Orientador: Roseli Aparecida Cação Fontana / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T15:17:16Z (GMT). No. of bitstreams: 1 Shiohara_Aline_M.pdf: 686196 bytes, checksum: c7de3cb25c62cedcede833a6cc908af9 (MD5) Previous issue date: 2009 / Resumo: Este estudo toma como objeto de análise os registros de fragmentos do trabalho cotidiano desenvolvido com crianças de 4 anos, em uma escola de educação infantil da rede particular de ensino da cidade de São Paulo, produzidos por uma professora em diferentes linguagens, ao longo do ano de 2005. Entendendo que os registros inscrevem-se na produção cultural de seu tempo, respondendo a situações e a sentidos que os precederam e confrontando-se com as réplicas por eles suscitadas, tanto no âmbito da escola e dos discursos e práticas pedagógicas, quanto no âmbito das relações e valores do segmento social a que a professora, seus pares e seus alunos pertencem, considerou-se, neste trabalho, a partir dos pressupostos de Bakhtin acerca da linguagem, que os registros são feitos de vozes consonantes e dissonantes que expressam diferentes pontos de vista sobre a educação, a infância, a docência, a escolarização e que neles, as contradições aparecem e não são elimináveis. Identificar essas vozes e perseguir suas insistências e singularidades, buscando compreender, através dos percursos e rastros neles indiciados, o que convidou, o que provocou, o que convocou a professora a registrar o que registrou e o que sustentou a prática do registro por todo esse período, foram os principais objetivos deste trabalho, que ancorou-se teoricamente nos estudos de Cecília Salles, no campo da crítica genética, de Gabriel Junqueira Filho, no campo das linguagens geradoras na educação infantil e nas análises de Bakhtin no campo da linguagem. / Abstract: This study centers, as its object of analysis, on the registers of daily work remarks developed with 4 years old children in a private school in the city of São Paulo, produced by a teacher in different languages, throughout the year 2005. Being aware that these remarks intertwine with the cultural production of its time, responding to foregoing situations and meanings, and confronted by its replies, not only at the school environment and pedagogical practices but also with the relationships and values of the social segment - which includes the teacher herself, her peers and her students - we have considered in this work, based on Bahktin's studies on language, that registers are created by consonant and dissonant - voices that express different points of views on education, childhood, teaching, schooling and that along those voices, contradictions will arise and - they are not excludable. Identifying such voices and seeking theirs insistences and singularities, aiming to comprehend, through the footprints and marks recorded on them, what has invited, and has provoked the teacher to register the way she did, and what has sustained the practice of recording throughout this period, were the main goals of this work, which was anchored on Cecilia Salles' studies, on genetic criticism, on Gabriel Junqueira Filho's works on generating languages at children education, and at Bakhtin's language analysis. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Made available in DSpace on 2014-07-29T15:13:35Z (GMT). No. of bitstreams: 1 dissertacao lais leni educacao 2010.pdf: 1386521 bytes, checksum: 523ec03f8a029cf4a17b208726af1701 (MD5) Previous issue date: 2010-09-22 / This paper reveals the many faces of the work done in children education (CE) institutions . In order to do so, it starts from the assumption that it is necessary to understand the logics in which the world of work structures itself in the CE, to comprehend the unfolding of the alienated and fetishized relationships which are developed in these institutions. Therefore, I ground the discussion in the conception of work in Marx and in the principle that it is through work that man constitutes himself as such. Thus it is through work that they set relationships with other human beings and with nature, transforming the world and themselves and, in this construction, they constitute their own identity. Work, ergo, is a fundamental element of the ontological condition of human beings. From this perspective, it was necessary to understand the meaning of alienation strangeness and covering of reality and the ramifications of the fetish of work in the capitalist society. It was also my purpose to investigate the relationship between education and work in the capitalist society, a discussion based on Marx (1975, 1978, 1980, 1983, 1993); Marx and Engels (1998, 2002); Lukács (1979); Mészáros (2002, 2005), Mascarenhas (2002, 2005); Antunes (1999a, 1999b, 2001, 2006); Frigotto (1989, 2000a, 2000b, 2001, 2004). The specificity of the work in children education and the teaching work was approached from the theoretical bases of Arce (2005, 2004, 2007, 2009), Saviani (1984, 1988, 1991, 2003, 2008); Paro (1979, 1988, 2000); Duarte (2001, 2004, 2006) and other authors. The methodological approach used in the research was an exploratory study with dominantly qualitative procedures, having also some quantitative elements. The research was carried out in children education centers in the towns of Jataí, Serranópolis and Chapadão do Céu, Goiás State, in order to notice the different aspects which constitute the work developed. The instruments used were documental analysis, observation, dialogues, semi-structured interviews, questionnaires and research report, grounded on different authors: Lakatos and Marconi (1986), Fazenda (1989), Frigotto (1989), Santos Filho and Gamboa (2001). The research unveils the need and the possibility of the existence of CE schools which are properly prepared for children education. Thus, I emphasize, for workers who work in this stage of education, the necessity of assuming themselves as CE teaching workers, which requires deep and solid knowledge regarding the peculiarities of each stage of child development. Therefore, this notion is distant from ideas sets which fetishize the existence of small children, as possessing certain so-called autonomous features, concerning the interpersonal and inter psychological processes directed to them. / O presente trabalho revela as muitas faces do trabalho que se realiza nas instituições de Educação Infantil (EI) . Para tanto, parte-se do pressuposto de que é preciso compreender a lógica em que se estrutura o mundo do trabalho na EI, para entender os desdobramentos das relações alienadas e fetichizadas que se desenvolvem nessas instituições. Assim, partimos do conceito de trabalho em Marx e do princípio de que é por meio deste que o homem se constitui como tal. Destarte é pelo trabalho que ele se relaciona com os outros seres humanos e com a natureza, transformando o mundo e a si mesmo, e nessa construção, constitui sua identidade. Trabalho, portanto, é elemento fundamental da condição ontológica do ser humano. Dessa perspectiva, fez-se necessário compreender o significado de alienação estranhamento e velamento da realidade e os desdobramentos do fetiche do trabalho na sociedade capitalista. Objetivou-se ainda investigar a relação educação e trabalho na sociedade capitalista, discutida a partir de Marx (1975, 1978, 1980, 1983, 1993); Marx e Engels (1998, 2002); Lukács (1979); Mészáros (2002, 2005), Mascarenhas (2002, 2005); Antunes (1999a, 1999b, 2001, 2006); Frigotto (1989, 2000a, 2000b, 2001, 2004). A especificidade do trabalho em educação infantil e do trabalho docente foi tomada a partir dos aportes teóricos de Arce (2005, 2004, 2007, 2009), Saviani (1984, 1988, 1991, 2003, 2008); Paro (1979, 1988, 2000); Duarte (2001, 2004, 2006). A abordagem metodológica utilizada no decorrer da pesquisa é um estudo de caráter exploratório com procedimentos predominantemente qualitativos sem, entretanto, abandonar elementos quantitativos, elencados aos Centros Municipais de Educação Infantil das cidades selecionadas Jataí, Serranópolis e Chapadão do Céu , a fim se perceber os diferentes aspectos constitutivos do trabalho desenvolvido. Utilizou-se ainda de análise documental, observações, diálogos, entrevistas semi-estruturadas, questionários, relatório de pesquisa, os quais foram fundamentados em diferentes autores: Lakatos e Marconi (1986), Fazenda (1989), Frigotto (1989), Santos Filho e Gamboa (2001). A pesquisa revela a necessidade e a possibilidade da existência de escolas de EI adequadamente preparadas para a educação de crianças. Assim, enfatiza-se a necessidade da trabalhadora, que atua nessa etapa de educação, de se assumir como trabalhadora docente da EI, o que requer conhecimentos profundos e sólidos a respeito da especificidade de cada etapa de desenvolvimento da criança. Sendo assim, tal concepção se distancia dos ideários que fetichizam a existência de crianças pequenas, imbuídas de supostas características autônomas, em relação aos processos interpessoais e intrapissíquicos a elas dirigidos.