Although research on children's play is abundant and considerable advances have been made in young children's play, the majority of these studies have been based in western developed countries and written from adults' perspectives rather than with children. Additionally, very little research has been done on children's play with active participants from smaller developing countries. The voices of society's youngest members have been lost or are only marginally represented. The purpose of this qualitative research is to explore, understand, and describe young Jamaican children's lived play experiences as related through their eyes. The theoretical frameworks used to guide this study are sociocultural theory and narrative case study. Narrative case study focuses on a particular phenomenon and, through rich description, each participant's story relates the complexities of this phenomenon. Sociocultural theory is related to the social, cultural, and historical theory of a people and is constructed as they participate in culturally pertinent activities. The examined literature, which draws on diverse theoretical frameworks, including Vygotsky and Rogoff's sociocultural theory and Bronfenbrenner's work on socioecological theory, discusses types of play, the relationship between play and children's development, indoor and outdoor play at school, and play as perceived by children. A key theme in this literature is children's beliefs and values observed through a cultural filter. The three 5-year-old children, their teacher, and parents were purposefully selected for this single-bounded case study. The methods of data collection include video-cued interviews (VCI), a researcher's journal, and observation and field-notes. An understanding of the history of Jamaican education and its people is essential to the successful implementation of the play-based curriculum. The importance of knowing how children view their play and its manifestations and meanings is compelling to the Jamaican people and will help inform teachers, teacher education programs, parents, national and international funders, and other stakeholders as they try to fuse Jamaican culture with global elements of young children education.

The aim of the diploma theses is to find out if the study in a form of an e-learning course is more beneficial to the student than the isolated study text. To find the benefits, the research among nineth grade students from two different schools was done. A study text called Functions for the nineth grade was prepared together with a collection of solved and unsolved problems. Based on this text an e-learning course called Functions for the nineth grade was prepared. The e-learning course was placed on the website linked http://funkcepro9r.maweb.eu/. For the communication of the students and the tutor of the course, for the completion of the compulsory tasks and for the carrying out the study agenda, the modul iTřída on the web link itrida.dumy.cz was selected. Both forms of the study materials were tested by the nineth grade students on two selected schools. The efectivity of both of the forms was tested by the written test. The evaluation of the both forms was done by the electronic questionnaire. According to the results of the written test, the students which used the isolated study text were more succesful than the students studying the e-learning course. The results of the questionnaire verified that the study text was more acceptable for the students. The e-learning course did not suit the...

[pt] A geometria fractal não é um conteúdo abordado usualmente na educação básica. O presente trabalho disserta sobre essa geometria, com o objetivo de divulgar e ampliar o conhecimento sobre ela, principalmente para professores que atuam nesse nível de escolaridade. É iniciado com um breve histórico do surgimento dos fractais, até sua definição formal, exibindo exemplos clássicos e uma pequena biografia de seus criadores. Em seguida, é apresentada uma seleção de conteúdos matemáticos que naturalmente podem ser trabalhados a partir dessa geometria. Algumas propostas de atividades que possuem fractais e podem ser aplicadas em diversos níveis da educação básica também são apresentadas. Por fim, é retratada a experiência da realização de uma das atividades propostas em uma turma de nono ano de uma escola pública do município do Rio de Janeiro. Acreditamos que a beleza e o apelo visual dos fractais atuem como elementos motivadores e inovadores para que temas importantes do currículo da educação básica sejam abordados de forma mais significativa. / [en] Fractal geometry is not a content usually addressed in basic education. This paper discusses this geometry with the purpose of disseminating and expanding knowledge about it, especially for teachers who work at this level of education. It begins with a brief history of the emergence of the fractals until its formal definition, exhibiting classic examples and a small biography of its creators. Then, we present a selection of mathematical contents of basic education that can, of course, be worked from this geometry. Some proposed activities that involve fractals and are suitable for applications at various levels of this school segment are also presented. Finally, the experience of one of the proposed activities in a 9th grade class of a public school in the city of Rio de Janeiro is portrayed. We believe that the beauty and visual appeal of fractals act as motivating and innovative elements for important themes in the basic education curriculum to be addressed in a more meaningful way.

