In the early years of the 21st century environmental health has to contend not only with the more 'traditional' and essentially localised environmental risks to human health. We now face the additional challenges posed by a range of 'modern' environmental health issues. These are characteristically more complex, more ubiquitous, and much less clearly defined than any we have previously encountered. They have been brought about through rapid industrial expansion, technological advances that have transformed our social structures and the emergence of a global economy that is now forging ahead in the face of ever-increasing socio-economic inequity. These are problems that are not amenable to traditional environmental health solutions. They call instead for new, innovative and integrative strategies based on cooperative and collaborative working partnerships. This thesis explores the question of what needs to be done to build capacity for such partnerships among environmental health stakeholders in Australia. The current situation is clarified through a critical review of the author?s professional career, the historical development of environmental health practice, the different knowledge constructs of four distinguishable stakeholder groups and the objectives and guiding principles of Australia's National Environmental Health Strategy. A case study of a federally funded collaborative environmental health project serves to highlight some of the inherent challenges of intersectoral partnership and community participation. The metaphor of the spider's web illustrates the imperative of such partnerships among stakeholder groups and across all geographical scales from the local to the global. Finally, the barriers to be overcome in building environmental health capacity are analysed through a force field analysis. The study concludes with an analysis of the constituents of action necessary to develop the partnering capabilities of the various stakeholders, to build supportive community and organisational infrastructures and to demonstrate the political will of government to support change.

Thesis (M. P. H.)--University of New South Wales, 2003. / Also available online.

Devant des exigences universitaires, notamment méthodologiques, discursives, linguistiques et culturelles, étrangers et natifs sont concernés proportionnellement par ces exigences. Pour le natif, la question sera posée en termes d’adaptation méthodologique et discursive à une institution supérieure au lycée au sein du même système éducative. Tandis que pour l’étranger, il sera question d’acculturation au système, aux discours et à la culture, universitaires d’un système et d’une langue différents des siens. Faire des études supérieures en langue étrangère dépasse les jeux de simulation et faire semblant, puisque les travaux rendus feront l’objet d’une notation et d’évaluation qui conditionne la réussite ou qui causent l’échec. L’étudiant est amené à maitriser différents genres de discours par lesquels il apprend et il est évalué. Le but est de former les étudiants aux savoir-faire académiques que peuvent les aider à acquérir des savoirs spécialisés dans leurs disciplines. L’objectif est de créer chez les étudiants des habilités discursives qui leur permettront « d’intégrer différentes manières dont s’élabore et se transmet le savoir à l’université, et de déceler les spécificités des discours qu’ils fréquentent » (POLLET M-C., 2001, P : 32). Pour ce faire, des dispositifs ont été mis en œuvre comme le « tutorat » ou la « méthodologie du travail universitaire ». Mais, face aux flux des étudiants étrangers et la nécessité de répondre à leurs besoins universitaires, un nouveau concept est né, et petit à petit a commencé à gagner du terrain dans les milieux didactiques, c’est le FOU. Un programme de FOU consiste à explorer les pratiques langagières par lesquelles le savoir circule à l’université. Puis d’essayer d’établir une typologie de différents genres. Ensuite, de dégager des dimensions enseignables conçues sous le principe de la transversalité ou au contraire basée sur la spécificité des genres de chaque discipline / To academic requirements, including methodological, discursive, linguistic and cultural, foreign and native are affected proportionally by these requirements. For the native, the question will be asked in terms of methodological and discursive adaptation to a higher institution to school within the same educational system. Whereas abroad it will issue acculturation to the system, speech and culture, a university system and a different language of his own. Pursue higher education in a foreign language beyond the simulation games and pretend, as the work submitted will be subject to a rating and evaluation that determines the success or cause failure. The student must master different genres of speech by which he learns and is evaluated. The goal is to train students in academic skills that can help them acquire specialized knowledge in their disciplines. The aim is to create in students discursive skills that will enable them to "integrate different ways to develop and transmit knowledge to the university, and to identify specific speeches they attend" (MC POLLET . 2001, P: 32). To do this, devices have been implemented as "mentoring" or "methodology of academic work." But, facing the flow of foreign students and the need to meet their academic needs, a new concept was born, and gradually began to gain ground in educational circles, the frensh for academics purpose. A academic purpose program is to explore the language practices by which knowledge flows university. Then try to establish a typology of different genres. Then, to identify teachable dimensions designed under the principle of cross or otherwise based on the specific kinds of each discipline

