Orientador: Neusa Maria Dal Ri / Banca: Henrique Tahan Novaes / Banca: Érika Porceli Alaniz / Resumo: A pesquisa, documental e bibliográfica, apresenta os principais princípios teórico-práticos educacionais do Movimento dos Trabalhadores Rurais Sem Terra (MST), dos socialistas utópicos owenistas e dos cartistas britânicos, verificando a forma de operacionalização e realizando um cotejamento desses princípios educativos nas experiências educacionais levadas a cabo por esses Movimentos. Os princípios são: a) elaboração e implementação de um projeto próprio de educação conforme as necessidades e ideologias dos respectivos Movimentos; b) a negação dialética do ensino oficial; c) implementação da gestão democrática nas associações e escolas dos Movimentos; d) ações visando formar os próprios educadores em consonância com a concepção de mundo e de educação dos respectivos Movimentos; e) articulação entre ensino e trabalho produtivo; f) constituição e veiculação de uma concepção de mundo concernente a cada Movimento e à classe trabalhadora. Os resultados apontam que, com as devidas ressalvas e especificidades decorrentes das diferenças entre as ideologias, as visões de mundo, bem como entre os momentos históricos de atuação de cada Movimento, esses princípios são transcendentes e comuns aos Movimentos mencionados. / Abstract: The documentary and bibliographical research, presents the main theoretical and practical educational principles of the Movimento dos Trabalhadores Rurais Sem Terra (MST), Utopian Socialist Owenists and the British Chartists, checking the form of operation and conducting to a confrontation of these educational principles in educational experiments carried out by these Movements. The principles are: a) design and implementation of a project of education according to the needs and ideologies of their Movements; b) the dialectical negation of the official education; c) implementation of democratic management in associations and schools of the Movements; d) actions aiming to the educators themselves in line with the conception of world education of their own Movements ; e) articulation between education and productive work; f) constitution and spread of a conception of the world regarding each Movement and the working class. The results show that, with appropriate caveats and specificities arising from differences between the ideologies, the worldviews, and between the historic moments of actuation of each Movement, these principles are common and transcendent to the Movements mentioned. / Mestre

Thesis (Ed. D.)--Northern Arizona University, 1990. / Includes bibliographical references (leaves 183-188).

Thesis (MComm (Psych))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Skills development is a crucial element in improving the effectiveness with which organisations operate in the current global arena. The level of skills of employees in any organisation should be of significant managerial concern. The principal aims of this study is firstly to investigate the success achieved in skills development initiatives in the agricultural sector in South Africa and secondly to develop a theoretical framework of important individual and organisational variables for skills development in agriculture. Management on farms need to develop the skills of their employees in order to ensure effective adaptation to changes in the sector. A strong need for development also exists among South Africans working in the agricultural environment, as the sector is rapidly modernising and the people employed in this sector often possess low skill and literacy levels. The key question is whether the skills development strategies and initiatives of farms are conducive to successful human resource development, in light of the specific individual and organisational context. A multiple case study research design was used, exploring the various ways in which six different farms approach skills development and the variables which impacted on the success thereof. These approaches and effects are compared to the literature and across cases to move towards the development of a skills development framework applicable to the unique agricultural context in South Africa. Data collection included primary (semi-structured interviews with employees and management) and secondary (background and administrative) information to comprehensively describe each case. Pattern matching was used to determine common trends between the cases and illustrate them in terms of a conceptual framework. General support was found across the six cases for the complex and extensive framework of variables. The following individual variables were found to have an impact on the effectiveness of skills development: ability to learn, motivation to engage in and transfer training, attitude to skills development, locus of control, and perceived ability to learn. Organisational variables