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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Made available in DSpace on 2016-04-27T16:33:40Z (GMT). No. of bitstreams: 1 Juarez Bernardino de Oliveira.pdf: 2981045 bytes, checksum: 1023cab932ba7f3f59fff70f779e5ad7 (MD5) Previous issue date: 2008-08-21 / This research analyzes the receiving of poor orphan girls the history of the Dona Placidina Institute of Mogi das Cruzes from 1931 to 1966. The Institute was a primary catholic school created in 1931, to receive poor orphan girls according to the demanded will of a priest of that city. Priest João Lourenço de Siqueira, who left all his estate for the Archdiocese of São Paulo to found the Institution. The Institute, ran by the Sisters of São Vicente de Paulo de Gysegem, along the years, became an important private school in the city and began to receive an important part of the Mogiana elite. In this study I try to understand which social function the supportless childhood started to be taken into account in the Institute, from its foundation until 1966, when the intership was closed - sector which received the orphan girls - and the leaving of the Sisters of São Vicente from the Institute. The research analyzes the acting of different interlocutors who contributed to the conformation of the Institute. For that, I've used as sources, the intern laws of the Institute, the board meeting records, the reports delivered to the Archdiocese, city authors' articles and local newspapers. Inspired by the analyses of the English Historian Edward Palmer Thompson, I tried to understand the importance that the poor orphan childhood acquired in the life of the Institution, inspite of the constant decrease in the number of poor orphan girls received / Esta pesquisa analisa o atendimento de meninas órfãs pobres na trajetória do Instituto Dona Placidina de Mogi das Cruzes de 1931 a 1966. O Instituto era uma escola primária católica criada, em 1931, para atender meninas órfãs pobres em cumprimento as exigências testamentárias de um padre da cidade, Pe João Lourenço de Siqueira, que deixou todos os seus bens para que a Arquidiocese de São Paulo fundasse a Instituição. O Instituto, administrado pelas Irmãs de São Vicente de Paulo de Gysegem, ao longo dos anos, tornou-se uma importante escola particular da cidade e passou a atender parte importante das filhas da elite mogiana. Neste estudo busco compreender qual a função social que a infância desvalida passou a desempenhar no Instituto, da sua fundação até 1966, ano que marca o fechamento do internato - setor que atendia as órfãs - e a saída das Irmãs de São Vicente do Instituto. A pesquisa analisa a atuação dos diferentes interlocutores que contribuíram para a conformação da Instituição. Para isso, utilizei como fontes os estatutos do Instituto, as atas das reuniões de diretoria, os relatórios encaminhados para a Arquidiocese, crônicas de autores da cidade e jornais de circulação local. Inspirado nas análises do historiador inglês Edward Palmer Thompson busquei compreender a centralidade que a infância órfã pobre adquiriu na vida da Instituição, apesar da constante diminuição do número de meninas órfãs pobres atendidas

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of this study was to assess how graduating students at St. Paul’s High School are fulfilling the characteristics of the Jesuit Secondary Education Association’s Profile of the Graduate at Graduation. These characteristics include being open to growth, intellectually competent, religious, loving, and committed to doing justice. While these five characteristics are identified as desired traits for graduates of St. Paul’s, there has not yet been an evaluation process undertaken in order to gauge student attainment of these characteristics. The methodology involved a document analysis, a collection of data from the sixty-two JSEA schools’ websites, and four interviews with St. Paul’s graduates from 2014. The three-fold approach allowed for a deep understanding of the context and experience of the Profile. This allowed for a reflection that showed there is a successful outline for creating a culture where the Graduate at Graduation is central to the mission of JSEA schools, which in turn makes the characteristics attainable.

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Catholic schools need to examine the barriers to, benefits of, and interventions needed when implementing inclusive practices into their institutions. Catholic schools are experiencing an increase in enrolled students identified with learning and behavioral needs; however, they frequently lack resources and expertise to provide the necessary support for these students and their families to succeed. Research studies identify teacher attitudes and perceptions regarding inclusive practices as vital factors to create successful culture change. A single group pretest-posttest design, incorporated into this action research study, measured the attitudes and stress of teachers before and after a 14-week long intervention for eight target students with ADHD. The Attitudes Toward Inclusive Education Scale (ATIES), adapted for this setting, was completed by 26 teachers. The Index of Teaching Stress (ITS) was completed by each teacher for each target student in their class for a total of 53 teacher-student dyads. Data analysis included two, one-tailed, paired-samples t-tests. A moderate effect (d= .471) that was statistically significant (p The implications of this study suggest the importance of providing appropriate interventions and accommodations to better support teacher-student relationships, and that a greater buy-in and understanding is needed by the teachers to change their overall attitudes toward inclusivity. Effective professional development is crucial for teachers and students alike to be better informed of the potential academic and social challenges of an ADHD diagnosis and how to best support these specific needs. Further, creating a more inclusive school environment requires stakeholders to develop clear mission statements, approve budgets that include wellness and resource programs, and design daily bell schedules that allocate time for support outside of the student’s normal classes. The limitations of this action research include generalization beyond a private high school setting, experimenter effect, teachers self-reporting, and not having a comparison or control group. Suggestions for further research include incorporating a qualitative component to better understand the effectiveness of an intervention, and running interventions for female groups, middle-school-aged students, and other specific diagnoses for comparative results.

This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes. / PhD Doctorate

Catholic educational leaders serve as the primary faith leaders in their school community and remain influential in the public discourse of Catholic education. As insiders understanding the contextual educational landscape, and who are at the forefront of renewal and change within their own school communities, Catholic educational leaders are critical in providing an account and understanding of how their lived experience contributed to the formation of their Catholic identity. Through their daily interactions with parents, students, stakeholders, politicians, and community, their ability to articulate their Catholic identity as a school leader is imperative for the broader understanding of Catholic education. This study, grounded in narrative inquiry methodology, explored the question “What is the lived experience of Catholic educational leaders in relation to shaping, informing, and influencing the conceptual formation of Catholic identity in 21st century schools?” This question resonates with the necessity to better understand how Catholic identity is lived authentically within Catholic schools for leaders who are entrusted with leading a diverse faith community. Four Catholic educational leaders share their stories of experience, working within a relational three-dimensional space of temporality, sociality, and place as key considerations of inquiry. By living, reliving, telling, and retelling their stories to live by, threads of coherence and continuity link their personal, professional, and spiritual landscape. Participant findings generated four organizing categories: Catholic identity, Catholic education, Catholic leadership, and relationships. Each category was subsequently framed with additional sub-categories to further develop and deepen Catholic identity as a storied landscape of experience within the framework of the three- dimensional narrative inquiry. Navigating this inquiry space gave rise to contradictions and tensions surrounding the articulation and expression of Catholic identity the difficult and complex role of Catholic educational leadership, the turmoil of an educational landscape that is challenging the relevance of Catholic education, and the dynamic and every evolving influence relationships have on faith formation. To both insiders and outsiders of Catholic education, this study illuminates a better understanding of how Catholic educational leaders shape, form, and influence the conceptual formation of their Catholic identity in 21st century schools. It also provides a lens to view how diversity and unity of Catholic identity is constructed and understood narratively. / Graduate