Organization of Health, brief WHOQOL, the socioeconomic characterization questionnaire and the academic income was determined by the average of the notes of the disciplines studied in the semester. The sample was constituted by students of six different night and day courses: Dentistry, Pharmacy, Administration, Engineering, Psychology and Law School, a group from the second semester and another one from last, in a total of 431 students of both sexes. A light predominance of feminine gender has occurred, the predominant age group was from 22 to 25 years, most of them are single, they work and have their own salary and even so they don't present economical independence. They live with their relatives, and the time of displacement to arrive to the university is inferior to 60 minutes, characteristics that are common to students of a private IES. The result showed that the students had presented a good QL without achieving the excellence in none of the domains that describe that variable. The courses showed different profiles of QL, having the course of Dentistry the best and the Law School the worst. The students at the night shift present the best significant medium (p=0,05) in the social domain relationships and the masculine gender also showed significant the best medium in the physical domain. The condition of being students with double day (student/worker) didn't show compromise of QL. When comparing the variables of interest it had not found correlation or association among them, studied in the all of the sample, but the facets related to the work capacity and readiness for obtaining information showed association with AP in the total group. Doing the analysis for different sceneries (semester, shift, gender and course) we could observe association among the variables. When we analyzed the association among QL and AP in the courses, we found several domains of QL and different facets associated to the AP according to the analyzed course. It is necessary to point that the courses where there is adult variability of notes, a bigger number of associations among the variables have occurred. There is difference in the association between QL and AP for the shifts, and the day shift has an association with the domain environment and with the facets that approach its satisfaction and with the means of transportation. The night shift with the facets takes advantage of life and readiness of information. There is a difference between the genders in the association between the QL and AP, and the masculine presents association in the psychological domain and with the facets satisfaction with the work capacity and with the readiness of information. For the feminine with the satisfaction facets takes advantage with acceptance of physical appearance. We understood that there is limitation in the results to do generalization / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

Orientador: Ana Maria Fonseca de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T10:36:12Z (GMT). No. of bitstreams: 1 Moschkovich_MariliaBarbaraFernandesGarcia_M.pdf: 3271674 bytes, checksum: 4a6d41ab594f0f7ab5ab4c0d8664b38c (MD5) Previous issue date: 2013 / Resumo: Estudos sobre gênero e sua influência na construção das carreiras acadêmicas têm revelado que as mulheres se encontram numa situação de desvantagem substantiva nesse espaço profissional. Examinando a questão em países como Estados Unidos, Inglaterra, França, Holanda e Austrália, esses estudos atribuem tal desvantagem principalmente à oposição socialmente construída entre exigências das esferas profissional e doméstica e ao peso que a percepção subjetiva do valor do trabalho desempenhado por homens e mulheres tem nos processos de contratação e promoção. Esta pesquisa oferece uma contribuição para essa área de estudos, tomando como objeto a carreira acadêmica numa grande universidade pública brasileira - a Universidade Estadual de Campinas. Seu interesse é estudar uma carreira na qual esses dois elementos encontram-se, pelo menos parcialmente, eufemizados: em primeiro lugar, as mulheres que ingressam na carreira acadêmica nessa universidade podem pagar por trabalho doméstico remunerado e, dessa forma, reservar uma parte maior do tempo disponível para o trabalho científico. Em segundo lugar, a carreira acadêmica nas universidades públicas brasileiras, por se configurar como uma carreira do funcionalismo público, são submetidas a regras mais impessoais no que diz respeito à contratação e promoção. Além disso, no caso das universidades estaduais paulistas, que gozam de autonomia administrativa e orçamentária, os critérios que presidem as contratações e a promoções são definidos de maneira colegiada. Os resultados mostraram que: (i) as mulheres não se encontram em desvantagem sistemática para chegar ao cargo mais alto da carreira; (ii) o sexo está atrelado a certos padrões de trajetória profissional, as mulheres apresentando, por exemplo, circulação internacional e bolsas produtividade com menor frequência do que os homens; (iii) as exigências sociais com relação ao cuidado com filhos e com parentes mais velhos recaem ainda sobre as mulheres; (iv) o gênero representa uma série de limites anteriores, e outros diretamente ligados à carreira acadêmica para as mulheres brasileiras, limites esses que tornam as trajetórias das mulheres significativamente mais 'tumultuadas' do que a dos homens, mesmo quando comparados apenas docentes que chegaram a posições de bastante reconhecimento em suas áreas. / Abstract: Studies about the way gender is expressed in the bui,ding of academic careers have showed that women are in considerable disadvantage in such professional space. Investigating the matter in countries such as the USA, England, France, the Netherlands and Australia, those studies explain this disadvantage to the socially constructed opposition between work and Family demands, and also to the subjective perception of male and female work in hiring and promotion processes. This research offers a contribution to this field, choosing as object the academic career in an importante public university in Brazil - the State University of Campinas. Its interest is studying a career in which these two elements are, at least partially, euphemized. First, academic women from this university can afford paying for domestic work, having more time available to scientific work by doing so. Second, the academic career in Brazilian universities, as a state-hiring job, are ruled by universalist rules in hiring and promotion processes. Besides that, in the case of universities from the state of São Paulo, as they are administratively and finantially autonomous, the criteria that guide hiring and promotion is defined in a collegiate system. Our results show that: (i) women are not in a systematic disadvantage regarding access to the top of the career at Unicamp; (ii) sex is related to certain patterns of professional trajectories, so women, for example, are less related to international circulation and productivity grants; (iii) social demands in what concerns children and old relatives care-giving still fall mostly on women; (iv) gender represents a series of limitations imposed to women either before, out of, in or at their careers, what makes their trajectories seem more troubled than those of men, even when comparing only professors who did get to the top of the career in many aspects. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação

I made this research to help children of Milagro City, Ecuador. Here, there is a high proportion of school students without their parents at home. It was possible todefine, by mathematical methods, the typical student’s characteristics, his typical family, and a typical situation at classroom according to the reasons of the absence (in a state school or in a private school) and some aspects about his recuperation; however you should not forget that this information is only a reference because each student is a different case to be entirely analyzed. This research could be repeated in other cities. / La presente investigación se ejecutó en la Ciudad de San Francisco de Milagro, Ecuador, debido a la elevada proporción de escolares sin padres permanentes. Se logró caracterizar matemáticamente al estudiante típico, a la familia típica de dicho estudiante, y a la situación típica en el aula de acuerdo a los motivos de la ausencia, ya sea de una escuela estatal o privada, así como también de ciertos aspectos relativos a su recuperación académica lograda; sin embargo se remarca que esta información es únicamente referencial, pues cada caso estudiantil es diferente. Esto no impide su réplica en otras ciudades con fines comparativos.