A instituição escolar depara-se com outras e novas demandas formativas, nesse cenário de transformações, também se percebe mudança significativa na atividade docente. Nesse sentido, é necessário administrar os conflitos e adversidades, o que ocasiona desgaste físico e afetivo. Nem sempre valorizada no trabalho pedagógico, a dimensão afetiva docente pode assumir múltiplos sentidos e diversos significados nas relações humanas - o que deve ser considerado na dinâmica das interações e a partir do contexto que se produzem e são produzidas, pois os acontecimentos da vida têm significados e sentidos diferentes para cada sujeito, que concebe o seu modo de ser-no-mundo. Nesse sentido, foi proposta pesquisa de caráter qualitativo, fundamentada na perspectiva histórico-cultural do desenvolvimento humano de Vigotski. Assim, a abordagem privilegiou a profundidade e o alcance das informações, o que permitiu não somente descrever, mas interpretar os dados, tendo a linguagem como um dos principais recursos para conhecer a essência dos fenômenos, em consonância com o conceito de promoção da saúde. Objetivou-se, então, analisar como os professores da Educação Básica compreendem sua afetividade em sala de aula e como a relacionam à sua saúde. Para tal, participaram 10 professores que, à época, lecionavam no 6º ano de uma escola pública do interior paulista. Como ferramenta para construção dos dados, foi adotada a entrevista narrativa; os dados foram submetidos à Análise Temática proposta por Braun e Clarke (2006), focalizando os aspectos expressados e palavras presentes no discurso (material linguístico), considerando o campo da subjetividade, das necessidades e motivos dos sujeitos, para dar luz à forma do processo de significação da afetividade dos professores e como a relacionam com a sua saúde. A análise do material resultou na organização de quatro temas: 1. Desafios da profissão: os afetos que afetam a sala de aula; 2. as relações na e para além da sala de aula: as semânticas dos vínculos; 3. as vicissitudes dos afetos do professor: do desejo à frustração, da satisfação ao desgosto; 4. os afetos que afetam a saúde do professor: o adoecimento e as estratégias de enfrentamento. Espera-se que, com os resultados deste estudo, surja um novo olhar para a experiência afetiva do professor, uma compreensão integral, buscando outro entendimento da concepção da afetividade e seus impactos na saúde do professor em sala de aula, não apenas atrelada à relação ensino-aprendizagem ou saúde-doença, mas suas explicitações e consequências como aspecto das interações em sala de aula, e do próprio trabalho docente / The school institution faces other and new formative demands, in this scenario of transformations, it is also noticed a significant change in the teaching activity. For this, it is necessary to manage the conflicts and adversities, which causes physical and affective exhaustion. Not always appreciated in the pedagogical work, the affective dimension of the teacher may assume multiple senses and different meanings in human relations. This dimension, therefore, must be considered in the dynamics of interactions, from the context that has been produced and produces, since the events of the life have different meanings and senses for each person, who conceives his/her way of being-in-the-world. In this sense, a qualitative research was proposed, based on the historical-cultural perspective of Vygotsky\'s human development. Thus, the approach privileged the depth and the scope of the information, which allowed not only to describe but to interpret the data, having the language as one of the main resources to understand the essence of the phenomena, in accordance with the concept of health promotion. The purpose of this study was to analyze how teachers of Basic Education understand their affectivity in the classroom and how they relate it to their health. For that, 10 teachers participated, who, at the time, was teaching in the 6th year of a public school in the interior of São Paulo. As a tool for data construction, the narrative interview was adopted; the data were submitted to the Thematic Analysis proposed by Braun and Clarke (2006), focusing on the expressed aspects and words present in the discourse (linguistic material), considering the field of subjectivity, the needs and motives of the subjects, to give light to the form of the process of teachers\' affectivity and how they relate it to their health. The analysis of the material resulted