The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Made available in DSpace on 2016-03-22T17:27:34Z (GMT). No. of bitstreams: 1 olga maria.pdf: 1818990 bytes, checksum: 0695caafcf21600e2b61d3fae8bdefd8 (MD5) Previous issue date: 2014-09-17 / This thesis aims to reveal, on the basis of voices present in the discourse of black teachers in teaching institutions of the city of Pelotas-RS, the strategies used by the discourse of silencing, which persists in defending the idea of an equality of conditions between people independently of the color of their skin. The analyses of these perceptions take as its basis reports of experiences lived by black teachers in the institutional and social context of Pelotas. For doing this, we sent electronically a questionnaire to sixteen black teachers of several teaching networks (municipal, state, federal and private) composed by six open questions, from which we weave some reflections on the voices of these actors as for the discourse of silencing that tries, without results, make invisible their role as black people, citizens and teachers in the service of teaching. The inquiry, by means of the discourse of these teachers, aims to contribute to a more critical analysis regarding some postures that humiliatingly and depreciatively keep on populating the imaginary of some institutions and Pelotas society itself regarding black men and women who act as. The main purpose of the work is to contribute to a new glance on racial prejudice in Pelotas, as well as demonstrating how these teachers are reacting to break this silence that persists in subjecting them to embarrassing situations. Theoretically, the inquiry is based especially in the concepts of exotopy and alterity, by Mikhail Bakhtin, relevant to think about the non-indifferent but necessary distancing of the researcher regarding the object and the perception and respect for others so necessary for the construction of a we , as well as for understanding how the discourse of subjects reflects their social position. In order to understand the identitary processes built for creating silencing of black people in our society, we use proposals of Stuart Hall and Zygmunt Bauman, who talk on the fragmentation and the conflict of identities, and Munanga, who re-discusses why black people is considered unable to build really mobilizing identities / Esta tese visa desvelar, com base nas vozes presentes no discurso dos docentes negros em Instituições de Ensino da cidade de Pelotas-RS, as estratégias a que recorre o discurso do silenciamento que persiste em defender a ideia de haver uma igualdade de condições entre as pessoas independentemente da cor da pele. As análises dessas percepções têm como base relatos de experiências vivenciadas por professores negros no âmbito institucional e social de Pelotas. Para tanto, enviamos eletronicamente um questionário a dezesseis professores negros de diversas redes de ensino (municipal, estadual, federal e particular) composto por seis perguntas abertas, a partir das quais tecemos algumas reflexões sobre as vozes desses atores quanto ao discurso do silenciamento que tenta, porém, sem êxito, invisibilizar o seu papel como sujeito negro, cidadão e professor no exercício do magistério.A pesquisa, através do discurso desses professores, visa trazer contribuições para uma análise mais crítica em relação a algumas posturas que, de forma humilhante e depreciativa, continuam povoando o imaginário de algumas instituições e da própria sociedade pelotense em relação aos negros e negras que aqui exercem seu papel de docentes. O propósito maior do trabalho é trazer contribuições para um novo olhar sobre o preconceito racial na cidade de Pelotas, bem como demonstrar como esses docentes estão reagindo para quebrar esse silêncio que persiste em submetê-los a situações embaraçosas. Teoricamente, a pesquisa se sustenta sobretudo nos conceitos de exotopia e alteridade de Mikhail Bakhtin, pertinentes para refletir sobre o distanciamento não indiferente, mas necessário, do pesquisador diante do objeto pesquisado e da percepção e do respeito pelo outro tão necessários para a construção de um nós e para o entendimento a respeito de como o discurso do sujeito reflete sua posição social. A fim de compreendermos os processos identitários construídos de modo a criar o silenciamento do negro em nossa sociedade, utilizamos propostas de Stuart Hall e Zygmunt Bauman, que nos falam sobre a fragmentação e o conflito das identidades, e Munanga, que rediscute o porquê de os negros serem considerados incapazes de construir identidades verdadeiramente mobilizadoras