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T14:05:20Z No. of bitstreams: 2 Tese - Telma Aparecida Teles Martins Silveira - 2015.pdf: 2688189 bytes, checksum: f7918db362ad57f5599d0204b1d6107f (MD5) license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T14:07:35Z (GMT) No. of bitstreams: 2 Tese - Telma Aparecida Teles Martins Silveira - 2015.pdf: 2688189 bytes, checksum: f7918db362ad57f5599d0204b1d6107f (MD5) license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) / Made available in DSpace on 2016-06-02T14:07:35Z (GMT). No. of bitstreams: 2 Tese - Telma Aparecida Teles Martins Silveira - 2015.pdf: 2688189 bytes, checksum: f7918db362ad57f5599d0204b1d6107f (MD5) license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) Previous issue date: 2015-08-28 / This doctorate research is composed by several sub-projects under development in the project Public Policy and Children’s Education in Goiás: history, concepts, projects and practices, of a group that studies childhood and its education, linked to the research line Training, Teachers’ Professionalization and Educational Practices of the Postgraduate Program in Education of the Faculty of Education of Federal University of Goiás. We investigated zero-to-three year old children’s pedagogical practice in order to understand academic and educational professional concepts about the pedagogical practices in zero-to-three year old children’s education. The premise that rules the analysis is that teaching practice must be understood as praxis, theory and practice unit that acquires a mediator character of knowledge appropriation process produced historically in material reality, concrete of human beings. However, the conception of pedagogical practice presented in academic productions and by early childhood education professionals - with their practices in the field of knowledge, values, attitudes - is marked by overlapping actions of conflicts and contradictions in the articulation and disarticulation of interest classes. That is, in a contradictory movement can be meant advances in pedagogical practice by enabling praxis, but also containing pragmatic purposes, utilitarian theory and practice relationship. Therefore, it was outlined the central research problem: What do theoretical and practical elements and methodological of the pedagogical practice guide the academic-scientific production of early childhood education, as well as the conceptions expressed by professionals (teachers and educational staffs) that work in zero-to-three year old children education in municipal public institutions? With reference to the dialectical historical materialism, we sought to analyze the research object into three methodological strategies: state of the art about teaching practices with zero-to-three year old children; the proposition of questionnaires and interviews with education professionals from Senador Canedo city and analysis of documents pertaining to this reality. We analyzed public policies for early childhood education, with reference to the nursery school and its historical constraints, and political theorists in the constitution of capitalist society in the process of urbanization, organization of work and ways of living and building this reality. He sought to understand the academic-scientific literature on the pedagogical practices with zero-to-three year old children presented by dissertations and theses written from 1996 to 2012 in Brazilian postgraduate programs, as well as the concepts of the early children education professionals from Senador Canedo City that work with zero-to-three year old children. Finally, by the movement untaken of this research we could notice the academic field approaches grounded in childhood sociology field, childhood pedagogy and pragmatic reflexive pedagogical practice. From the perspective of 82 education professionals (teachers and educational staffs) that work in nursery schools in Senador Canedo city, pedagogical practices are presented in a contradictory way and there is a strong separation between theory and practice. We could notice the historical materialization, in the nursery school, the act of taking care and in the pre-school, the act of teaching, or the teaching as a specific action of educacional staff and the teaching accomplished by the teacher. / A presente pesquisa de doutorado compõe um dos vários subprojetos em desenvolvimento no projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, do Grupo de Estudos e Pesquisas da Infância e sua Educação, ligado à linha de pesquisa Formação, Profissionalização Docente e Práticas Educativas do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Investigamos a prática pedagógica com crianças de zero a três anos de idade com o objetivo de compreender as concepções acadêmicas e de profissionais da educação acerca das práticas pedagógicas na educação de crianças de zero a três anos de idade. A premissa que rege as análises é de que a prática pedagógica deve ser compreendida como práxis, unidade teoria e prática que adquire um caráter mediador do processo de apropriação dos conhecimentos historicamente produzidos na realidade material, concreta dos seres humanos. Entretanto, a concepção de prática pedagógica apresentadas