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-29T12:27:30Z No. of bitstreams: 1 Marisa Garbellini Sensato.pdf: 1038044 bytes, checksum: f2fa4cac7aa165bea355f7765d407e02 (MD5) / Made available in DSpace on 2017-03-29T12:27:30Z (GMT). No. of bitstreams: 1 Marisa Garbellini Sensato.pdf: 1038044 bytes, checksum: f2fa4cac7aa165bea355f7765d407e02 (MD5) Previous issue date: 2017-03-17 / This research aims at investigating an in-service teacher education proposal which occurs through a Special Project of Action (PEA) in a municipal public elementary school of São Paulo. In the legal material which guide and standardize the training actions for all schools, the in-service teacher education is linked to the construction of the Pedagogical Political Project of schools and aims at improving the quality of education taking into account the real situation of the school and the community. The main focus of analysis in this research is the teacher education process, which is developed in the school and its potential contribution to improve practices carried out by the teachers of the Literacy Cycle, which covers the first three years of schooling and includes the age group between six and eight years. For the development of the study, we chose a qualitative approach, using the methodological procedures of document analysis, a semi-structured interview with the pedagogical school coordinator and focal groups with the teachers. The scenario is composed of a municipal elementary school in the region of São Paulo. The actors are eight literacy teachers with more than five years of teaching experience, certificated to hold an effective teacher position in Early Childhood Education and Elementary School Education, who passed exams and titles to work in public schools. Moreover, they should be working in this school for at least five years. The context in which the school is inserted is a neighborhood that presents socioeconomic contrasts, comprising three areas of popular education and middle class housing. The collected empirical material was analyzed under the theoretical framework of the field of teacher education. The analysis of the data showed that the PEA is a powerful space for the training of teachers of the Literacy Cycle, since it promotes collective work, assuring time and space for studies, discussions, changing experiences and gradually constitution of a group. The role of the pedagogical coordinator is relevant for the training actions, and to give support, guidance and follow-up to the group of teachers in the school. The data also pointed out a need to strengthen theoretical basis and to deeply study the references indicated in the written material available in the school. The results of the analysis provided support for the design of a collaborative teacher education plan to be developed in the PEA / Esta pesquisa tem por objetivo investigar a formação permanente de professores do Ciclo de Alfabetização, proposta no Projeto Especial de Ação (PEA) de uma escola da rede municipal de São Paulo. Na legislação pertinente, a formação de professores em serviço está vinculada à construção do Projeto Político Pedagógico das escolas e visa à melhoria da qualidade da educação, considerando a realidade da escola e do entorno. O foco principal desse trabalho é a análise do processo de formação em contexto e suas contribuições na mudança das práticas realizadas pelas professoras do Ciclo de Alfabetização, que compreende os três primeiros anos e atende a faixa etária entre seis a oito anos. Para o desenvolvimento do trabalho, optamos por um enfoque qualitativo, utilizando como procedimentos metodológicos a análise documental, entrevista semiestruturada com a coordenadora pedagógica e grupos de discussão com as professoras. O cenário é composto por uma escola municipal de ensino fundamental da região sudeste de São Paulo. Os participantes da pesquisa são oito professoras alfabetizadoras com mais de cinco anos de experiência, titulares de cargo efetivo de Professor de Educação Infantil e Ensino Fundamental I com provimento por concurso público de provas e de títulos, com lotação na escola há cinco anos, pelo menos, Também foi sujeito da pesquisa, a coordenadora pedagógica da escola. O contexto em que a escola está inserida é um bairro que apresenta contrastes socioeconômicos, compreendendo três áreas de conjuntos de habitações populares e moradias de classe média. O material empírico coletado foi analisado a partir dos referenciais teóricos do campo teórico da formação continuada de professores. A análise dos dados evidenciou que o PEA apresenta-se como um espaço potente para a formação de professores do Ciclo de Alfabetização, favorecendo o trabalho coletivo, garantindo tempo e espaço para estudo, discussões, troca de experiências e a constituição de um grupo. O papel da coordenadora pedagógica é de grande importância para as ações formativas, de apoio, orientação e acompanhamento do grupo de professoras na escola. Os dados apontaram ainda a necessidade de fortalecimento dos fundamentos teóricos e de aprofundamento dos estudos indicados no material bibliográfico disponível na escola. As constatações da pesquisa forneceram subsídios para a proposição de um plano de formação colaborativo para ser desenvolvido no PEA