EUCLIDES, Maria Simone. Mulheres negras, doutoras, teóricas e professoras universitárias: desafios e conquistas. 2017. 254f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-25T13:33:28Z No. of bitstreams: 1 2017_tese_mseuclides.pdf: 2101412 bytes, checksum: 150514c11d6dcbdb3123748ffef19c7e (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-10-27T18:31:36Z (GMT) No. of bitstreams: 1 2017_tese_mseuclides.pdf: 2101412 bytes, checksum: 150514c11d6dcbdb3123748ffef19c7e (MD5) / Made available in DSpace on 2017-10-27T18:31:36Z (GMT). No. of bitstreams: 1 2017_tese_mseuclides.pdf: 2101412 bytes, checksum: 150514c11d6dcbdb3123748ffef19c7e (MD5) Previous issue date: 2017 / The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in Ceará. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of Ceará. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of Ceará, Federal University of Ceará, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education. / O objetivo desta pesquisa foi analisar a trajetória profissional de docentes negras e doutoras, que atuam em universidades públicas do Ceará. Objetivamente, buscou-se compreender se racismo institucional e gênero interferem em suas trajetórias profissionais, e quais os desafios encontrados para se legitimarem no espaço acadêmico e científico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realização de entrevistas semiestruturadas junto às professoras que se autodeclararam negras e que atuam nas instituições públicas federais e estaduais, localizadas no interior e na capital do estado do Ceará. As entrevistas foram divididas em 3 partes: perfil identitário (informações gerais da entrevistada), dados sócios econômicos e história de vida. Paralelo as entrevistas, realizou-se análise do Currículo Lattes de cada professora de modo a identificar o percurso acadêmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do Ceará, Universidade Federal do Ceará, Universidade Regional do Cariri e Universidade da Integração Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetórias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanços e as conquistas realizadas pelas professoras negras nas instituições de ensino superior, no que se refere ao constante trabalho efetivo mediante a construção de novas propostas metodológicas e epistemológicas, também apresenta e denuncia as múltiplas facetas nas quais o racismo, preconceito e a discriminação racial transversalizam as trajetórias profissionais, quer seja no âmbito institucional, quer seja nas relações interpessoais. Tais achados, nos chamam a atenção para a urgência de construção de novas atitudes concretas em âmbito institucional, no enfrentamento das práticas racistas, segregacionistas e das próprias relações de poder impregnadas na cultura acadêmica. Apesar de tudo, podemos reafirmar que a presença de docentes negras nesta academia branca, reelaboram os cânones científicos, e é também um espaço de afirmação e reconhecimento. Uma vez que lá estão (nas universidades), realizam um trabalho onde o individual é o coletivo, dentro de uma perspectiva de escolarização e educação antirracista.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / This PhD thesis entitled: BLACK TEACHERS: Imaginary, Territories and Borders in University Teaching, is part of the Post-Graduate Program in Education at the Federal University of Santa Maria (PPGE / UFSM), in the search line Training, Knowledge and Professional Development under the auspices of the Group of Studies and Research in Education and Social Imaginary (GEPEIS). The theme in question is justified by the need to meet and expand the studies and research involving the University Education Faculty of African Descent. The main aim was to investigate the Imaginary, Territories and Borders involving Teaching in University Teaching, in relation to Teaching, Research and Extension of these individuals, who experience a double place: Negro Lecturer and Researcher. The effectiveness of the proposed objectives in this research included the contributions of Bhabha (1998), Balandier (1997), Dubar (1997, 2005), Munanga (1988), Gomes (2010), Domingues (2007) in cultural studies; Bosi (1979, 1999) Meihy (2003), Josso (2010) in life stories; Ferry (1997), Vasconcelos (2000), Nóvoa (1995), and Tardiff (2002) in teacher training and studies conducted by the imaginary Castoriadis (1982, 1987, 1992, 2001, 2002, 2007), from two dimensions: social-historical and individual. Thus, this research seeks to understand, through introducing and instituting imaginary, the meanings constructed by black teachers about teaching in University Education. Thus, the data show the Teachers Knowledge and Process Training in the following categories: Schooling (Basic Education and Study and Work) Personal (Professional Choice, Family, Black Movement) and Experience (Educational Practice and Research Developed) that for coauthors were the main middleman instances of the discursive constitution of their professional identities process. In this study, I used qualitative research, descriptive nature, presenting as a case study representing a characteristic and peculiarity. In this sense, answers questions with realities that can not be quantified, because it works with a broad universe of meanings, motives, values and aspirations. For the study of the