This research investigates the vision of excellence in secondary schools leadership in Ekurhuleni East District (Gauteng East District) and the existence of a vision of excellence in schools. A literature study investigated models of leadership related to vision of excellence and aspects of vision of excellence in school leadership. An empirical investigation used both a quantitative and qualitative research design to collect data from a purposefully selected and stratified sample of participants and secondary schools in the Ekurhuleni East District (Gauteng East Education District). A questionnaire and focus group interviews were used to gather data from the respondents. Data were analysed and interpreted using quantitative and qualitative approach. The findings of both the literature study and the empirical research on the above-mentioned vision of excellence in secondary schools leadership in Ekurhuleni East District revealed that there is a lack of support from school leadership and the School Management Team (SMT) in realising a vision of excellence in secondary schools leadership. The main challenges that were identified by qualitative method were the lack of support by both the district office and school management or school leadership. The realisation of the vision of excellence is dependent on how the information is managed and disseminated by the school leadership, principals and SMTs. It appears that the realisation of the vision of excellence would enhance the level of understanding of new developments in the education system including the curriculum change and technological advancement. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2005. / In this dissertation I critically explore school governance in relation to a liberal conception of deliberative democracy incorporating an argument for democratic citizenship. The notion of decentralisation and representative democracy informed collective decision making with the advent of South Africa’s constitutional democracy. This emphasis on participatory democracy aims to enhance nation building/citizenship as South Africa endeavours to sever its ties with its Apartheid past. Entrenched in the practice of representative democracy particularly in the context of schools is educational governance implemented through School Governing Bodies (SGBs). I argue that the legitimate learner and parent voices seem to be excluded from SGB practices – a notion which reinforces the presence of weak democratic practices. My concern is that SGBs in disadvantaged communities do not necessarily adhere to the tenets of democracy as accentuated in the Constitution of South Africa, incorporating the Bill of Rights and the South African Schools Act (SASA of 1996). A weak form of democratic practice seems to manifest itself when the SASA and the implementation thereof are inconsistent with each other, resulting in school governance practices operating in a manner contrary to what the Act purports. The promotion of democracy customarily involves protecting the legitimate (individual and community) interests of all. It is in this context that this dissertation attempts to find a route towards stronger democratic practices, therefore endorsing some of the principles of the South African Constitution, the Bill of Rights and the SASA. I argue that SGB practices seem to undermine these legitimate interests thus posing a dilemma for democracy. In addition current SGBs do not seemingly establish conditions according to which deliberative democratic practices can be achieved. And, unless SGBs also connect deliberative practices with citizenship as well as to “experiencing what is Other”, it would remain weakly democratic. For deliberative practices to happen I propose that conditions ought to be established whereby reasonableness and the incorporation of “the Other”, that is, learners and parents need to be included through pedagogic attentiveness – what can epistemologically referred to as “witnessing the “unknowability of the Other”, can counter such a weak democracy. In other words by including the marginalised voices that are seemingly excluded from SGBs, the potential to move towards strong democratic practices shall be enhanced.

Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The decentralisation of power in education is part of a global process that has become part of the education reform policies of most countries. Decentralisation, which is typified by the redistribution of power to local levels, is claimed to serve a variety of ends from democratization to efficiency, empowerment of stakeholders to improved quality of education. It is, however, a complex process that is difficult to capture as power is seen to manifest in multiple ways. During the nineties Zimbabwe, against the background of a massive increase in enrolments, for a variety of reasons including the improvement of the quality of education, embarked on the re-distribution of administrative and financial power in the Ministry of Education, Sport and Culture. The implementation of this policy revealed major discrepancies between the intentions of government and the way it translated