The output of this diploma thesis is a teaching material for financial literacy classes at lower secondary schools. The content of the material is consistent with financial literacy standards defined in "Current trends in teaching financial literacy for elementary school 2nd stage". These standards are also implemented in the Framework Educational Program. The material consists of a theoretical background, set of problems and a suggestion of teaching methods.

The aim of this diploma thesis is to describe the problem of children´s presence in traffic, to explore the state of traffic education on basic schools and to show children´s knowledge. The introductory part of my thesis shows, that the accidents statistics are getting better, but there is still a place for their improvement. My surveys on basic schools also show that. Some basic schools even don´t have traffic education at all or only in a limited range. The thesis describes the state of traffic education from the Framework Education Programme for Elementary Education view. Traffic education doesn´t have big integration there these days. It´s only on the teachers, how they interpret the meaning of the requirements in individual subjects. So schools don´t have to take a big care about traffic education. Fortunately there will be a change in Framework Education Programme in the future. The traffic education will have more important role there. On the basis of the Framework Education Programme I have suggested some possibilities, how to integrate the traffic education in current school subjects. The survey among selected students of Teacher Training for Primary Schools also takes part. I wanted to explore, what is the students´ opinion about traffic education and show their preparedness for its teaching.

Made available in DSpace on 2014-06-11T19:24:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-07-06Bitstream added on 2014-06-13T20:32:35Z : No. of bitstreams: 1 silva_lh_me_mar.pdf: 400995 bytes, checksum: c4f64d32edbeae138db6faa438920817 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Segundo estatística do Ministério da Educação e Cultura (BRASIL, 2006), de 1998 a 2005, foram registradas 218.320 novas matrículas inclusivas nas escolas regulares, sendo 65,4% somente no Ensino Fundamental. Considerando que o mesmo quadro estatístico aponta que 43,4% destas matrículas são de alunos com deficiência intelectual, propomos a análise da dinâmica estabelecida no interior das escolas regulares, particularmente nas aulas de História, a partir do momento em que esses alunos começam a fazer parte do contexto escolar. O estudo teve como objetivo específico a busca em compreendermos qual seria a concepção de êxito no ensino de História para esses alunos. Frente ao objetivo, realizamos entrevistas com todos os 14 (quatorze) alunos com deficiência intelectual matriculados entre 5ª e 8ª série do Ensino Fundamental de uma Diretoria Regional de Ensino no interior do Estado de São Paulo, bem como seus respectivos professores de História. O resultado da coleta e análise de dados, estudados quantitativa e qualitativamente através da Análise Social Discursiva, demonstrou que a dinâmica do ensino não apresenta mudanças quando da presença desses alunos, mas promove uma constante busca por ferramentas capazes de adequá-los às características de uma educação que demonstrou-se essencialmente bancária (FREIRE, 2005). Reconhecendo a inexistência de tais ferramentas de controle e sujeição, percebemos finalmente que a inclusão escolar destes apresenta dois grandes potenciais: a inauguração de uma nova forma de exclusão social em que alunos estarão inseridos em espaços que sutilmente desconsiderarão a sua presença, ou a provocação de uma completa revisão dos objetivos da escola. / According to statistics of the Ministry of Education and Culture (BRASIL, 2006), from 1998 to 2005, there has been registered 218,320 new inclusive school registrations in the regular schools, being 65.4% only in Basic School. Considering that the same statistical picture points that 43.4% of these school registrations are of pupils with intellectual deficiency, we consider the analysis of the dynamics established in the interior of the regular schools, particularly in the lessons of History, from the moment when these pupils start to be part of the school context. The study had as specific goal the search in understanding what would be the conception of success in the education of History for these pupils. Front to the objective, we carried through interviews with all the 14 (fourteen) pupils with intellectual deficiency registered between 5ª and 8ª grades of Basic School of a Regional Direction of Education in the countryside of the State of São Paulo, as well as their respective History teachers. The