nas produções acadêmicas e pelo/pelas profissionais de Educação Infantil – com suas práticas no campo dos conhecimentos, dos valores, das atitudes – é marcada por ações imbricadas de conflitos e contradições na articulação e desarticulação de interesses de classes. Ou seja, em um movimento contraditório podem significar avanços na prática pedagógica por possibilitar a práxis, como também conter finalidades pragmáticas, utilitaristas da relação teoria e prática. Para tanto, delineou-se como problema central da pesquisa: Que elementos teórico-práticos e metodológicos da prática pedagógica orientam a produção acadêmico-científica da Educação Infantil, bem como as concepções expressas por profissionais (professoras e agentes educacionais) que atuam na educação de crianças de zero a três anos de idade em instituições públicas municipais? Tendo como referência o materialismo histórico dialético, buscou-se para a análise do objeto de pesquisa três estratégias metodológicas: estado da arte acerca das práticas pedagógicas com crianças de zero a três anos de idade; a proposição de questionários e entrevistas com profissionais da educação do município de Senador Canedo e análise de documentos concernentes a essa realidade. Analisou-se as políticas públicas para a Educação Infantil, tendo como referência a creche e seus condicionantes históricos, teóricos e políticos na constituição da sociedade capitalista, no processo de urbanização, de organização do trabalho e dos modos de viver e construir essa realidade. Buscou-se também compreender a produção acadêmica-científica sobre as práticas pedagógicas com crianças de zero a três anos de idade presentes em dissertações e teses defendidas entre 1996 e 2012 nos programas de pós-graduação do país, bem como as concepções das/dos profissionais de Educação Infantil do município de Senador Canedo que atuam com crianças de zero a três anos de idade. Por fim, pelo movimento de pesquisa aqui empreendido percebeu-se que no campo acadêmico abordagens pautadas no campo da sociologia da infância, pedagogia da infância e da prática pedagógica reflexiva pragmática. Na perspectiva de 82 profissionais da educação (professoras e agentes educacionais), que atuam em creches do município de Senador Canedo as práticas pedagógicas se apresentam de modo contraditório e há uma intensa separação entre a teoria e a prática. Vê-se materializar historicamente a ideia de que na creche deve ter somente o cuidar e, na pré-escola, o educar, ou ainda, o cuidado como ação específica de agentes educacionais e a educação como algo realizado pelo/pela professor/a.

O presente projeto de pesquisa teve por objetivo analisar as condições das práticas esportivas escolares (PEEs) do ensino fundamental no município de Santos-SP, com relação a: a) existência ou inexistência das mesmas; b) descrição dos recursos materiais e financeiros; c) caracterização dos professores/treinadores; d) planejamento do programa desenvolvido. Para isso, aplicaram-se questionários compostos de questões abertas e fechadas aos coordenadores/diretores (n=15) e professores/treinadores (n=85) de escolas que oferecem PEEs. Verificou-se que 85% das escolas de Santos oferecem as PEEs, entretanto, poucas crianças são atendidas nos programas. Os recursos materiais e financeiros das escolas privadas são melhores do que os das escolas públicas, embora as escolas municipais apresentem boas instalações, já que utiliza espaços cedidos pela secretaria de esportes e comunidade. A maioria dos professores/treinadores é do sexo masculino e ex-atletas das modalidades que ministram. Os professores/treinadores de escolas privadas e estaduais possuem melhor formação do que os das escolas municipais. A maior parte dos diretores/coordenadores de escolas privadas e municipais acredita que as PEEs não estão inseridas no projeto político pedagógico (PPP) da escola. Os objetivos das PEEs são diferentes nas redes de ensino avaliadas e na comparação entre os discursos dos diretores/coordenadores e professores/treinadores. Apesar do potencial das PEEs de possivelmente contribuir para a formação para a cidadania e democratização da prática esportiva, observamos que na cidade de Santos-SP tal fato não vem ocorrendo, uma vez que os programas avaliados atendem a poucas crianças e jovens, e parecem distantes do PPP das escolas / The objective of the current research project is to analyze the elementary School Sport Conditions in Santos-SP, regarding the following: a) existence and inexistence; b) equipment and financial description; c) coachs characterization; d) the program planning. A questionnaire with some open and closed questions was made to the schools coordinators/directors (n=15) and teachers/coaches (n=85) for this research. It was apparent