The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.

This mixed methods study shed light on the issue of attrition within Catholic education and points to opportunities for leaders to improve the effectiveness of elementary and secondary schools as well as identify barriers impacting access to poor and vulnerable populations. The purpose was to: describe factors eighth-grade Catholic school students and their parents consider in choosing a high school; determine correlations between degree of satisfaction with Catholic elementary schools and perceptions of programs in Catholic high schools; and understand the extent students’ and parents’ identified attributes corresponded to their high school selection. Quantitative data was generated from surveys of a proportionally stratified sample of 610 eighth-grade students and parents from 25 Catholic elementary schools in Los Angeles County. Qualitative data was yielded from follow up interviews of nine parents whose graduating children were not matriculating to a Catholic high school. Statistically significant differences in the importance of factors were found between parent and student, among participant ethnicity, and among family income level. While expense was the primary reason for not attending a Catholic high school, it was most often in combination with at least one of several other reasons. Strong correlation between satisfaction of elementary school and perceptions of high school was prevalent among participants, particularly parents and those matriculating to private and public high schools. With attrition found to be highest among students of color, lower middle-income families, and girls, recommendations for school improvement practices and collaboration with diocesan, higher education, and foundation leaders are presented.

Recent demographic trends indicate that the number of young Latino Catholics in the United States is increasing. In response, educators and researchers have examined the Catholic school experience of Latino families as a means to provide meaningful support for this growing constituency amid broader enrollment declines and related challenges of fiscal viability. Within this context, this study examined the leadership practices of Catholic secondary school leaders in relation to the development of tuition assistance policies and community outreach efforts intended to serve Latino families. Utilizing a theoretical frame consisting of Catholic Social Teaching (CST) and Culturally Responsive School Leadership (CRSL), this study employed an explanatory mixed-methods design. Quantitative data emerged from a cross-sectional survey, which was distributed to Catholic secondary school administrators within the Archdiocese of Los Angeles. Semi-structured interviews allowed for the collection of qualitative data, which constituted two case studies representing a spectrum of demographic characteristics within the Archdiocese of Los Angeles. The findings of this study indicate that Catholic school leaders view the principles of Catholic Social Teaching and Culturally Responsive School Leadership as influential to their roles as school leaders. However, the frequency with which Catholic school leaders employ culturally responsive leadership practices to address Latino families is varied and inconsistent. The research data also indicate a higher frequency of culturally responsive leadership practices among specific demographic subgroups including Latino leaders, leaders with an advanced Spanish-speaking proficiency, and those who work at schools in which a majority of the student body consists of Latino students.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-08-20T23:36:22Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) NataliaOliveira.pdf: 20124319 bytes, checksum: 866c1e23eda49a8741f1a48221f4f92c (MD5) / Made available in DSpace on 2018-08-20T23:36:22Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) NataliaOliveira.pdf: 20124319 bytes, checksum: 866c1e23eda49a8741f1a48221f4f92c (MD5) Previous issue date: 2018-06-28 / O objetivo desta tese é discutir a participação e contribuição do Padre Leonel Franca(1893-1948), durante as décadas de 20 a 40 do século XX – especificamente entre 1923 e 1948, enfatizando sua atuação no campo educacional brasileiro. Para tanto, considera-se a trajetória intelectual deste padre, integrante da Companhia de Jesus, particularmente em sua atuação na esfera pública para defender a posição da Igreja Católica nos debates da educação brasileira e do Ensino Religioso. O jesuíta é considerado como orientador de uma geração de intelectuais católicos e mediador das demandas eclesiásticas e imperativos do governo Getúlio Vargas. Os critérios para delimitação temporal são a data de sua ordenação (1923) e o ano em que se efetivou Reitor da Pontifícia Universidade Católica (1948), da qual – também – foi fundador, consonante a isso sua morte, aos 55 anos. Esta tese tem como principais fontes, correspondências, notas de leitura e anotações – localizadas em diário particular – no Arquivo da Província dos Jesuítas no Brasil, com sede no Rio de Janeiro. O acervo documental é composto por pertences e manuscritos de padres jesuítas do país todo, dentre eles Padre Leonel Franca; são mantidos sob responsabilidade dos representantes desta Ordem no país. Além do material citado, considerou-se a obra produzida ao longo de sua trajetória. No que diz respeito às estratégias de análise desta produção, são desenvolvidas considerações com base na perspectiva do sociólogo Pierre Bourdieu, particularmente ao compreender este padre jesuíta como um mediador. São utilizados os conceitos de habitus, campo e capital para entender suas ações sociais em favor dos interesses da Igreja Católica. Além disso, discute-se a sua rede de sociabilidade, utilizada pelo integrante da Companhia de Jesus, ao transitar nos mais variados meios sociais e culturais. Demonstra-se, inicialmente, como o jesuíta iniciou sua formação que proporcionou, mais tarde, transitar nos campos políticos e educacionais a fim de atingir conquistas religiosas. Em seguida, é apresentada a projeção do padre na estrutura e os formatos de sua rede de sociabilidade ao alcançar argumentos que justifiquem sua atuação política no que tange à educação brasileira. E, por fim, sua consagração por meio da reverberação de suas produções, no que diz respeito ao Ensino Religioso e à criação de uma universidade católica para atingir a configuração desejada de uma sociedade católica. Franca estabeleceu uma rede ampla de contatos para sistematizar e projetar o programa educativo da Igreja e isso foi possível via relações diretas com o Estado. Este padre jesuíta, considerado pelos críticos literários “o polemista” do século XX, consolidou sua trajetória intelectual trilhando o caminho da racionalidade jesuítica, travando embates e alianças com o Estado e firmando seu legado nas conquistas em favor da Igreja Católica, em diferentes esferas do mundo social. / The aim of this thesis is to discuss the participation and contribution of Father Leonel Franca (1893-1948), during the XX century - specifically between 1923 and 1948, emphasizing his performance in the Brazilian educational field. For doing so, it is taken into consideration his intellectual trajectory, as a member of the Society of Jesus, particularly in his performance in the public sphere to defend the Catholic Church’s position in the debates of the Brazilian education and the Religious Teaching. The Jesuit is considered the guide of a Catholic intellectuals generation and the mediator of the ecclesiastical demands and imperatives of Getúlio Vargas’ government. The criteria for the temporal delimitation are the date of his ordination (1923) and the year he became the Pontifícia Universidade Católica’s Chancellor (1948), of which - also - was a founder, consonant to this his death, at the age of 55. This thesis has as its main sources correspondences, reading notes and annotations - localised in his journal - in Arquivo da Província dos Jesuítas no Brasil, whose head office is in Rio de Janeiro. The documental collection is composed by belongings and manuscripts of Jesuit priests from the whole country, among whom is Father Leonel Franca; and also are kept under responsibility of the representants of this Order in the country. As well as the mentioned material, what was also considered was his work over his trajectory. Concerning the analytical strategies of this production, considerations are developed based on Pierre Bourdieu’s sociological perspective, particularly in order to comprehend this Jesuit priest as a mediator. Herein concepts such as habitus, field and capital are used to understand his social actions in favour of the Catholic Church’s interests. Furthermore, it is discussed Franca’s sociability web, used by any member of the Society of Jesus transiting in the most various social and cultural environments. It is demonstrated, initially, how the Jesuit started his education which proportioned to him, later, transit in the political and educational fields in order to reach religious accomplishments. Thereafter, it is presented the Father’s projection in the structure and the formats of his sociability web reaching arguments which justify his political acting concerning Brazilian Education. Lastly, his consecration through the reverberation of his works, concerning the Religious Teaching and the creation of a Catholic university to reach the desired configuration of a Catholic society. Franca established a wide contacts web to systematize and project the Church’s educative program and that was made possible through direct relations with the State. This Jesuit Father, considered by the literary critics “the polemicist” of the XX century, consolidated his intellectual journey treading the Jesuitical rationality path, engaging war and alliances with the State and firming his legacy in the conquest in favour of the Catholic Church, in different social spheres of the social world.