life history, which contains a complexity of experiences on different circumstances, used the methodology of oral history, from the aspect of Oral History of Life. The Oral History based on the record of events that occurred between the past and the present, or the past as renovated at present, a continuous process of new meanings phenomenon. In his reports, issues were revealed as: the instituting imaginary enlargement of the border zone of the condition of historical exclusion, schooling, and ethnic-racial issue as compared to preceding generations of black teachers. / Esta Tese de Doutoramento, intitulada: DOCENTES NEGROS: Imaginários, Territórios e Fronteiras no Ensino Universitário, insere-se no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (PPGE/UFSM), na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional, sob a égide do Grupo de Estudos e Pesquisas em Educação e Imaginário Social (GEPEIS). O tema em questão justifica-se pela necessidade de conhecer e ampliar os estudos e pesquisas que envolvem os Docentes Afrodescendentes no Ensino Universitário. O objetivo principal foi pesquisar os Imaginários, Territórios e Fronteiras que envolvem a Docência no Ensino Universitário, no que se refere ao Ensino, à Pesquisa e Extensão desses sujeitos, que vivenciam um duplo lugar: Docente Negro e Pesquisador. A efetivação dos objetivos propostos nesta investigação contou com as contribuições de Bhabha (1998), Balandier (1997), Dubar (1997, 2005), Munanga (1988), Gomes (2010), Domingues (2007) nos estudos culturais; Bosi (1979, 1999) Meihy (2003), Josso (2010) nas histórias de vida; Ferry (1997), Vasconcelos (2000), Nóvoa (1995), e Tardiff (2002) na formação de professores e os estudos do imaginário realizados por Castoriadis (1982, 1987, 1992, 2001, 2002, 2007), a partir de duas dimensões: a social-histórica e a individual. Assim, esta pesquisa busca compreender, através dos imaginários instituído e instituinte, os sentidos construídos pelos docentes negros sobre a docência no Ensino Universitário. Dessa forma, os dados mostram os Saberes Docentes e os Processos de Formação Profissional nas seguintes categorias: Escolarização (Educação Básica e Estudo e Trabalho), Pessoais (Escolha Profissional, Família, Movimento Negro) e Experiência Profissional (Prática Docente e Pesquisas Desenvolvidas), que, para os coautores, foram as principais instâncias atravessadoras do processo de constituição discursiva de suas identidades profissionais. Neste estudo, utilizei a pesquisa qualitativa, de cunho descritivo, apresentando-se como um estudo de caso que representa uma característica e uma particularidade. Nesse sentido, responde a questões com realidades que não podem ser quantificadas, pois trabalha com um universo amplo de significados, motivos, valores e aspirações. Para realizar o estudo da história de vida, que contém uma complexidade de experiências vividas sobre diferentes circunstâncias, utilizei a metodologia da História Oral, sob o aspecto da História Oral de Vida. A História Oral baseia-se no registro dos fatos ocorridos entre o passado e o presente, ou seja, o passado como fenômeno renovado no presente, num processo contínuo de novas significações. Em seus relatos, foram reveladas questões como: o imaginário instituinte da ampliação da zona fronteiriça da condição de exclusão histórica, da escolarização, e da questão étnico-racial em relação às gerações antecedentes dos docentes negros.

The present research included five black teachers that act in the initial of two public schools of the municipal district of Santa Maria/RS and it aimed to identify the present factors in the relationship between cultural capital and racial conscience in the choice of those teachers' profession. The guiding subject of the work was to know "what is the relationship between the cultural capital and the racial conscience in the choice of the black teachers' profession? "I investigated if the intellectual formation of the researched social agents of some form influenced their professional option, the teachers´ expectations regarding the profession; the evidences of racial conscience among them and as it reflects in the work methodology adopted in their pedagogic practice. / A presente pesquisa envolveu cinco professoras negras que atuam nos anos iniciais de duas escolas públicas do município de Santa Maria/RS e teve por objetivo identificar os fatores presentes na relação entre capital cultural e consciência racial na escolha da profissão dessas professoras. A questão norteadora do trabalho foi saber qual a relação entre o capital cultural e a consciência racial na escolha da profissão de professoras negras? Investiguei se a formação intelectual das agentes sociais pesquisadas de alguma forma influenciou sua opção profissional, as expectativas das professoras com relação à profissão; as evidências de consciência racial entre elas e como isso se reflete na metodologia de trabalho adotada em sua prática pedagógica.

Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-23T12:54:24Z No. of bitstreams: 1 arquivototal.pdf: 834850 bytes, checksum: 3f47e172ae5d08bf12af8808e094a40b (MD5) / Made available in DSpace on 2015-11-23T12:54:24Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 834850 bytes, checksum: 3f47e172ae5d08bf12af8808e094a40b (MD5) Previous issue date: 2014-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research aim at the analysis of the constitution of identities of the racial-ethnic relationships as well as the discursive practices in narratives of black teachers who work in the fundamental teaching of public schools in the municipalities of Mamanguape and Rio Tinto, located in the Mamanguape Valley region, places where units of the UFPB Campus IV operate. To do so, it problematizes educators narratives of the school units generated like linguistic materiality specifically produced for this investigation. Thus, the guiding issue adoption is: how the sense effects expressing focuses of resistance are translated in the discursive-linguistic materiality of the life narratives of black teachers when these – whilst involved in the task of getting rid of stereotyping and stigmatizing identities – look for its change in the relation themselves, in an ethical attitude? It also aims at analyzing the process of constitution of identities in linguistic-discursive sequences that compose biographical scripts and narratives of black teachers as from the relationship between liberty practices and truth discourses as regards the school trajectory, family co-existence, social mobility, , affect-marital arrangements and social The research is inserted in the area of Applied Linguistics and adopts the concept of language as a social practice (MOITA LOPES, 2006). The investigation affiliates notions of the French Discourse Analysis (DA) on discourse and inter-discourse and foucaultian theorizations about the discursive formation and practice and identity constitution in social institutions. The analyzed discursiveness showed that teachers adopt the ego technologies as a form of resistance before discriminating and excluding practices, when constituting their identities. / Este trabalho elegeu como objeto de estudo a análise e constituição de identidades das relações étnico-raciais, bem como de práticas discursivas em narrativas de professores negros que atuam no ensino fundamental de escolas públicas dos municípios de Mamanguape e Rio Tinto, situados na região do Vale do Mamanguape, locais onde estão sediadas as unidades do Campus IV da UFPB. Para isso, apresenta narrativas de educadores das unidades escolares geradas como materialidades linguísticas produzidas especificamente para este estudo. Assim, adotou-se como questão norteadora: Como se traduzem, na materialidade linguístico-discursiva nas narrativas de vida de professores negros, os efeitos de sentidos que expressam focos de resistência quando esses, na tarefa de se livrar de identidades que estereotipam ou estigmatizam, buscam sua transformação, em uma relação consigo mesmo, numa atitude ética? E como objetivo geral: analisar o processo de constituição de identidades em sequências linguístico-discursivas que compõem roteiros biográficos e narrativas dos professores negros, a partir da relação entre práticas de liberdade e discursos de verdades concernentes à trajetória escolar, ao convívio familiar, à mobilidade social, e aos arranjos afetivo-conjugais. A pesquisa se insere na área da Linguística Aplicada e adota a concepção de linguagem como prática social (MOITA LOPES, 2006). A investigação perfilha noções da Análise do Discurso Francesa (AD) sobre discurso e interdiscurso e teorizações foucaultianas acerca de formação e práticas discursivas e constituição identitária nas instituições sociais. As discursividades analisadas indicaram que os professores, ao constituírem suas identidades, se munem de tecnologias do eu como formas de resistência ante as práticas discriminatórias e excludentes.