in educational sites. The aim of this study is to explore how the intentions of decentralisation in education as a policy aimed that the improvement of the quality of education is experienced by school principals. An interpretative methodology with in depth interviews, focus groups, some observations and document analysis were employed to engage in the debates about decentralisation. Although this was a small study the findings concurred with studies of decentralisation in other countries where it was found that the re-distribution of power in education manifests differently in different contexts in the same country. In countries such as Zimbabwe where resource limitations and restructuring concomitantly took place the experience of principals revealed that conditions arose that could not be seen to be conducive to the improvement of the quality of education such as the ambiguity of the meaning of who is responsible for what, the power struggles as government was seen to recentralise crucial roles, increased workloads of principals due to the devolving of administrative and supervisory functions to school level, loss of teachers and other specialist functionaries conducive to a drop in standards and the challenge to parents who had to contribute increasingly to enable schooling of their children. These findings are indicative of the claims from studies in other countries that decentralisation as a policy for whatever reason is seldom more than political rhetoric to decentralise conflict. Exploring the intersection between the literature on decentralisation and parental involvement of education, however, revealed the opening up of other spaces that enabled local power relations to develop in creative ways as parents got increasingly involved in schools. Apart from the challenges related to the redistribution of power as authority delegated, devolved or deconcentrated from government, this study revealed that power manifests in relations and interactions not necessarily ascribed to the intentions of policy, neither as a substance or function only. / AFRIKAANSE OPSOMMING: Die desentralisering van mag in die onderwys maak deel uit van ʼn wêreldwye proses van onderwyshervorming. Desentralisasie, wat deur die herverspreiding van mag na plaaslike vlakke gekenmerk word, is veronderstel om aan ʼn verskeidenheid doele te beantwoord – van demokratisering tot die verhoging van doeltreffendheid, die bemagtiging van belanghebbendes, en die verbetering van onderwysgehalte. Desentralisasie is egter ‘n komplekse proses waaraan moeilik uitvoering gegee kan word, aangesien mag in verskeie gedaantes voorkom. In die negentigerjare het Zimbabwe, teen die agtergrond van ʼn drastiese toename in inskrywings, die herverspreiding van administratiewe en finansiële mag in die Ministerie van Onderwys, Sport en Kultuur onderneem. Dié stap is aan verskillende redes toegeskryf, waaronder die verbetering van onderwysgehalte. Die toepassing van die beleid het egter groot teenstrydighede aan die lig gebring tussen die regering se voornemens, en hoe dié voornemens uiteindelik prakties in onderwysinstellings ten uitvoer gebring is. Die doel van hierdie studie is om skoolhoofde se ervaring van onderwysdesentralisasie as beleid te ondersoek. Die studie is vanuit ‘n interpreterende benadering gedoen met diepte-onderhoude, fokusgroepe, ʼn paar waarnemings sowel as dokumentontleding. Ongeag die beperkte omvang van die studie, stem die bevindinge ooreen met dié van navorsing oor desentralisasie in ander lande, waar bevind is dat herverspreiding van mag in dieselfde land in verskillende kontekste verskillend realiseer. In lande soos Zimbabwe, waar herstrukturering te midde van hulpbronbeperkinge plaasgevind het, het skoolhoofde bepaalde omstandighede ervaar wat nié die verbetering van onderwysgehalte sou kon bevorder het nie. Dít sluit in onsekerheid oor die onderskeie partye se verantwoordelikhede; die magstryd toe die regering kernrolle sentraal beheer; swaarder werklaste vir skoolhoofde nadat administratiewe en toesigfunksies na skoolvlak afgewentel is; ʼn verlies aan onderwysers en ander spesialisamptenare, wat op sy beurt standaarde laat daal het, en ouers se groter verantwoordelikheid om al hoe meer by te dra ten einde hulle kinders se opvoeding te verseker. Hierdie bevindinge strook ook met dié van studies in ander lande, naamlik dat desentralisering as ʼn beleid om watter rede ook al selde meer is as politieke retoriek ten einde konflik te desentraliseer. Nadere ondersoek van die verband tussen navorsing oor desentralisasie, en dié oor ouerbetrokkenheid by onderwys het egter daarop gedui dat desentralisering wel nuwe moontlikhede kan ontsluit vir die skeppende ontwikkeling van plaaslike magsverhoudinge namate ouers al hoe meer by skole betrokke raak. Buiten die uitdagings met betrekking tot die herverspreiding van mag namate regeringsgesag gedelegeer, afgewentel of gedekonsentreer word, dui dié studie daarop dat mag soms ook in verhoudinge en wisselwerkings geopenbaar word wat nie noodwendig met die voornemens van die beleid verband hou nie, en dit mag voorts nie as net substansie of net funksie tot uiting kom nie.