in the organization of four themes: 1. Challenges of the profession: the affects that affect the classroom; 2. relations in and beyond the classroom: the semantics of links; 3. the changes of the teacher\'s affections: from desire to frustration, from satisfaction to disgust; 4. The affects that affect the health of the teacher: illness and coping strategies. With the results of this study, it is hoped that a new perspective emerges for the teacher\'s affective experience. Then, this integral comprehension will seek another understanding of the conception of affectivity and its impacts on the health of the teacher in the classroom, not only linked to the relation teaching-learning or health-disease, but its explanations and consequences as aspect of the interactions in the classroom, and of the teaching work itself

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T10:54:00Z (GMT). No. of bitstreams: 1 Garcia_NataliaRodovalho_M.pdf: 1658191 bytes, checksum: 98e1e4f067eccf2126bb541363091fa0 (MD5) Previous issue date: 2013 / Resumo: As atribuições de causalidade para o sucesso e o fracasso escolar dizem respeito às interpretações individuais sobre as causas do desempenho acadêmico. Por sua vez, a resiliência é compreendida como a capacidade dos seres humanos de enfrentar positivamente as situações adversas. No campo educacional, o estudo desses construtos é relevante, pois apresentam relações com fatores importantes referentes à aprendizagem autorregulada e de qualidade. Assim, a presente pesquisa teve como objetivos identificar as atribuições de causalidade para o sucesso e o fracasso escolar e a resiliência em estudantes do Ensino Fundamental, verificar as relações desses construtos com as variáveis demográficas e a correlação existente entre as atribuições causais e a resiliência, na amostra. Buscou-se também conhecer as dificuldades encontradas pelos participantes no ambiente escolar e as estratégias de enfrentamento utilizadas para superá-las. A amostra foi composta por 275 alunos matriculados nos 5º, 6º, 7º, 8º e 9º anos, de ambos os sexos, de uma escola pública da cidade de Monte Carmelo - MG. Os dados foram coletados por meio da aplicação de questões abertas sobre as dificuldades no ambiente escolar, de uma Escala de Avaliação das Atribuições de Causalidade para Sucesso e Fracasso Escolar, e de uma Escala de Resiliência para Crianças e Adolescentes. As questões abertas foram avaliadas por meio da análise categorial; e os dados objetivos foram analisados de acordo com os procedimentos da estatística descritiva e inferencial. Os resultados mostraram que os alunos relataram como principais dificuldades enfrentadas na escola as relacionadas à aprendizagem e ao relacionamento interpessoal e mencionaram o uso de diversas estratégias de enfrentamento para superá-las, tais como: utilização de boas estratégias de estudo e de aprendizagem e investimento nas relações interpessoais. No que concerne às atribuições causais, a maioria dos participantes disse acreditar que causas internas e controláveis são responsáveis pelo sucesso e pelo fracasso escolar. Quanto à resiliência observou-se que uma quantidade expressiva dos estudantes reportou as características que facilitam a superação das adversidades. Foram encontradas correlações significantes, positivas e negativas, entre atribuição de causalidade e resiliência e também entre esses construtos e as variáveis demográficas. Espera-se que o presente estudo possa contribuir para melhor compreensão das atribuições causais e das características da resiliência em alunos da Educação Básica. Tem-se a expectativa de que esta pesquisa possa colaborar para a ampliação do conhecimento na área e que instigue novos estudos. Pretende-se, ainda, que este trabalho possa trazer importantes implicações educacionais, especialmente sobre a prática docente, no sentido de promover nos alunos uma reflexão sobre as causas do desempenho escolar e estimulá-los em direção ao desenvolvimento de características individuais que facilitem a superação das adversidades. / Abstract: The causal attributions for success and failure in school refer to individual interpretations about the causes of academic performance. In turn, resilience refers to the ability of humans to cope positively with adverse situations. In the educational field, the study of these constructs is relevant, because have related to important factors about the self-regulated learning process and quality. This study aimed to identify