which affected the effectiveness of skills development included the following: labour relations, organisational strategy, culture, climate, and systems. Many of these variables comprised a number of sub-variables, which were also shown to be relevant in the framework. Variables in the individual and organisational frameworks were also found to demonstrate interactive effects within and across framework boundaries. The results of the study serve as thought provoking reading for managers, which could stimulate critical thought and an inquisitive attitude to skills development on their farms. In general, training and development was approached in a very informal manner in terms of strategy, goals, and practice. Managers can surely benefit from adopting greater formalisation in these aspects as it would ease the process of planning, implementing, and evaluating training. In certain instances additional variables or interrelationships were identified for future study. The establishment of the framework of variables serves to inform future research: it represents a point of departure for research in a critical field where little recent research has been published. / AFRIKAANSE OPSOMMING: Die ontwikkeling van vaardighede is 'n kernbelangrike aspek om die doeltreffendheid waarmee organisasies in die huidige internasionale speelveld optree te verbeter. Die vaardigheidsvlakke van werknemers in enige organisasie behoort van kernbelang te wees vir bestuurders van sulke organisasies. Die hoofdoel van hierdie studie is dus eerstens om die mate van sukses met vaardigheidsontwikkelingsinisiatiewe in die landbousektor te ondersoek en tweedens om 'n teoretiese raamwerk van die belangrikste individuele en organisatoriese veranderlikes vir vaardigheidsontwikkeling in landbou te ontwikkel. Die vaardigheidsvlakke van werknemers in die landbousektor moet deur die werkgewer ontwikkel word om te verseker dat effektiewe veranderinge in hierdie sektor plaasvind. Daar is 'n besonder sterk behoefte aan vaardigheidsontwikkeling onder werknemers in die landbousektor van Suid-Afrika , aangesien die sektor 'n snelle moderniseringsproses ondergaan, maar die werknemers in baie gevalle oor besonder lae vaardigheids- en ontwikkelingsvlakke beskik. Die vraag bestaan of die strategieë en inisiatiewe wat deur die werkgewer geïmplementeer word wel aanleiding gee tot suksesvolle menslike hulpbronontwikkeling, gegewe die spesifieke individuele en organisatoriese konteks. Deur gebruik te maak van veelvoudige gevallestudies as navorsingsmetode, is daar gekyk na ses verskillende plase se benadering tot opleiding, asook die impak en sukses van hierdie opleiding. Hierdie benaderings en invloede word vergelyk met die literatuur en tussen gevallestudies met die oog op die ontwikkeling van 'n vaardigheidsontwikkelingsraamwerk spesifiek binne die unieke konteks van die Suid-Afrikaanse landbousektor. Data-insameling behels primêre inligting (semi-gestruktureerde onderhoude met werknemers en bestuur), en sekondêre inligting (agtergrond- en administratiewe) om elke geval omvattend te beskryf. Patroonpassing is gebruik om algemene tendense tussen die gevallestudies te identifiseer en vervolgens die gevallestudies met die konseptuele raamwerk te vergelyk. Die ses gevallestudies het die komplekse en omvattende raamwerk van veranderlikes in die geheel ondersteun. Resultate toon aan dat die volgende individuele veranderlikes 'n klaarblyklike impak gehad het op die doeltreffendheid van opleiding en ontwikkeling: die vermoë en motivering om te leer en vaardighede oor te dra; die houding teenoor opleiding ontwikkeling; die lokus van beheer; en die waargenome vermoë om te leer. Die doeltreffendheid van opleiding en ontwikkeling is ook deur die volgende organisatoriese veranderlikes beïnvloed: arbeidsverhoudinge, organisatoriese strategie, kultuur, omgewing en stelsels. Die sub-veranderlikes van die individuele en organisatoriese veranderlikes is ook as relevant binne die raamwerk aangedui. Verder is die voorgestelde verwantskappe tussen veranderlikes (binne sowel as oor die grense van die individuele en organisatoriese raamwerke) ook ondersteun. Die resultate van hierdie studie dien as insette vir bestuurders om kritiese denke en 'n ondersoekende ingesteldheid teenoor opleiding en ontwikkeling op hul plase te stimuleer. Opleiding en ontwikkeling is oor die algemeen op 'n baie informele wyse geïmplementeer ten opsigte van strategie, doelwitbepaling en uitvoering in die praktyk. Bestuurders kan baat vind by die formalisering van bestaande praktyke omdat dit die proses van beplanning, implementering en evaluering van opleiding en ontwikkeling kan vergemaklik. Addisionele veranderlikes en interverwantskappe is geïdentifiseer vir verdere navorsing. Die samestelling van die raamwerk van veranderlikes dien juis as uitgangspunt vir toekomstige navorsing in 'n kerngebied wat min aandag in navorsing geniet.