that there was a need for 85% of the schools in Santos have the School Sports Condition, although, just some children are in the program. Regarding the financial and equipment resources are better in private schools than publics, however, the municipal schools have better places, because they are given from the Sports Department of Santos and from community. The most teachers/coaches are mainly male and ex-athletes. The teachers/coaches from the privates and publics schools have a better graduation than the municipal schools. The most part of the directors/coordinators from the privates and municipal schools believe that the elementary school project is not in the Pedagogical Political Project from the school. The objective from the Pedagogical Political Project is different from the schools evaluated and comparing the directors/coordinators and teachers/coaches speeches. Besides that, in Santos the Pedagogical Political Project has not been working, once that the programs evaluated have just some children and teenagers, and they are not connect with the Pedagogical Project from the schools

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-24T12:27:26Z No. of bitstreams: 1 viviamcarvalhodearaujo.pdf: 2732258 bytes, checksum: 8106d2920dd8078c16e0cd86e7b852ed (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T15:32:40Z (GMT) No. of bitstreams: 1 viviamcarvalhodearaujo.pdf: 2732258 bytes, checksum: 8106d2920dd8078c16e0cd86e7b852ed (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T15:33:10Z (GMT) No. of bitstreams: 1 viviamcarvalhodearaujo.pdf: 2732258 bytes, checksum: 8106d2920dd8078c16e0cd86e7b852ed (MD5) / Made available in DSpace on 2017-02-24T15:33:10Z (GMT). No. of bitstreams: 1 viviamcarvalhodearaujo.pdf: 2732258 bytes, checksum: 8106d2920dd8078c16e0cd86e7b852ed (MD5) Previous issue date: 2008-03-24 / A importância de práticas que inserem a brincadeira no currículo educacional e nas propostas pedagógicas das instituições de educação infantil é uma das formas de se considerar as culturas infantis e entender as crianças enquanto sujeitos históricos, que participam e transformam a realidade em que vivem. Esta pesquisa teve como objetivo investigar o lugar do brincar em uma instituição de educação infantil em tempo integral a partir da perspectiva das crianças. A abordagem teórico-metodológica adotada caminhou no sentido de se considerar as crianças enquanto sujeitos de direito, produtores e consumidores de cultura. A pesquisa teve como universo empírico uma escola de educação infantil em tempo integral da Rede Municipal de Ensino de Juiz de Fora. Os sujeitos da investigação foram 20 crianças, entre 4 e 5 anos, que freqüentam a instituição. Os procedimentos metodológicos adotados foram a observação envolvendo situações em que as crianças brincavam e a utilização de desenhos produzidos por elas que, aliados à oralidade, tornaram-se um procedimento metodológico possível de fomentar o discurso das crianças a respeito do tema. Esta discussão baseou-se nos conceitos teóricos abordados por autores da perspectiva histórico-cultural, como Vigotski, Leontiev e Elkonin, que apontam que a brincadeira de faz-de-conta é a atividade principal das crianças na idade pré-escolar. Buscou-se também um diálogo com autores da sociologia da infância, uma vez que essas duas abordagens caminham no sentido de compreender o brincar infantil como uma atividade histórica e cultural e as crianças como sujeitos de sua história. Ao construir um deslocamento de uma pesquisa sobre as crianças e se buscar pesquisar com elas, partiu-se da premissa de que elas são informantes qualificados na investigação. A partir da perspectiva das crianças, os resultados indicam que o lugar do brincar é muito importante e significativo para o grupo investigado e que a brincadeira de fazde-conta é a principal atividade desempenhada por elas no contexto da instituição de educação infantil que freqüentam. Contudo, as discussões realizadas nesta pesquisa apontam o quanto o tema relacionado à brincadeira ainda precisa ser debatido no meio educacional, principalmente nos espaços de formação dos professores. / The importance of practices which insert play in the educational curriculum and in the pedagogical proposals of children education institutions is one way to consider children culture and understand children as historical individuals, who participate and change the reality they live in. The aim of this research was to investigate the place of play in a full-time children education institution from the children's perspective. The theoretical-methodological approach adopted considered children as individuals of right, producers and consumers of culture. The research had as its empirical universe a full-time public school