the causal attributions for success and failure in school, as well as resilience in elementary school students. It also aimed to examine the relationship between these constructs and the demographic variables along with the correlation between causal attributions and resilience in the sample. We also looked for information about the difficulties found by the participants and the coping strategies used to overcome these difficulties in the school environment. The sample involved 275 male and female students enrolled in 5th, 6th, 7th, 8th and 9th grades of a public school in the city of Monte Carmelo, in Minas Gerais, Brazil. Data were collected through the application of open questions about the difficulties in the school environment, a Scale of Causality Attributions for Success and School Failure, and a Resilience Scale for Children and Adolescents. The open questions were evaluated through categorical analysis and the objective data were analyzed according to the procedures of descriptive and inferential statistics. The results showed that the major difficulties faced by students in the school environment were related to learning and interpersonal relationship. They also mentioned the use of various coping strategies to overcome these difficulties, such as the use of good study and learning strategies, and investment in interpersonal relationship. Regarding the causal attributions, most participants said they believe that internal and controllable causes are responsible for school success and failure. With respect to resilience, we observed that a significant number of students reported features that help them overcome the adversities. Positive and negative significant correlations were found between causal attribution and resilience, and also between these constructs and demographic variables. We hope that this study will contribute to a better understanding of causal attributions and characteristics of resilience in elementary education students. We expect that this research will contribute to the expansion of knowledge in the area and instigate further studies. With this study, we also intend to provide important educational implications, especially on the teaching practice, in order to help students reflect on the causes of school performance, and to encourage the development of individual characteristics that help them overcome adversities. / Mestrado / Psicologia Educacional / Mestra em Educação

Abstract The aim of this research was to describe leading in the basic education in its context. In this study, the following items regarding the leaders of the basic education are described: conceptions of the current situation, leadership in the basic education and changes in work as a part of the operational environment. According to the contextual model, leadership in the basic education is societal as well as interactive and social interpersonal action extending from micro to macro level. The theoretical and methodological frames of this study have been constructed in a process. The theoretical frame has developed during the research process and thus affected the methodology – despite certain preconceptions and understanding which the researcher has had of the phenomenon. In this study, a survey questionnaire was used to gather empirical data. The survey research was made in 2002, and 141 leaders of the basic education returned the questionnaire. The response rate was 74%. The data from the thematic interviews were used to supplement and deepen the research data gathered by questionnaires. The themes of the interviews were formed according to the items the researcher wanted to specify or deepen in the data gathered from the questionnaires. According to the research results, external reasons to apply for a leadership in the basic education are highly important, and that prior leadership training has not been given for the role. 49% of the leaders participating in this study have not sought a leadership role nor received any kind of training before beginning as a leader. The results show that the community contexts are very dissimilar and changing. The schools of these leaders had 9–608 pupils. The number of teachers in the schools varied from 1 to 51. This shows how different the duties of a leader in the basic education can be. Also the social situation of the basic education is changing. Schools are closed and replaced by large school units, which carry out the principle of integrated basic education. The results