Made available in DSpace on 2014-11-10T11:09:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2014Bitstream added on 2014-11-10T11:58:05Z : No. of bitstreams: 1 000793709.pdf: 683187 bytes, checksum: fe18acbca6f1f3135312ea7793dccb6a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa, documental e bibliográfica, apresenta os principais princípios teórico-práticos educacionais do Movimento dos Trabalhadores Rurais Sem Terra (MST), dos socialistas utópicos owenistas e dos cartistas britânicos, verificando a forma de operacionalização e realizando um cotejamento desses princípios educativos nas experiências educacionais levadas a cabo por esses Movimentos. Os princípios são: a) elaboração e implementação de um projeto próprio de educação conforme as necessidades e ideologias dos respectivos Movimentos; b) a negação dialética do ensino oficial; c) implementação da gestão democrática nas associações e escolas dos Movimentos; d) ações visando formar os próprios educadores em consonância com a concepção de mundo e de educação dos respectivos Movimentos; e) articulação entre ensino e trabalho produtivo; f) constituição e veiculação de uma concepção de mundo concernente a cada Movimento e à classe trabalhadora. Os resultados apontam que, com as devidas ressalvas e especificidades decorrentes das diferenças entre as ideologias, as visões de mundo, bem como entre os momentos históricos de atuação de cada Movimento, esses princípios são transcendentes e comuns aos Movimentos mencionados. / The documentary and bibliographical research, presents the main theoretical and practical educational principles of the Movimento dos Trabalhadores Rurais Sem Terra (MST), Utopian Socialist Owenists and the British Chartists, checking the form of operation and conducting to a confrontation of these educational principles in educational experiments carried out by these Movements. The principles are: a) design and implementation of a project of education according to the needs and ideologies of their Movements; b) the dialectical negation of the official education; c) implementation of democratic management in associations and schools of the Movements; d) actions aiming to the educators themselves in line with the conception of world education of their own Movements ; e) articulation between education and productive work; f) constitution and spread of a conception of the world regarding each Movement and the working class. The results show that, with appropriate caveats and specificities arising from differences between the ideologies, the worldviews, and between the historic moments of actuation of each Movement, these principles are common and transcendent to the Movements mentioned.

This thesis evaluates the first three years of the Canadian Farmworkers Union ESL Crusade and the Freire-based philosophy which inspired it. Based on the author's three years of participant-observation, it pursues the following question: In the context of the union, is it possible to operate an ESL program which will both teach basic ESL and further the union's goal of organizing Punjabi farmworkers? The thesis begins by summarizing Freire's educational/ political philosophy, and continues by examining the program's context: conditions of farmwork in British Columbia, the role of CFU in improving them, and the dynamics of the Punjabi community which affect this process. This is followed by a detailed description and evaluation of the Crusade: its objectives, recruiting and training of volunteer tutors, teaching methods and materials, curriculum topics, organizing strategies, results in terms of both teaching ESL and organizing, and finally analysis of the program's limitations. The following section re-evaluates Freire's philosophy in view of three years experience in a North American setting. Key issues include the relationship between students' concerns and the union's agenda, dialogue versus banking, the complex nature of oppression for North American immigrants, the distinction between a realistic and idealistic frame of reference in operating and evaluating a program, and the importance of organizers reflecting on their own vested interests. All these issues proved salient to the daily operation of the program and have ramifications for other programs. In the course of three years, the Crusade was able to develop methods and materials which had good potential both for ESL instruction and organizing, and which approached the Freirian ideal. However, a number of limitations prevented the program from fulfilling this potential. Some of these could be overcome with changes in the Crusade's format, such as using full-time Punjabi tutors rather than Anglo volunteers. The study concludes by outlining these changes plus directions for further research. / Education, Faculty of / Graduate