Orientador: Neusa Maria Mendes de Gusmão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T05:29:01Z (GMT). No. of bitstreams: 1 Silva_EvaAparecidada_D.pdf: 2211922 bytes, checksum: 3346beab75b4c2e8210a3918131ba2e8 (MD5) Previous issue date: 2008 / Resumo: Este trabalho procurou compreender as visões de ex-alunos, homens e mulheres, negros e não-negros, de diferentes idades e meios sociais, acerca de três professoras negras araraquarenses (Nazaré, Aparecida e Terezinha) e de sua prática docente com a questão étnico-racial. Essas visões foram investigadas a partir da relação que estabelecem com o contexto da situação étnico-racial vigente na sociedade brasileira e, em especial, na escola, no qual elas são construídas e experimentadas. Com as visões de mundo dos ex-alunos fecha-se o círculo da relação discente/docente, já que em trabalho anterior buscou-se entender a postura transformadora e/ou reprodutora assumida por essas mesmas professoras diante do tratamento da mesma questão, tomando-se como referência suas trajetórias de vida (da infância à adultez), em particular as experiências vividas com a discriminação racial como alunas e como profissionais da educação. Da relação estabelecida entre os exalunos e o contexto da situação étnico-racial, bem como entre as professoras e as trajetórias de vida, a partir dos quais constroem as suas visões e representações acerca das relações étnico-raciais vividas na sociedade brasileira e na escola, torna-se possível perceber o processo de construção de mentalidades racistas e, com isso, tentar alternativas de desconstrução desse tipo de mentalidade / Abstract: The present paper aims at comprehending the points of views of ex-students, men and women, black and non black people of various ages and from different social environments, about three black teachers, citizens of Araraquara, and their teaching backgrounds regarding the ethnic-racial matter. These points of views were investigated according to its relationship to the ethnic-racial context existing in the Brazilian society, especially at school, in which they are developed and applied. With the ex-students¿ points of views, the circle of the student/teacher relationship is concluded, considering that in a previous paper it was aimed at understanding the changing and/or reproductive attitude assumed by these three teachers regarding the handling of the same issue, taking into account their course of life (from childhood to maturity), particularly their life experiences with racial discrimination, not only as students, but also as professional teachers. From the established relationship between the ex-students and the ethnic-racial situation, as well as, between black teachers and their courses of life, it becomes possible to understand the process of development of racist mentalities and, with this, trying alternatives of regressing this kind of mentality / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

M.Ed. / Unfortunately, many teachers seem not to be aware of the role played by emotions, especially the negative ones, in the teaching and learning situation. As a result, many teachers attribute poor scholastic performance indiscriminately to either laziness or stupidity ( Pringle, 1986: 77) and other factors that are exclusive of emotional problems. Because of these negative attitudes, children with emotional problems may find it difficult to learn effectively. If teachers are, therefore, not trained to teach children with emotional problems, children's learning and overall development may continue to suffer. A secure emotional base is a pre-requisite for effective learning (Winkley, 1996: 1-2 ). A learner whose emotional life is taken care of, stands a better chance of making academic progress over those who are emotionally deprived or abused.Teachers, therefore, need to be equipped with knowledge of the children's emotional life, especially the strategies for teaching children with emotional and behavioural problems. This knowledge is of vital importance if their attitudes towards children with emotional and behavioural problems is to be changed to the benefit of these children, because knowledge forms part of beliefs and beliefs are the cornerstone of attitudes ( Hewstone, Stroebe, Codol, & Stephen, 1988: 143 ). Successful learning may be enhanced by identifying the unproductive attitudes held by teachers and by inculcating positive ones by equipping them with knowledge about the emotional states of children with emotional and behavioural problems. Against this background, the problem to be researched in this study can be stated as follows : What knowledge do teachers have with regard to emotional and behavioural problems of learners? What are the perceived causes of emotional and behavioural problems in learners, and what are the attitudes of teachers with regard to these learners? What guidelines can be developed for teachers in order to enhance their teaching of these learners?