show that the decisions made on the local level affect the leading in the basic education most. The leaders were of the opinion that in their leading, managing things is emphasized (70% of working time); at the time of the survey only one third of the time was estimated to be spent on leading people. The leaders of the basic education thought that their work is comprehensive and it includes co-operation regarding the managing of practicalities. The work was considered to be demanding and future-oriented. However, the work of the basic education leaders has contradictory elements due to the development demands set by work organization and local level. There is a threat that the contradictions between the practice and the general demands of leading become more common when organizations' power of decision increase. In this study, also the transition to the new transmodern era is examined from the point of leading on the grounds of the research literature. In the schools transmodernism would emphasize activities based on experiment and experience. Trusting in progress, development and future is central in the leadership. Transmodern leadership means leading with human dignity. In the schoolwork this means that school hierarchy can be reduced by creating more co-operation and teamwork. Transmodernism emphasizes subjectivity and one's own critical thinking in relation to change. / Tiivistelmä Tutkimuksen tehtävänä oli kuvata peruskoulun johtamista kontekstissaan. Tutkimuksessa kuvataan peruskoulun johtajien käsityksiä vallitsevasta tilanteesta, peruskoulun johtamisesta sekä työhön liittyneistä muutoksista osana toimintaympäristöä. Peruskoulun johtaminen kontekstuaalisen mallin mukaan on mikrotasolta makrotasolle ulottuvaa yhteiskunnallista ja ihmisten välistä vuorovaikutuksellista toimintaa. Tutkimuksen teoreettinen rakenne ja siihen liittyvät metodologiset valinnat ovat muodostuneet prosessinomaisesti. Teorian osuus on tarkentunut tutkimuksen kuluessa ja sitä kautta vaikuttanut metodologian tarkasteluun huolimatta tietynlaisesta ennakkonäkemyksestä ja ymmärryksestä, mikä tutkijalla on ollut tutkittavasta ilmiöstä. Kokemusperäistä materiaalia tässä tutkimuksessa saatiin survey-kyselyllä. Vuonna 2002 suoritettuun kyselyyn vastasi 141 peruskoulun johtajaa ja palautusprosentiksi muodostui 74 %. Teemahaastattelulla täydennettiin ja syvennettiin kyselyllä saatua aineistoa. Teemahaastattelun aihepiirit muotoutuivat sen perusteella, mihin asioihin haluttiin tarkennusta ja syventämistä kyselystä saadun aineiston pohjalta. Tulokset osoittavat, että ulkopuoliset peruskoulun johtajaksi hakeutumisen syyt ovat varsin tärkeät eikä ennakoivaa koulutusta johtamistyöhön ole saatu. Tutkituista johtajista 49 % ei ole tähän työhön hakeutunut eikä ole saanut siihen koulutusta ennen työn aloittamista. Toimintaympäristö on tulosten mukaan hyvin erilainen ja muuttuva. Johdettavissa kouluissa oli 9–608 oppilasta ja koulujen opettajamäärät vaihtelivat 1–51 opettajan välillä. Tämä on osoitus peruskoulun johtajan työn erilaisuudesta. Peruskoulutuksen yhteiskunnallinen tilanne on myös muuttumassa. Kouluja lakkautetaan ja tilalle tulee suuria yksiköitä, jotka toteuttavat yhtenäisen perusopetuksen periaatetta. Tulosten perusteella peruskoulun johtamiseen vaikuttavat eniten paikallistasolla tehtävät päätökset. Johtajat olivat sitä mieltä, että johtamisessaan painottuu asioiden johtaminen (70 %) kun ihmisten johtamiseen kului kolmasosa ajasta kyselyn suorittamishetkellä. Peruskoulun johtajien mielestä heidän työnsä on kokonaisvaltaista ja käytännön asioiden hoitamiseen liittyvää yhteistyötä. Se koettiin haasteelliseksi ja tulevaisuuteen suuntautuneeksi työksi. Peruskoulun johtajan työ on kuitenkin ristiriitaista sekä työorganisaation että paikallistason kehitysvaatimusten vuoksi. Ristiriidat johtamisen yleisten vaatimusten ja käytännön suhteen ovat vaarassa kasvaa organisaatioiden päätösvallan kasvaessa. Työssä tarkastellaan tutkimuskirjallisuuden perusteella myös siirtymistä uuteen transmoderniin aikaan johtamisen näkökulmasta. Koulussa transmodernismi ilmenisi kokemuksellisena ja elämyksellisenä toimintana. Johtamisessa keskeistä on luottaminen edistykseen, kehitykseen ja tulevaisuuteen. Transmoderni johtaminen on ihmisarvoista ihmisten johtamista. Koulutyössä tämä tarkoittaa sitä, että yhteistyön ja tiimityön lisääntyminen vähentää hierarkkisuutta. Transmoderni johtaminen korostaa subjektiivisuutta ja omaa kriittistä ajattelua suhteessa muutokseen.