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis briefly explores the quality phenomenon in higher education and more specifically in the university context. In addition, the experiences of stakeholders who participated in the first institutional quality audit at a merged university are explored and analysed. It is also argued that the world-wide quality phenomenon at universities, although sometimes politically driven and at times undertaken with hidden agendas, may eventually add value to a university‟ cycle of never-ending quality improvement and enhancement. University stakeholders who are either directly or indirectly involved in realising the university‟s vision and mission can provide invaluable feedback about their experience of a quality audit. Feedback by all stakeholders about a quality audit will assist the university to plan and prepare for the next cycle of quality audits. The research findings of this study indicated that a variety of differences exist in the perceptions of stakeholders that participated in the preparation and execution of the institutional quality audit. In some cases the differences may hold some limited risk for the university therefore some recommendations are also made in support of future audits. These and other recommendations emenating from the research findings will hopefully also contribute towards improved engagement between the stakeholders and members of the audit panel. / AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek kortliks die verskynsel van gehalte in hoër onderwys, en meer spesifiek in die universiteitskonteks. Voorts word die ervarings van belanghebbendes wat deelgeneem het aan die eerste institusionele kwaliteitsoudit aan ʼn saamgesmelte universiteit, ondersoek en ontleed. Daar word ook aangevoer dat die wêreldwye verskynsel van kwaliteit aan universiteite uiteindelik waarde kan toevoeg tot ʼn universiteit se siklus van ewigdurende kwaliteitsversekering en –verbetering, selfs al is hierdie verskynsel soms polities gedrewe en al gaan dit by tye gepaard met verskuilde agendas. Belanghebbendes van die universiteit wat direk of indirek betrokke is by die realisering van die universiteit se visie en missie kan uiters waardevolle terugvoer bied oor hulle ervaring van ʼn kwaliteitsoudit. Terugvoer deur alle belanghebbendes oor ʼn kwaliteitsoudit sal die universiteit help om vir die volgende siklus kwaliteitsoudits te beplan en voor te berei. Die navorsingsbevindings van hierdie studie dui daarop dat ʼn verskeidenheid verskille wel bestaan in die persepsies van belanghebbendes wat deelgeneem het aan die voorbereiding en uitvoering van die institusionele kwaliteitsoudit. In sommige gevalle hou die verskille wel ʼn beperkte risiko vir die universiteit in en daarom word aanbevelings gemaak ter ondersteuning van toekomstige kwaliteitsoudits. Hierdie, sowel as ander aanbevelings sal hopelik ook bydra tot verbeterde interaksie tussen die belanghebbendes en lede van die ouditpaneel.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study deals with an analysis of Mozambican education policy documents, linking this analysis to theories of democratic citizenship education. It suggests that, for Mozambican people to become active citizens who are able to face and challenge their social problems, a deliberative democratic citizenship education has to be adopted in their schools. In such deliberation the citizens should participate equally and freely in different debates and activities, without feeling intimidated by those in power. If such deliberative democratic citizenship education does not exist in schools, the citizens may not be able to recognise their rights and find solutions for the problems in society. The ideas of philosophers of deliberative democratic citizenship education, such as Amy Gutmann and David Thompson, Seyla Benhabib and Iris Marion Young, are used to think about democratic citizenship education in Mozambique. This analysis assists in answering the following research question: ‘Can the education policies in schools contribute to promoting democratic citizenship education in the Mozambican society? If not, what should be done?’ Furthermore, interpretive methodology and analytical inquiry are applied as methods to interpret and understand the education policy documents and to undertake a critical analysis of the concept of democratic citizenship education, as well as of education policy documents. The analysis of Mozambican education policy documents illustrates clearly that the government is concerned about the eradication of illiteracy, by increasing access to education, equality and quality of education, and the preparation of citizens who know their basic rights and can contribute to the development of their communities and democracy. The results demonstrate that the government is achieving some of the goals related to access to education. For instance, the government increased the number of primary schools from 7 013 in 1999 to 11 859 in 2008. However, more still needs to be done with respect to the quality of education. Furthermore, the study demonstrates that Mozambican education policies lack democratic citizenship