<p dir="ltr">This qualitative narrative inquiry studied the career journeys of five Black school principals from Indiana with five or more years of experience in their role. The purpose of this study was to understand the following: (a) the experiences of each participant including who influenced them to pursue the principal role, (b) their successful endeavors as principals, (c) the obstacles they have faced along the path to the principalship, and (d) their beliefs as to why they have persisted in the role for at least five years.</p><p dir="ltr">The data were collected through two rounds of individual semi-structured interviews with the participants. Each round was at least three weeks apart. This protocol sparked rich discussion from which five themes emerged: (1) relationships vs. results, (2) scholarship, (3) perseverance, (4) ongoing issues, and (5) mentorship. Each of these themes was revisited with each participant in the second round of interviews.</p><p dir="ltr">The analysis of the data from this study led to three specific assertions that are discussed in the final chapter. Assertion #1: Effective professional mentorship has a positive impact on Black principals’ ability to persevere. Assertion #2: Black principal perseverance is fueled by reflection and intrinsic sources of inspiration. Assertion #3: A disposition toward life-long learning has a positive impact on a Black principals’ ability to persevere. These assertions and the corresponding implications were developed after a careful examination of the current literature on school leadership and the Black principal experience. This study can be utilized as a purposeful tool to recruit, develop, and retain Black educators generally and Black school leaders specifically.</p>

Made available in DSpace on 2016-03-22T17:27:17Z (GMT). No. of bitstreams: 1 olgapereira.pdf: 1703557 bytes, checksum: 99392eb788e95db354f0456c5d8130a4 (MD5) Previous issue date: 2014-09-17 / This thesis aims to reveal, on the basis of voices present in the discourse of black teachers in teaching institutions of the city of Pelotas-RS, the strategies used by the discourse of silencing, which persists in defending the idea of an equality of conditions between people independently of the color of their skin. The analyses of these perceptions take as its basis reports of experiences lived by black teachers in the institutional and social context of Pelotas. For doing this, we sent electronically a questionnaire to sixteen black teachers of several teaching networks (municipal, state, federal and private) composed by six open questions, from which we weave some reflections on the voices of these actors as for the discourse of silencing that tries, without results, make invisible their role as black people, citizens and teachers in the service of teaching. The inquiry, by means of the discourse of these teachers, aims to contribute to a more critical analysis regarding some postures that humiliatingly and depreciatively keep on populating the imaginary of some institutions and Pelotas society itself regarding black men and women who act as. The main purpose of the work is to contribute to a new glance on racial prejudice in Pelotas, as well as demonstrating how these teachers are reacting to break this silence that persists in subjecting them to embarrassing situations. Theoretically, the inquiry is based especially in the concepts of exotopy and alterity, by Mikhail Bakhtin, relevant to think about the non-indifferent but necessary distancing of the researcher regarding the object and the perception and respect for others so necessary for the construction of a we , as well as for understanding how the discourse of subjects reflects their social position. In order to understand the identitary processes built for creating silencing of black people in our society, we use proposals of Stuart Hall and Zygmunt Bauman, who talk on the fragmentation and the conflict of identities, and Munanga, who re-discusses why black people is considered unable to build really mobilizing identities / Esta tese visa desvelar, com base nas vozes presentes no discurso dos docentes negros em Instituições de Ensino da cidade de Pelotas-RS, as estratégias a que recorre o discurso do silenciamento que persiste em defender a ideia de haver uma igualdade de condições entre as pessoas independentemente da cor da pele. As análises dessas percepções têm como base relatos de experiências vivenciadas por professores negros no âmbito institucional e social de Pelotas. Para tanto, enviamos eletronicamente um questionário a dezesseis professores negros de diversas redes de ensino (municipal, estadual, federal e particular) composto por seis perguntas abertas, a partir das quais tecemos algumas reflexões sobre as vozes desses atores quanto ao discurso do silenciamento que tenta, porém, sem êxito, invisibilizar o seu papel como sujeito negro, cidadão e professor no exercício do magistério.A pesquisa, através do discurso desses professores, visa trazer contribuições para uma análise mais crítica em relação a algumas posturas que, de forma humilhante e depreciativa, continuam povoando o imaginário de algumas instituições e da própria sociedade pelotense em relação aos negros e negras que aqui exercem seu papel de docentes. O propósito maior do trabalho é trazer contribuições para um novo olhar sobre o preconceito racial na cidade de Pelotas, bem como demonstrar como esses docentes estão reagindo para quebrar esse silêncio que persiste em submetê-los a situações embaraçosas. Teoricamente, a pesquisa se sustenta sobretudo nos conceitos de exotopia e alteridade de Mikhail Bakhtin, pertinentes para refletir sobre o distanciamento não indiferente, mas necessário, do pesquisador diante do objeto pesquisado e da percepção e do respeito pelo outro tão necessários para a construção de um nós e para o entendimento a respeito de como o discurso do sujeito reflete sua posição social. A fim de compreendermos os processos identitários construídos de modo a criar o silenciamento do negro em nossa sociedade, utilizamos propostas de Stuart Hall e Zygmunt Bauman, que nos falam sobre a fragmentação e o conflito das identidades, e Munanga, que rediscute o porquê de os negros serem considerados incapazes de construir identidades verdadeiramente mobilizadoras