Magister Educationis - MEd / The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "what exactly is the nature of the relationship between adult education and training&quot. / South Africa

The aim of this dissertation is to ‘problematize’ the ‘flexible generalist’ - the form of subjectivity allegedly produced by the basic education system of South Africa. According to the South African Qualifications Authority, ‘flexible generalists’ are individuals who possess the necessary skills, knowledge and flexibility to successfully participate in new working environments, thereby sustaining an adaptable workforce and contributing to the national economy. The dissertation will illustrate that this economic viability comes at the cost of critical and relative autonomous thinking, and is therefore not as ‘beneficent’ as the South African Qualifications Authority suggests. Initially, Louis Althusser’s theory regarding the repressive state apparatus and ideological state apparatuses will be employed in order to indicate how the education institution is underpinned by consumer-capitalist ideology. Subsequently, in order to ensure docility, efficiency and obedience within the workforce, the formal education system subjects the learner to various disciplinary discursive practices. By applying Michel Foucault’s theory regarding disciplinary power, this dissertation will illustrate that, through the regimentation of the subject’s time and space, docility is, for the most part, ensured. However, the flexible generalist is not solely produced through disciplinary power, but also through Foucault’s conception of bio-power, which is disseminated through the deployment of sexuality. Disciplinary power and bio-power are both appropriations of pastoral power, since the learner is led to believe that the well-being and care of the ‘self’ is always in the hands of another: specialists in numerous fields who ‘guide’ the individual regarding the ‘correct’ and ‘normal’ conduct in relation to the self and society, thereby stripping the subject of critical and relative autonomous thinking. The dissertation will conclude by suggesting a possible offset to the discursive practices that produce the flexible generalist in the form of ‘philosophy as a way of life’, or philosophia – the love of wisdom. Unlike the current educational discursive practices in South Africa that are underpinned by an ‘ethos of skills’ (resulting in mere economic empowerment), philosophia is based on an ‘ethos of wisdom’ - a comprehension of oneself, others and existence, based on the mastery of the self, and resulting in the ability to apply perceptions, judgements and actions on a contextual basis.

Orientador: Marta Leandro da Silva / Co-orientador: Sebastião de Sousa Lemes / Banca: Hilda Maria Gonçalves da Silva / Banca: Ricardo Ribeiro / Banca: Whisner Fraga Mamede / Banca: Ricardo Castro de Oliveira / Resumo: RESUMO O objetivo do presente trabalho foi analisar a trajetória política e normativa do Ensino Básico no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP) (2008-2018), identificando as normativas internas da política educacional do IFSP que garantem a efetivação dos princípios educacionais previstos na CF/88 e as contradições existentes com as modificações orientadas pela reforma do Ensino Médio de 2017. A pesquisa segue abordagem de pesquisa qualitativa em educação com destaque para a pesquisa e análise documental dos textos legais da Educação Nacional, bem como dos documentos norteadores do Ensino Médio da Rede Federal, além das normativas específicas do IFSP. Podemos observar que as normativas internas do IFSP são coerentes com as prerrogativas estabelecidas no artigo n° 206 da CF/88, estabelecendo a construção e desenvolvimento de um conjunto de estruturas e ações institucionais que permitem o exercício ao direito social à Educação, principalmente em relação à garantia do acesso, permanência e êxito dos estudantes do Ensino Básico, condição incrementada juntamente com uma política de valorização profissional docente e efetiva participação democrática dos estudantes no cotidiano de construção e elaboração política e normativa da instituição. O Ensino Médio Integrado, forma do Ensino Básico desenvolvido nos Institutos Federais de Educação, tem como finalidade a formação integral do estudante, eliminando a dualidade histórica existente entre formação t... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of the present study was to analyze the political and normative trajectory of the Basic Education at the Federal Institute of Education, Science and Technology of São Paulo (IFSP) (2008-2018), identifying the internal norms of the IFSP educational policy that guarantee the implementation of the educational principles foreseen in the CF / 88 and the existing contradictions with the changes guided by the 2017 High School reform. The research follows a qualitative research approach in education with emphasis on the research and documentary analysis of the legal texts of the National Education, as well as the guiding documents of the High School of the Federal Network, in addition to the specific regulations of the IFSP. We can observe that the internal norms of the IFSP are consistent with the prerogatives established in article 206 of CF / 88, establishing the construction and development of a set of institutional structures and actions that allow the exercise of the social right to education, especially in relation to the guarantee of access, permanence and success of the students of the Elementary School, condition increased together with a politics of professional valorization of the teacher and effective democratic participation of the students in the daily construction and political and normative elaboration of the institution. The Integrated High School, form of the Basic Education developed in the Federal Institutes of Education, has as its objective the integral... (Complete abstract click electronic access below) / Doutor

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Communication Science at the University of Zululand, 2017 / The South African education system requires urgent intervention to improve the quality of its tarnished image. The Department of Basic Education has been criticised and referred to as a national catastrophe which is characterised by pockets of disasters by Basic Education Minister Angie Motshekga. There are numerous challenges and crises which diminish the image of the Department of Basic Education. The media has further influenced the negative perception by stakeholders of the education system leaving the reputation of the Department of Basic Education and local schools tarnished. This thesis examines how reputational management could be used to promote the image of basic education in uThungulu. The first part of the study reviews literature on reputation management, media effects, crisis management, challenges and strategies for reputation management. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the relevance of reputation management at public schools. A questionnaire was used to glean information about impact of utilising reputation management to improve Basic Education. Staff from the uThungulu district municipality, as well as, members of the local community responded to the questionnaire. MoonStats was used to organise data from the questionnaire into logical, sequential and meaningful categories. Further, MoonStats and Excel assisted in generating descriptive statistics, graphs and bivariate statistics which made it easier to compare variables. Penultimate chapters blend the insights gained from the literature review to interpret the results obtained through the study. Among other issues, it was interesting to note both sample groups agreed that local schools and the Department of Basic Education are faced with numerous crises and challenges which diminishes its reputation, therefore, it was recommended that the implementation of effective reputational management communication strategies will actively address these issues and restore a positive image within the Department of Basic Education.