education. For instance, the education policies were analysed in three distinct periods, namely post-independence, post-civil war and the period of the Millennium Development Goals. The policies are indicated to be inadequate to cultivate democratic citizens in Mozambican society, particularly because there is a need to boost a deliberative democratic citizenship education in schools. For example, in the first period, citizens did not have an opportunity to deliberate and be autonomous citizens in the educative process. Everything was done by the government. In the second period the government allowed the participation of other organisations, communities and institutions in the educative process, but there is no specification of how those citizens participated in the process of decision making. In the third period the government became concerned about important aspects and values of democratic citizenship education that should be taught directly in school. In this context the government introduced Civic and Moral Education and themes to be discussed in the classroom, which potentially will enable citizens to be critical. This situation shows that, in public schools, teachers should educate learners through classroom deliberations. It implies that teachers need to create conditions for the teaching and learning process so that all citizens, independent of their origin, class, sex and race, can participate and work together in deliberation. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor ’n analise van Mosambiekse onderwysbeleidsdokumente, en verbind hierdie analise aan teorieë van demokratiese burgerskapsonderwys. Dit stel voor dat vir Mosambiekers om aktiewe burgers te word wat die vermoë het om hulle sosiale probleme te konfronteer en uit te daag, ’n beraadslagende demokratiese burgerskapsonderwys in hulle skole nodig is. In sulke beraadslaging moet burgers op ’n gelyke voet en vrylik aan debatte of aktiwiteite deelneem, sonder dat hulle deur die maghebbers geïntimideer word. Indien so ’n beraadslagende demokratiese burgerskapsonderwys nie in die skole bestaan nie, sal burgers moontlik nie hulle regte herken nie en ook nie oplossings vir die samelewing se probleme kan vind nie. Die idees van filosowe van beraadslagende demokratiese burgerskapsonderwys soos Amy Gutmann en David Thompson, Seyla Benhabib en Iris Marion Young is gebruik om demokratiese burgerskapsonderwys in Mosambiek te oorweeg. Hierdie analise dra daartoe by om die volgende navorsingsvraag te beantwoord: ‘Kan die onderwysbeleide in skole ’n bydrae maak tot die bevordering van demokratiese burgerskapsonderwys in die Mosambiekse samelewing? Indien nie, wat moet gedoen word?’ Verder is verklarende metodologie en analitiese ondersoek as metodes gebruik om die onderwysbeleidsdokumente te interpreteer en te verstaan en om ’n kritiese analise van die konsep van demokratiese burgerskapsonderwys, sowel as van die onderwysbeleidsdokumente, te onderneem. Die analise van Mosambiekse onderwysbeleidsdokumente toon duidelik dat die regering ernstig is oor die uitwissing van ongeletterdheid, met toenemende toegang tot onderwys, gelyke en kwaliteitopvoeding, en die voorbereiding van burgers wat bewus is van hulle basiese regte en ’n bydrae kan maak tot die ontwikkeling van hulle gemeenskappe en die demokrasie. Die resultate toon dat die regering sommige van sy doelwitte behaal met betrekking tot toegang tot onderwys. Byvoorbeeld, die regering het die aantal laerskole vermeerder van 7 013 in 1999 tot 11 859 in 2008. Meer moet egter nog gedoen word met betrekking tot die kwaliteit van onderwys. Die studie demonstreer verder dat Mosambiekse onderwysbeleide ’n gebrek aan demokratiese burgerskapsonderwys toon. Die onderwysbeleide is byvoorbeeld in drie afsonderlike tydperke geanaliseer, naamlik ná onafhanklikheid, ná die burgeroorlog en in die tydperk van die Millennium Ontwikkelingsdoelwitte. Die beleide is duidelik onvoldoende om demokratiese burgers in die Mosambiekse samelewing daar te stel, veral omdat daar nog ’n behoefte daaraan is om ’n beraadslagende demokratiese burgerskapsonderwys in skole ’n hupstoot te gee. Byvoorbeeld, in die eerste tydperk is burgers nie die geleentheid gegun om te beraadslaag en as outonome burgers in die onderwysproses op te tree nie. Alles is deur die regering gedoen. In die tweede tydperk het die regering deelname deur ander organisasies, gemeenskappe en instansies in die onderwysproses toegelaat. Maar daar is geen aanduiding van hoe hierdie burgers in die besluitnemingsproses deelgeneem het nie. In die derde tydperk was die regering besorgd oor belangrike aspekte en waardes van demokratiese burgerskapsonderwys wat direk in die skool onderrig moet word. In hierdie konteks het die regering Burgerleer en Sedeleer en temas wat in die klaskamer bespreek moet word, ingevoer wat burgers potensieel sal help om krities te wees. Hierdie situasie toon dat onderwysers in staatskole leerders in klaskamerberaadslaging moet opvoed. Dit impliseer dat onderwysers vir die onderrig- en leerproses toestande moet skep waarin alle burgers, ongeag hulle oorsprong, klas, geslag en ras, kan deelneem en saam kan beraadslaag.