Made available in DSpace on 2016-04-27T16:32:57Z (GMT). No. of bitstreams: 1 Talita Deniz Amancio.pdf: 442348 bytes, checksum: 93024452579d35cf40a85ddd13eea3d1 (MD5) Previous issue date: 2014-10-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This is a historical research that aimed to research aspects of the trajectory of Pedro Sinzig (1876-1952), Franciscan friar, born in Austria and naturalized Brazilian. He was connected to the Catholic press and directly responsible for the process of modernizing the Vozes Publisher, created by the Franciscans in 1897, at the, Typography Free School St Joseph in Petrópolis, a town of RJ. The chronological approach that directed the research was the period between 1900 and 1920, because it was the moment of greatest intellectual productivity of Sinzig and because it coincides with a series of events in the political and social field of the just proclaimed Republic. The study was based on analysis of books and articles published in newspapers of the time, using the analysis of textual configuration. To do so, we analyzed the periodical Cruzeiro do Sul (1902-1905), produced by Franciscan friars, and O Imparcial, published by members of Santa Catarina's Freemasonry. Both newspapers circulated in the early years of the twentieth century, in the city of Lages, Santa Catarina, and belong to the Santa Catarina's Public Library (BPSC), in Florianopolis. In addition to these materials, an autobiography, which is in the "Coleção Frei Pedro Sinzig", under custody of the Center for Documentation and Research Support in the History of Education (CDAPH), Universidade São Francisco (USF), was also used. Based on the results we can say that the experience of the Sinzig in Franciscan education was brief, but in the field of Catholic Press production was significant, such as discussions with Masons in defense of "good press" and of Catholic education / Trata-se de pesquisa histórica que teve como objetivo principal pesquisar aspectos da trajetória de Pedro Sinzig (1876-1952), frade franciscano, nascido na Áustria e naturalizado brasileiro. Foi ligado à imprensa católica e o responsável direto pelo processo de modernização da Editora Vozes, criada pelos franciscanos, em 1897, na então Tipografia da Escola Gratuita São José, em Petrópolis, município fluminense. O recorte cronológico que direcionou a pesquisa foi o período entre 1900 e 1920, por se tratar do momento de maior produtividade intelectual de Sinzig e por coincidir com uma série de acontecimentos no campo político e social da recém-proclamada República. O estudo se apoiou na análise de livros e artigos publicados em jornais da época, utilizando-se da análise da configuração textual. Para tanto, foram analisados os periódicos Cruzeiro do Sul (1902-1905), produzido por frades franciscanos e O Imparcial, publicado por membros pertencentes à maçonaria catarinense. Ambos os jornais circularam nos primeiros anos do século XX, na cidade de Lages, município de Santa Catarina, e pertencem ao acervo da Biblioteca Pública de Santa Catarina (BPSC), em Florianópolis. Além dessas fontes, também foi utilizada uma autobiografia, que se encontra no acervo da Coleção Frei Pedro Sinzig , sob a guarda do Centro de Documentação e Apoio à Pesquisa em História da Educação (CDAPH), da Universidade São Francisco (USF). Com base nos resultados é possível afirmar que a experiência de Sinzig na educação franciscana foi breve, mas no campo da imprensa católica sua produção foi significativa, como, por exemplo, os debates com os maçons em defesa da boa imprensa e da educação católica

This study details the background to the establishment of Parish School Boards in the Archdiocese of Canberra and Goulburn, and reports and analyses the perceptions of all ACT Catholic, systemic, primary school Principals who operated with a Parish School Board in 1993. The movement towards Parish School Boards finds its genesis in the Second Vatican Council where the Church was invited to collaborate in decision-making based on the belief that all the faithful have gifts, knowledge and a share of the wisdom to bring to the building of the Church. The nature and structure of Catholic education was seen as a suitable vehicle for encouraging communities to engage in shared decision-making and in participatory democracy under the Church model of subsidiarity, collegiality and collaboration. The introduction of Parish School Boards into the Archdiocese can be seen as the implementation of a radical change to the educational mission of the Church and the educational leadership of the faith community. Reflecting 'new management theory' in both the secular and Church worlds, a key stakeholder is the school Principal whose role and relationships change as he or she learns to work within a team, sharing leadership. This study examines the responses of nineteen Principals who were interviewed by the researcher in order to determine how they work with a Parish School Board and what effects the board has on their work. Research studies in the area of School-Based Management and Shared Decision-Making have informed the review, and the Principals' responses from this study have been analysed in the light of secular and Church literature on leadership, devolution and change. The respondents of this study, the school Principals, report the benefits of collegiality and collaboration but their unresolved tensions relate to work overload, lack of clarity of the roles and responsibilities of the various local level decision-making groups, increased administrative complexity, community demand for ever widening consultation and the challenge of consensus decision-making. All Principals report an urgent need for professional development for themselves and for the system to provide a more explicit focus on parish and community formation with the commitment of the necessary resources to sustain this radical change.

Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made by Church leaders. Traditionally led by religious, the National Catholic Education Association (2010) reported 97% of Catholic schools are now staffed by lay people. This research details the importance of Catholic schools to the evangelizing mission of the Church, defines the role of laity, and acknowledges a lack of programs that support lay Catholic principals. Past studies provide a snapshot of trends, list expected competencies, and compare their positions to public school counterparts. The literature review indicates little attention has focused on lived experiences of lay Catholic principals. This study presents the stories of six female Catholic principals in an effort to provide a greater understanding of the responsibilities associated with their roles. Using narrative case study design, this research reveals aspects of their lives, careers, and families as it pertains to their experiences as Catholic principals. Six major themes emerged from the analysis of data: (1) the unwavering link between the Catholic Church and school; (2) the call for leadership that deepens the faith of their constituencies; (3) the importance of building community as a dimension of the principal’s role as faith leader; (4) the requisite for principals to model faith in action; (5) the need for spiritual and professional development to support principals as faith leaders; and, (6) the negotiation of tensions in their personal and professional lives. Results provide a richer understanding of the complexity associated with lay leadership and informs the reader of areas in need of further research to assure the future of Catholic education in the United States. Specifically, findings suggest Church leadership structure programs that adequately prepare lay Catholic principals for their roles, perform studies focused on the multifaceted roles associated with Catholic school leadership, and create opportunities for spiritual and professional development for those who currently serve in these positions. The study confirms priests as the link between the Catholic Church and school, and suggests their preparation, as well as desire to oversee a Catholic school, as critical.

SANTOS, Cícero Edinaldo dos. Juventude e relações de gênero no ensino misto confessional: a pedagogia salesiana em Juazeiro do Norte–CE (1970-1985). 2014. 131f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-08T14:13:34Z No. of bitstreams: 1 2014_dis_cesantos.pdf: 1694249 bytes, checksum: 7c4ec62734197684de62bb7cd52a8944 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-08T17:42:44Z (GMT) No. of bitstreams: 1 2014_dis_cesantos.pdf: 1694249 bytes, checksum: 7c4ec62734197684de62bb7cd52a8944 (MD5) / Made available in DSpace on 2014-08-08T17:42:44Z (GMT). No. of bitstreams: 1 2014_dis_cesantos.pdf: 1694249 bytes, checksum: 7c4ec62734197684de62bb7cd52a8944 (MD5) Previous issue date: 2014 / Esta dissertação dialoga com os domínios epistemológicos da Educação Comparada e História da Educação. Trata da Transição para e Consolidação do ensino misto confessional no Colégio Salesiano de Juazeiro do Norte – Ceará, destacando o período de 1970 a 1985. Parte da análise dos fluxos discursivos entre Dom Bosco – fundador do Sistema Preventivo na Itália – e Padre Cícero – primeiro interessado pela implantação da Pedagogia Salesiana em Juazeiro do Norte. Enfatiza a operacionalização das práticas pedagógicas dos Salesianos imigrantes, nos primeiros anos de atuação no referido município. Em seguida, toma como foco a transição do ensino confessional masculino para o ensino misto confessional. Para isso, destaca o processo de feminização do magistério, a atuação dos padres-professores e a ideia de uma “pedagogia da igualdade” direcionada e executada por distintos sexos/gêneros. Ressalta os dilemas da educação católica, no contexto investigado e a ação pedagógica dos Salesianos, demonstrando a existência de performatividades (des) generificadas no cotidiano escolar. A fim de entender como o Sistema Preventivo buscou reproduzir sujeitos para além dos muros institucionais, discorre sobre o Regime Militar e a Pastoral da Juventude, vendo-os como pontos basilares para a consolidação do ensino misto confessional na realidade do município. Antes de finalizar, dialoga com as noções de vigilância preventiva e a urgência da coeducação salesiana, deixando questionamentos em aberto. Evidencia que, para a condução desta investigação, foi de suma importância à abordagem interdisciplinar, a leitura da historiografia consultada, além das crônicas da casa, regulamentos, relatórios anuais, circulares e subsídios preservados no arquivo escolar salesiano, bem como quatro entrevistas com ex-alunos e ex-alunas (atuais funcionárias) da referida instituição. Como