The functional literacy performance among a significant portion of American adults is considerably low. The purpose of this study was to educe a comprehensive profile of the adult learner and his or her literacy performance by examining factors which are a manifestation of both the formal school experience and the environment. The problem investigated was: How do selected developmental, academic, and environmental factors influence the functional literacy performance of adult basic education students? Multiple regression analysis was used to determine the tenability of ten research hypotheses that each included one of the ten literacy subtests of the Adult Performance Level Assessment. A secondary analysis was performed across sex and race subgroups to determine if the hypotheses were valid for those groups. One hundred and twenty-three ABE students who were attending a four-week summer school session in Montgomery County, Maryland comprised the initial sample. Data were collected between July 6 and July 27, 1982 inclusive and involved the following four instruments: (a) a demographic questionnaire, (b) the Adult Performance Level Assessment, (c) the Wesman Personnel Classification Test, and (d) the Moos Family Environment Scale. At the close of the data collection period, 76 adults had completed all four instruments and comprised the final sample. Four hypotheses involving literacy performance in community resources, consumer economics, government-and-law, and identification of facts and terms were accepted. An alternate hypothesis for each of the ten primary analyses suggested factors which have more utility in understanding functional literacy performance than those factors hypothesized. The secondary analysis revealed that the selected factors had a differential influencie on literacy performance for sex subgroups but not for race subgroups. The most important general finding was that the environmental perceptions (current and past) held by ABE students significantly influenced each of the ten performance subtests and, in many instances, exerted a stronger influence than developmental and academic factors. / Ed. D.

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Historically, the majority of South Africans were denied access to free, compulsory and general education (National Multi-Plan, 1997:1). This means that many citizens did not have access to that educational foundation necessary for further learning, quality employment opportunities or even full and active social and political participation. Various arguments throughout this study imply that the South African education system presented unequal educational opportunities for most of its people. In this case, Black Education failed to produce people with the necessary skills for our economy. To compensate these people, the opportunities for education should be created everywhere in schools, sports clubs, NGOs and more importantly, in workplaces because education is the key for survival. Due to the need for economic growth and the need for skilled workers, large numbers of adults should be provided with extensive adult education. In other words, industries should become educational centres where employees could be equipped with numeracy and literacy programmes which would improve production and basic life-skills necessary to meet the demands of the economy at large. The study sought to find out "what role the two industries play in providing basic life-skills education to unskilled Black employees in the Empangeni/Richards Bay industrial areas". This was an empirical survey involving the target population of unskilled Black employees and facilitators of the adult education programmes of the lllovo Sugar Milling and Spoornet industries. In this study two different types of questionnaires were designed and used to ascertain the respondents' disposition towards adult education programmes. In each industry one questionnaire was administered to the unskilled Black employees and another to the facilitators of adult education progarmnes. The research sample comprised of seven unskilled Black employees from lllovo, twentyfive unskilled Black employees from Spoomet, two facilitators from Illovo and another two facilitators from Spoornet industries. The data collected from the sample attempted to answer the following research questions: ./ What