No description available.

M.Ed. (Educational Management) / Please refer to full text to view abstract

The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study. / by Lori Kijanka. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:30:59Z No. of bitstreams: 1 Adriano de Morais Martins.pdf: 1050611 bytes, checksum: f9d015c33a34637340247d0cbd439217 (MD5) / Made available in DSpace on 2018-07-11T12:30:59Z (GMT). No. of bitstreams: 1 Adriano de Morais Martins.pdf: 1050611 bytes, checksum: f9d015c33a34637340247d0cbd439217 (MD5) Previous issue date: 2018-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this thesis is to bring the debate about the affective domain in Mathematics Education to the national scene and as specific objectives: to understand the affective domain, to select and present a synthesis of texts related to the theme and to identify the theoretical references used. For that, we developed a theoretical study of a qualitative nature, built from the study of international researches that deal with the affective domain and its dimensions, supported by content analysis. The study is justified by the lack of debate in Mathematics Education of this topic in the national scope and the absence of theoretical and theoretical-methodological studies. Throughout our study, we define the affective domain as a set of dimensions formed by beliefs, attitudes, values and emotions. Initially, we sought to understand the historical process that led to the studies that were focused on the beliefs for the studies focused and other dimensions of the affective domain. The construction of the research was based on contemporary studies by international authors, all of 2015. Thus, the studies selected for our research were: the study entitled "Toward a participatory approach to" beliefs "in Mathematics Education" by Jeppe Skott, which dealt with a contemporary vision for the study of beliefs; the study "From Love, Frustration and Mathematics: A Historical-Cultural Approach to Emotions in Teaching and Learning Mathematics" by Luis Radford, who studied the construction of emotions and how they fit into teaching mathematics in a classroom; "The Attitude Construct in Mathematical Education" written by Pietro Di Martino and Rosetta Zan, which dealt with issues related to attitude building; the study by Katrin Rolka and Bettina Roesken-Winter entitled "Network between theories to understand beliefs and their fundamental role in Mathematical Education", which proposed studies from the intercession of different theories about beliefs; and the study written by George N. Philippou and Marilena Pantziara, "Developments of Effective Beliefs in Mathematics Teachers," who advocated studies on effective teacher beliefs that correspond to beliefs about the teacher's ability to organize and execute directed actions to accomplish a task specific. The studies show that when looking at teacher training and student achievement through theoretical lenses aimed at the affective domain, we can obtain better results in the research that addresses teacher training, better understand the difficulties of the students and propose continuing education course more effective. In this way we hope that this study will contribute to Brazilian researchers who intend to study this subject / A presente tese tem como objetivo geral trazer o debate sobre o domínio afetivo na Educação Matemática para o cenário nacional e como objetivos específicos: compreender o domínio afetivo, selecionar e apresentar uma síntese de textos relacionados ao tema e identificar os referenciais teóricos utilizados. Para tanto, desenvolvemos um estudo teórico de caráter qualitativo, construído a partir do estudo de pesquisas internacionais que tratam do domínio afetivo e suas dimensões, apoiados na análise de conteúdo. O estudo se justifica pela carência de debate na Educação Matemática desse tema em âmbito nacional e a ausência de estudos teóricos e teóricos-metodológicos. Ao longo de nosso estudo, definimos o domínio afetivo como um conjunto de dimensões formados pelas crenças, atitudes, valores e emoções. Inicialmente, buscamos compreender o processo histórico que conduziu os estudos que estavam voltados às crenças para os estudos voltados às demais dimensões do domínio afetivo. A construção da pesquisa ocorreu a partir de pesquisas contemporâneas de autores internacionais, publicados em 2015. Dessa forma, os estudos selecionados para nossa pesquisa foram: o estudo intitulado “Rumo a uma abordagem participativa para “crenças” em Educação Matemática” de Jeppe Skott, que tratou de uma visão contemporânea para o estudo das crenças; o estudo “Do Amor, frustração e Matemática: uma abordagem histórico-cultural de Emoções no Ensino e Aprendizagem de Matemática” de Luis Radford, que estudou a construção das emoções e como elas se inserem no