resultado, apresenta um conjunto de evidências de que o projeto educacional do Padre Cícero, isto é, a atuação dos Salesianos em Juazeiro do Norte, foi aceito pela população local, a qual via na educação escolar um caminho para o progresso e civilidade do município. Na transição para o ensino misto confessional, o processo foi amistoso, embora tenha despertado uma série de ressignificações de sentidos no cotidiano pedagógico. A condição juvenil e as performatividades de gênero foram mantidas. O sexo visto como natural e ligado à anatomia física. A juventude, dependendo da situação, discursada com enunciados positivos ou negativos. Em busca da desnaturalização da vida, dos sexos, gêneros e idades, esta dissertação encerra com alguns questionamentos sobre a coeducação nas instituições ligadas à Igreja Católica, buscando despertar reflexões e futuros estudos.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-06T15:15:25Z No. of bitstreams: 1 marcoaureliocorreamartins.pdf: 1304217 bytes, checksum: dff0e30d6ed7d3424f5b9036019eb128 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-09-06T15:47:17Z (GMT) No. of bitstreams: 1 marcoaureliocorreamartins.pdf: 1304217 bytes, checksum: dff0e30d6ed7d3424f5b9036019eb128 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-09-06T15:47:29Z (GMT) No. of bitstreams: 1 marcoaureliocorreamartins.pdf: 1304217 bytes, checksum: dff0e30d6ed7d3424f5b9036019eb128 (MD5) / Made available in DSpace on 2016-09-06T15:47:29Z (GMT). No. of bitstreams: 1 marcoaureliocorreamartins.pdf: 1304217 bytes, checksum: dff0e30d6ed7d3424f5b9036019eb128 (MD5) Previous issue date: 2013-03-15 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A Igreja Católica viveu, no final do século XIX, um conflito com seu tempo. Combateu o liberalismo, o positivismo, o laicismo e o crescimento do socialismo. No Brasil, entre a “Questão Religiosa” e a Proclamação da República, houve um declínio de sua influência na política e na sociedade. A Pastoral Coletiva dos Bispos do Brasil de 1890 apontava uma reação católica. No entanto, como se pode perceber da Pastoral Coletiva de 1900, dez anos mais tarde, não houve uma reação coordenada dos bispos quanto ao proposto na pastoral anterior. De Minas Gerais, um padre, doutor em Direito, surgiu pregando a aproximação da Igreja ao povo, divulgando a Rerum Novarum e outras encíclicas de Leão XIII, propondo uma ação pedagógica da Igreja junto ao povo em defesa da democracia republicana. Do ponto de vista teológico, padre Júlio Maria apontou o papel modelar do pobre na Igreja. Foi na experiência vivida na cidade de Juiz de Fora, recepcionadas as tradições católicas brasileiras, que tais expectativas se articularam nas conferências do sacerdote. Entre a modernidade e a tradição, ele conjugava ideais ultramontanos, democráticos e tradicionalistas em sua experiência e expectativa. As propostas de Júlio Maria apontavam para um horizonte novo, onde a união da Igreja ao povo, o papel pedagógico católico e a teologia do pobre como seu hierarca marcavam a possibilidade de um tempo novo para a mesma no Brasil e para a própria nação, sob o signo da democracia. / L’Eglise Catholic a vécu, a la fin du XIXème siècle, un conflit avec son temps. Elle a combattu le positivisme, le libéralisme, le laïcisme et l’avance du socialisme. Au Brèsil, entre la “Question Religieuse” et la Proclamation de la Républic, il y avait un declin de son influence politique et sociale. La Lettre Pastorale Collective des Èvêques Brèsiliens de 1890 indiquait une rèation catolic. Cependant, comme il se peut percevoir dans la Lettre Pastorale des Èvêques de 1900, dix ans plus tard, il n’y avait pas une réaction coordonnée des èvêques combien a proposée dans la pastorale anterieur. De Minas Gerais, un prêtre, docteur en droit, est venu prêcher l'approche de l'Eglise au peuple, il a divulgué l’Encyclique Rerum Novarum et des autres encycliques du Pape León XIII, il a proposé une action pédagogique de l’Eglise avec le peuple défendant la démocracie républicaine. Du point de vue théologique, prêtre Júlio Maria a indiqué le rôle formative du pauvre dans l'Église. Ce fut l’experience de vie de la ville de Juiz de Fora, en accueillant les traditions catholiques brésiliennes, que telles attentes se sont articulées dans les conférences du prêtre. Entre la modernité e la tradition, il conjuguait des idées ultramontains, démocratiques et traditionalistes dans leur expérience et leur attente. Les propositions de Júlio Maria indiquaient un horizon nouveau, où l’union de l’Église au peuple, le rôle pédagogique catholic, et la théologie du pauvre comme son hierarque, a marqué la possibilité d’un temps nouveau par la même au Brèsil et la nation ellemême, sur le signe de la démocratie.

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