basic day-to- day life-skills are needed by unskilled Black employees in the industries? ./ How effective are these programmes to unskilled Black employees in the industries? ./ How accessible are these programmes to unskilled Black employees? These questions necessitated a literature study and an empirical survey as research tools. It has emerged from the study that adult education is seen as an agent for social change and instrument for social development. The study seeks to assess the extent to which these programmes: .:. Fulfil the day-to-day basic needs of unskilled Black employees, in for example, financial management or identifying and using sources of informatiom like directories and maps . •:. Fulfil the literacy and numeracy needs of unskilled Black employees, in for example, appending signatures, reading newspapers and bank forms . •:. Cultivate good habits in the workplace such as punctuality, time management, safety precautions and proper procedures. The findings reveal that adult education programmes in industries were valuable and useful to employees as they were able to transfer the skills acquired from the programme to the real world situation. These life-skills included counting money, writing names and letters, appending signatures, reading newspapers and safety precautions signs, understanding road signs and making telephone calls. The researcher concludes with a number of recommendations including the following: ~ Each industry should establish a building named a 'college' or 'centre' within its premises where adult education programmes will be presented. ~ Each industry should have its own policy documents regarding the provision of worker life-skills education. ~ All workers have a right to paid education and training leave. This means that skilled, semi-skilled and unskilled workers should be entitled to four or six weeks of paid leave per year for further education throughout their working life. / AFRIKAANSE OPSOMMING: As gevolg van die historiese en politieke ontwikkeling in Suid-Afrika is die meerderheid van die bevolking toegang tot vrye, verpligte en algemene onderwys ontsê (National Multi- Plan, 1997: 1). Dit het tot gevolg gehad dat die meerderheid van die bevolking dus ook nie toegang gehad het tot verdere onderwys en gevolglik ook nie tot goeie werksgeleenthede en dus deelname aan die maatskaplike en politieke lewe ontneem is. In hierdie navorsing word minderwaardige onderwysgeleenthede wat aan die meeste swart mense gegee is uitgewys. Dit het tot gevolg gehad dat swart onderwys nie die opgeleide menslike hulpbronne kon lewer wat die ekonomie nodig gehad het nie. Ekonomiese groei is afhanklik van opgeleide menslike hulpbronne en om dit moontlik te maak behoort onderwysgeleenthede in groot getalle vir volwassenes geskep te word. Daarom behoort skoolfasiliteite, sportklubs, nie-regeringsorganisasies en die werkplek benut te word om onderwys aan die ongeletterde volwassene te gee. Dit impliseer dat nywerhede geleenthede vir geletterdheids- en syfervaardigheidsprogramme vir hulle werkers behoort te skep sodat hulle toegerus kan word met basiese lewensvaardighede en sodoende hulle lewenskwaliteit en produktiwiteit verhoog kan word. Met die navorsing is gepoog om vas te stel watter rol nywerhede in die Empangeni- /Richardsbaai-gebied speel in die verskaffing van onderwys in basiese lewensvaardighede aan hulle ongeskoolde swart werkers. Twee verskillende vraelyste en onderhoude is gebruik om data in te samel by 'n steekproef van die ongeskoolde swart werkers en die fasiliteerders van onderwysprogramme aan volwassenes by Illovo Suikermeule en Spoornet. Daar is gepoog om die respondente se houdings ten opsigte van onderwysprogramme aan volwassenes in dié twee nywerhede vas te stel. Die navorsinsteekproef het sewe ongeskoolde swart werkers en twee fasiliteerders van Illovo Suikermeule en vyf-en-twintig ongeskoolde swart werkers en twee fasiliteerders van Spoornet ingesluit. Met behulp van die ingesamelde data van die steekproef is gepoog om die volgende vrae te beantwoord: - Watter basiese lewensvaardighede benodig die ongeskoolde swart werkers in hierdie twee nywerhede? - Watter onderwysprogramme vir volwassenes is deur die twee nywerhede daargestelom in die onderwysbehoeftes in basiese lewensvaardighede van die ongeskoolde swart werkers te voorsien? Hoe toeganklik is hierdie