Narrative inquiry was the qualitative method utilized to collect stories related to former migrant African American females who transformed their lives from migrant workers and found alternative career paths. Sustained poverty among migratory workers created a disenfranchised culture of uneducated citizens. A large part of this labor force was women. It was expected that this culture of poverty would perpetuate itself through generations. The universal stereotypes associated with impoverished migrants were so ingrained that overwhelmingly the majority of migrants accepted a life of poverty as prophesy. However, some former migrant African American women defied odds and rose above the cumulative effects of poverty. The major findings of this study revealed factors that significantly contributed to their success in a variety of professional careers: consistent family support, adaptive coping skills, catalyst for change, transformative learning, and meaningful relationships with non-family members, and commitment to community service. Sub-findings emerged that revealed that these additional factors also contributed to their success: value placed on education, strong belief in God, and leadership skills. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Summaries in Afrikaans and English / Text in Afrikaans / Die Landelike Stigting poog om deur die proses van gemeenskapsontwikkeling die lewenstandaard en ontwikkelingspeil van die plaaswerkergemeenskap te verhoog. Binne hierdie proses word volwasse onderwys as belangrike instrument aangewend. Vervolgens is die probleem wat nagevors is die toepassing van volwasse onderwys deur die Landelike Stigting binne landelike ontwikkeling. Eerstens is ondersoek ingestel na die doelstellings en filosofiese orientasies van volwasse onderwys. Binne hierdie kognitiewe raamwerk het hierdie studie tweedens die bepaling van die Landelike Stigting se filosofie en doelstellings behels. Die Landelike Stigting se volwasse onderwysprogram toon duidelike ooreenkomste met radikale volwasse onderwysdenke. Die teoretiese onderbou van die program is vereenselwigbaar met kontemporere ontwikkelingsdenke wat mensgesentreerde, deelnemende en handhawingsontwikkeling beklemtoon en fokus op ontwikkeling as 'n leerproses. Met hul teoretiese uitgangspunte slaag die Landelike Stigting daarin om 'n volwasse onderwysprogram daar te stel wat nie-rassige, nieseksistiese en demokratiese leerbeginsels ondersteun. Hierdie uitgangspunte manifesteer egter tans nie in die praktyk nie. / The Rural Foundation strives to promote the living standard and level of development of the farm worker community through the process of community development. Adult education is an important instrument within this process. Consequently the problem researched is the application of adult education in rural development. Firstly, the objectives and philosophical orientations of adult education were explored. Following from this cognitive framework this study secondly determined the objectives and philosophy of the Rural Foundation. The adult education programme of the Rural Foundation closely corresponds to radical adult education thinking. The theoret i ca 1 substructure of the programme is comp at i b 1 e with contemporary deve 1 opment thought which emphasises people-centred, participatory and sustainable development and focuses on development as a learning process. With their theoretical premises, the Rural Foundation succeeds in establishing an adult education programme which supports non-racial, non-sexist and democratic learning principles. However, these premises do not manifest in practice. / Development Studies / M.A. (Development Administration)

Summaries in Afrikaans and English / Text in Afrikaans / Die Landelike Stigting poog om deur die proses van gemeenskapsontwikkeling die lewenstandaard en ontwikkelingspeil van die plaaswerkergemeenskap te verhoog. Binne hierdie proses word volwasse onderwys as belangrike instrument aangewend. Vervolgens is die probleem wat nagevors is die toepassing van volwasse onderwys deur die Landelike Stigting binne landelike ontwikkeling. Eerstens is ondersoek ingestel na die doelstellings en filosofiese orientasies van volwasse onderwys. Binne hierdie kognitiewe raamwerk het hierdie studie tweedens die bepaling van die Landelike Stigting se filosofie en doelstellings behels. Die Landelike Stigting se volwasse onderwysprogram toon duidelike ooreenkomste met radikale volwasse onderwysdenke. Die teoretiese onderbou van die program is vereenselwigbaar met kontemporere ontwikkelingsdenke wat mensgesentreerde, deelnemende en handhawingsontwikkeling beklemtoon en fokus op ontwikkeling as 'n leerproses. Met hul teoretiese uitgangspunte slaag die Landelike Stigting daarin om 'n volwasse onderwysprogram daar te stel wat nie-rassige, nieseksistiese en demokratiese leerbeginsels ondersteun. Hierdie uitgangspunte manifesteer egter tans nie in die praktyk nie. / The Rural Foundation strives to promote the living standard and level of development of the farm worker community through the process of community development. Adult education is an important instrument within this process. Consequently the problem researched is the application of adult education in rural development. Firstly, the objectives and philosophical orientations of adult education were explored. Following from this cognitive framework this study secondly determined the objectives and philosophy of the Rural Foundation. The adult education programme of the Rural Foundation closely corresponds to radical adult education thinking. The theoret i ca 1 substructure of the programme is comp at i b 1 e with contemporary deve 1 opment thought which emphasises people-centred, participatory and sustainable development and focuses on development as a learning process. With their theoretical premises, the Rural Foundation succeeds in establishing an adult education programme which supports non-racial, non-sexist and democratic learning principles. However, these premises do not manifest in practice. / Development Studies / M.A. (Development Administration)