result of the collection and analysis of data, studied quantitatively and qualitatively through the Discursive Social Analysis, demonstrated that the dynamics of education does not present changes when of the presence of these pupils, but promotes a constant search for tools capable to adjust them to the characteristics of an education that demonstrated essentially bankwise (FREIRE, 2005). Recognizing the inexistence of such tools of control and subjection, we realize finally that the school inclusion presents two great potentials: inauguration of a new form of social exclusion, where pupils will be inserted in spaces that will subtly not consider their presence, or the provocation of a complete revision of the objectives of the school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is the result of a master's research, developed in the course of Postgraduate in Education in the Federal University of Santa Maria, in the years 2013-2015, registered on Education, Knowledge and Professional Development line. This research is a qualitative approach and sets up as a case study, conducted from observations, conversations and semi-structured dialogue with four cooperating teachers who work at the Municipal School of Early Childhood Education Borges de Medeiros of Santa Maria, Rio Grande do Sul. To support this study on teacher‟s education I use authors as Nóvoa (2009) Ferry (2004), more specifically on continuing education Moreira (2002) and Imbernon (2010). Regarding the Social Imaginary field I bring Castoriadis (1982) and Oliveira (1997, 2006, 2010, 2012), other authors that help to explore this theory. The discussions I create in this dissertation are under the Social Imaginary view, which brings the idea that man is imaginary and imagination, so he has the ability to create new forms, in addition to the already established. In this case, this framework helps us to understand that the education model that currently prevails, may have another configuration and take other directions for the subjects involved. In this study I had as main objective: to understand what are the imaginary meanings of the teachers on continuing education that they organize. In summary, during the research, there was the expansion of the concept of continuing education because the collaborators consider the weekly pedagogical meetings and dialogues about school planning involvement with the university, mediators of education devices. The school performs an establishing movement in the continuing education by organizing their own training, showing that this is the best place for the continuing education of teachers to take place, because to the participants it is important to discuss issues and share knowledge that arise in the work context. / Este trabalho é resultado de uma pesquisa de mestrado, desenvolvida no curso de Pós Graduação em Educação da Universidade Federal de Santa Maria, nos anos de 2013 a 2015, inscrito na linha de Formação, Saberes e Desenvolvimento Profissional. Esta pesquisa é de abordagem qualitativa e configura-se como um estudo de caso, realizado a partir de observações, conversas e um diálogo semiestruturado com quatro professoras colaboradoras que atuam na Escola Municipal de Educação Infantil Borges de Medeiros de Santa Maria, Rio Grande do Sul. Utilizo para embasar este estudo acerca da formação docente autores como Nóvoa (2009) Ferry (2004), mais especificamente sobre formação continuada Moreira (2002) e Imbernón (2010). Já no que tange ao campo do Imaginário Social trago Castoriadis (1982) e Oliveira (1997, 2006, 2010, 2012), outros autores que auxiliam a explorar essa teoria. Essas discussões que faço na dissertação são sob o olhar do Imaginário Social, que traz a concepção de que o homem é imaginário e imaginação, por isso tem a capacidade de criar novas formas, além das já instituídas. Neste caso, esse referencial nos ajuda a compreender que o modelo de formação que predomina atualmente pode ter outra configuração e assumir outros sentidos para os sujeitos implicados. Na realização deste estudo tive como principal objetivo: compreender quais as significações imaginárias dos professores sobre a formação continuada que organizam. Em síntese, no decorrer da pesquisa, constatou-se a ampliação do conceito de formação continuada, pois as colaboradoras consideram as reuniões pedagógicas semanais e os diálogos acerca do planejamento escolar envolvimento com a universidade, dispositivos mediadores da formação. A escola realiza um movimento instituinte na formação continuada ao organizar sua própria formação, mostrando que esse é o melhor lugar para ocorrer a formação continuada de professores, uma vez que, para as colaboradoras, é importante discutir temáticas e compartilhar saberes que surgem no contexto de trabalho.