programme vir die ongeskoolde swart werkers? Hoe effektief is die programme vir ongeskoolde swart werkers in die twee nywerhede? Om die vrae te probeer beantwoord was dit noodsaaklik om 'n literatuurstudie te doen, 'n vraelysopname te onderneem en onderhoude te voer. Die doelstellings met die navorsing was om te bepaal in watter mate die onderwysprogramme vir volwassenes in die twee nywerhede: voorsien in die daaglikse behoeftes van ongeskoolde swart werkers byvoorbeeld om hulle finansies te bestuur en om inligtingsbronne soos gidse en kaarte te identifiseer en te gebruik; voorsien in die geletterdheids - en syfervaardigheidsbehoeftes van ongeskoolde swart werkers soos die gebruik van 'n handtekening, die lees van koerante en die invul van bankvorms; lei tot 'n bewuswording en 'n besef van die belangrikheid van onderwys aan ongeskoolde swart werkers; ongeskoolde swart werkers voorberei om akademiese ondersteuning, soos byvoorbeeld hulpverlening met skoolwerk, aan hulle kinders te voorsien; 'n bewuswording skep van die maatskaplike, politieke, kulturele en ekonomiese verband waarin ongeskoolde swart werkers hulle bevind. Dit sluit die verskaffing van onderwys in basiese lewensvaardighede met betrekking tot vigs, gesinsbeplanning en kiesersopvoeding in; en die aankweek van goeie gewoontes in die werksituasie soos stiptelikheid. tydsbestuur, die toepassing van veiligheidsmaatreëls in die gebruik van korrekte procedures tot gevolg het. Die bevindinge van die navorsing dui daarop dat onderwysprogramme aan volwassenes in die nywerhede waardevol en nuttig vir die ongeskoolde swart werkers is aangesien dit hulle in staat stelom die vaardighede wat hulle aangeleer het na die werklike alledaagse lewenssituasie oor te dra. Hierdie vaardighede sluit onder andere in die tel van geld, die skryf van hulle name en briewe, die gebruik van 'n handtekening vir die ondertekening van dokumente, die lees van koerante en kennisgewings i.v.m. veiligheidsmaatreëls, die verstaan van padtekens en die maak van telefoonoproepe. Dit blyk ook uit die navorsing dat onderwysprogramme aan volwassenes as 'n werktuig van maatskaplike ontwikkeling beskou word. Die aanbevelings wat op grond van die bevindinge van die navorsing gemaak word, sluit onder andere die volgende in: Nywerhede wat groot getalle ongeskoolde swart werkers in diens het, behoort 'n beleid ten opsigte van onderwysprogramme in basiese lewensvaardighede aan werkers te hê. Elke nywerheid behoort fisiese fasiliteite vir die aanbieding van onderwysprogramme aan volwassenes op die perseel te hê. Hierdie fisiese fasiliteit kan 'n "kollege" of ,,s»entrum genoem wor d. Alle werkers behoort die reg te hê op vier tot ses weke betaalde onderwys-en opleidingsverlof per jaar.

Este trabalho visa apresentar e discutir os aspectos que podem ser relacionados ao baixo grau de funcionalidade observado nas escolas brasileiras. Para tanto, a literatura em disfuncionalidade escolar é apresentada para que, posteriormente, se analisem os fatores apontados como determinantes para escolas disfuncionais de acordo com diversos estudos distintos. São apresentados alguns estudos sobre eficácia escolar, além das principais considerações sobre desenvolvimento cognitivo e não-cognitivo expostas nos trabalhos de James Heckman e Flavio Cunha e de aspectos que se relacionam ao abandono escolar. O objetivo é encontrar na literatura uma base que permita qualificar as características da escola que podem ser atribuídas ao seu fracasso ou ao seu sucesso. Por fim, são apresentadas, tomando-se como referência a discussão realizada, algumas sugestões para políticas públicas direcionadas para a educação básica no Brasil. / This study aims to investigate and examine arguments that could throw light on the low degree of functionality observed in Brazilian schools. To do so, the literature about school dysfunctionality is presented in order to identify its determining factors. The general context of school effectiveness is tackled and considerations about the cognitive and non-cognitive development put forward by James Heckman and Flavio Cunha are explored. The main goal of this work is to find in the literature a basis to qualify the school characteristics that can be attributed to its failure or success. To conclude, some suggestions for public policies to improve the status of basic education in Brazil are presented.