ensino de matemática em uma sala de aula; “O constructo de atitude em Educação Matemática” escrito por Pietro Di Martino e Rosetta Zan, que trataram de questões relativas à construção de atitude; o estudo de Katrin Rolka e Bettina Roesken-Winter intitulado “Rede entre teorias para compreender crenças e seu papel fundamental na Educação Matemática”, que propuseram estudos a partir da intercessão de diferentes teorias sobre crenças; e o estudo escrito por George N. Philippou e Marilena Pantziara, “Desenvolvimentos de crenças eficazes nos professores de Matemática”, que defenderam estudos sobre crenças eficazes de professores que corresponde as crenças sobre a capacidade do professor organizar e executar ações direcionadas para realizar uma tarefa específica. Os estudos apontam que ao olhar para a formação do professor e rendimento escolar dos alunos por meio de lentes teóricas voltadas ao domínio afetivo, podemos obter melhores resultados nas pesquisas que abordam formação de professores, compreender melhor as dificuldades dos alunos e propor curso de formação continuada mais eficazes. Desse modo esperamos que esse estudo contribua para pesquisadores brasileiros que se propuserem a estudar esse tema

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-08T11:26:52Z No. of bitstreams: 1 Julia de Souza Delibero Angelo.pdf: 3471409 bytes, checksum: 9e6be5d4cc5f6dd9fe989795caedb26e (MD5) / Made available in DSpace on 2018-08-08T11:26:52Z (GMT). No. of bitstreams: 1 Julia de Souza Delibero Angelo.pdf: 3471409 bytes, checksum: 9e6be5d4cc5f6dd9fe989795caedb26e (MD5) Previous issue date: 2018-05-29 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this work we analyze the booklets indicated for children in Early Childhood Education. Even recently incorporated into basic education, this stage still has the attribution of socializing the child. At this stage, no kind of systematizing activity is required - playing should be the main activity. It is through playing that the child experiences and elaborates on the world. However, Early Childhood Education has been increasingly gaining the role of preparation for elementary school, incorporating the use of booklets, whether in the public school system or in the private school system. The use of these booklets causes the child to leave the activity of playing in order to do a systematization activity. In addition, the adoption of this type of material occurs under the oligopoly of companies operating in this sector, intensifying their own businesses, inclusively within the public school. In order to deal with this theme, it was used as theoretical basis the reference of the Frankfurt School, more precisely the perspective of the authors of the first generation of Society Critical Theory, whose main objective is the critique of capitalist society. "Formation" and "experience" are key concepts in this work. This work was based on the hypothesis that the Early Childhood Education booklets anticipate or prepare for literacy. Based on the contents and activities identified, it was possible to verify that the booklets are focused predominantly on adaptation - and not on formation and experience -, and yet there is still a great tendency for schools, both public and private, to adhere to the booklet system / Neste trabalho realiza-se análise das apostilas destinadas a crianças na Educação Infantil. Mesmo incorporada recentemente à educação básica, esta etapa ainda tem a atribuição de socializar a criança. Nela, não é necessário nenhum tipo de atividade sistematizadora – o brincar é que deve ser a atividade principal. É por meio da brincadeira que a criança experimenta e elabora sobre o mundo. Cada vez mais, porém, a educação infantil vem ganhando o papel de preparação para o ensino fundamental, incorporando o uso de apostilas, seja na rede pública, seja na rede privada. O material apostilado faz com que a criança deixe a atividade de brincar para fazer a atividade de sistematização. Além disso, sua adoção ocorre no âmbito do oligopólio de empresas que atuam nesse setor e intensificam seus negócios, inclusive dentro da escola pública. Para tratar do tema, utilizou-se como fundamentação teórica o referencial da Escola de Frankfurt, mais precisamente a perspectiva dos autores da primeira geração da Teoria Crítica da Sociedade, cujo centro é a crítica à sociedade capitalista. São conceitos fundamentais neste trabalho “formação” e “experiência”. Partiu-se da hipótese de que as apostilas de Educação Infantil antecipam ou preparam para a alfabetização. Com base nos conteúdos e nas atividades identificadas, foi possível verificar que as apostilas estão voltadas predominantemente para a adaptação – e não para a formação e experiência –, havendo, ainda assim, tendência grande das escolas, tanto públicas como particulares, de aderirem ao sistema apostilado