The theme of the diploma work is the education to media literacy. It concerns the common project linking to diploma work which theme is education to communication competency. Basic principles the work is based on are pragmatic pedagogy and project education. First part of the work is focusing on theory. The content of this work is dealing with the problem of media education. Second part of the diploma work is dealing with education to media literacy. Game and cooperation activities are emphasized which serve to train the interactive forms of communication. The endeavour is to develop the skills such as looking up, gaining, processing, evaluation and using of information which comes from media (newspapers, radio, television and internet). The component of this part is proposal of structure of practical projects for 6. up to 9. grade of the basic school.

Aggression and bullying currently represent a threat that is present in children´s lives from the early years of school attendance and can aggravate with their age. The problem does not concern the children alone but also the adults and the whole society. The aim of this thesis titled Behaviour disorders {--} bullying was to find out what the experience with bullying was among the 9th graders of cooperating basic schools in Tábor, as well as to describe how these problems are dealt with by the teachers at the schools in question. Dealing with these problems and stopping vexation at the level of the entire society is a complicated, long-term process. It is necessary to start the education early and familiarise the children with moral and social rules. The inevitable precondition is the cooperation of all subjects involved in this process. They have to be informed on the causes, forms, prevention methods and consequences related to the problem.

This dissertation looks at crime and juvenile delinquency in basic schools in the Klatovy District. The theoretical section gives a concise appraisal of Act No. 218/2003 Coll., on Juvenile Justice, as well as the internal and external factors potentially influencing the socially pathological behaviour of young people. The study examines current patterns of youth criminality in the Czech Republic and developing trends connected with the issue over recent years, which it then briefly compares to the wider EU experience. The possibilities for intervention work by government departments dealing with education, the police and the justice system with young people at risk is studied in the subsequent chapter. The overall aim of the dissertation is to map the occurrence of predominantly minor offences and juvenile delinquency at basic schools in the Klatovy District in terms of gender, as I suspect that this indicator will feature strongly in the structure of socially pathological youth behaviour. Research was used to determine young people{\crq}s awareness regarding liability for their actions, and what kinds of offences or delinquent activities they most frequently perpetrate. An anonymous questionnaire with 32 closed, half-open and open format questions was used to collect data, and was presented to 303 respondents in years 7, 8 and 9 at five different basic schools. Of the total number of students, 49% were female and 51% male. Schools were deliberately chosen to fulfil the task set by the dissertation, i.e. the question of gender was a primary concern. The aim of the questionnaire was to find out what kinds of socially pathological activities are perpetrated by youths at basic school, and based on the subsequent findings, to decide whether current intervention work with young people at risk in the Klatovy District is sufficient. The research itself corresponds in several areas with data available from the Youth Crime Prevention Officer. In particular, it confirms that delinquency often involves driving motor vehicles without driving licences and the consumption of alcohol. The survey investigation demonstrated young people{\crq}s ignorance of the various age thresholds of criminal liability for their actions, the ascendancy of petty theft, aggression towards classmates and the consumption of illegal drugs. The research points to the conclusion that intervention and work with these groups of young people at risk in the Klatovy District, in terms of preventing illegal drug use and therapy, is insufficient, which similarly applies to the prevention of petty theft, consumption of alcohol, bullying and driving without a valid licence. The elimination of such pathological behaviour will only be successful provided that closer contact is established between school students and prevention workers (school psychologists, counsellors, etc.), as well as other potential organisations, such as the Czech Police, anti-drug co-ordinators and social workers.