of children education in the city of Juiz de Fora. The subjects of the investigation were 20 children, aged from 4 to 5 years, enrolled in this school. The methodological procedures adopted were the observation of situations in which children played and the use of drawings made by them that, together with speech, have became a methodological procedure able to promote children’s talk about the subject. This discussion was based on the theoretical concepts approached by authors of the historical cultural perspective, as Vigotsky, Leontiev and Elkonin, who put the make-believe play as the main activity of preschool age children. A dialogue has been made with authors of children sociology, since these two approaches move to the end of comprehending children’s play as a historical and cultural activity and children as subjects of their history. In making a dislocation of a research about children and looking for a research with them, we started from the premise that they are qualified informants in the investigation. Through children’s perspective, the results indicate that the place of play is very important and meaningful to the investigated group and the make-believe play is the main activity made by them in the context of the children education institution they attend. However, discussions made in this research point out how much the subject related to play still needs to be discussed in the educational field, mainly in the places of teacher formation.

Orientador: Ana Lúcia Guedes-Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T15:51:17Z (GMT). No. of bitstreams: 1 Bagnasco_DanielaGasparPedrazzoli_M.pdf: 1787976 bytes, checksum: c6541f3dc3f9770bca1a16eaf6e452b0 (MD5) Previous issue date: 2014 / Resumo: As atividades desenvolvidas no segmento de Educação Infantil têm grande importância na construção de fundamentos de trabalho para toda a escolaridade. A vivência da prática de leitura se constitui como uma dessas atividades que possibilita a apropriação da língua pela criança pequena. Tendo isso em vista, este estudo propôs-se a investigar a prática de leitura de histórias de quatro professoras de Educação Infantil da rede pública de Campinas junto às suas turmas, analisando o papel da materialidade do livro no processo de construção de sentido de cada história para as professoras e para os pequenos leitores. Tomou-se como referência teórico-metodológica os princípios da História Cultural, dos estudos do letramento, da abordagem etnográfica e alguns pressupostos da História Oral. Os estudos de Vygotsky (2007) sobre o papel da mediação do outro, bem como as pesquisas de Bosco (2005), Kleiman (1995; 2009) e de Lajolo (2005), referentes ao campo de literatura em entrelaçamento com as práticas escolares de leitura, também trouxeram contribuições relevantes. Entendendo que o professor desempenha um papel fundamental na promoção da prática de leitura de histórias junto às crianças com quem trabalha, a referida pesquisa pontuou alguns indícios da influência da materialidade do livro: as imagens dos livros utilizadas pelas professoras para dar significado às histórias, atreladas ou não ao texto escrito; a imitação dos gestos e fazeres das professoras pelas crianças ao desenvolverem suas próprias práticas de leitura, da mesma forma, apropriam-se de forma inventiva das histórias e dos suportes, atribuindo a estes outros usos / Abstract: The activities developed in the children¿s education segment ¿ next to the public school of Campinas, São Paulo, Brazil ¿ has a very important role in building up the fundaments of the entire education itself. The reading practices are part of these activities, which facilitate the appropriation of language by the child. Considering that, the present study investigates the reading practices from children stories lead by four teachers of the public education net of Campinas. We analyse the importance of the book itself in the process of building a solid meaning to the teachers and the children. We adopted, as theoretical and methodological reference, the principles of the Cultural History, the literacy studies with an ethnographic approach and some of the Oral History precepts. The studies made by Vygotsky (2007) about the mediation of the other participant, as well as the researchers of Bosco (2005), Kleiman (1995; 2009) and Lajolo (2005) focusing literature together with reading practices in the school, also came with relevant contributions. Considering that the teacher plays a vital role promoting the reading practices of children stories, the present study found some indications of the importance of the book itself as a material tool: the images of the books adopted to give significance to the stories, connected or not to the text; the students imitates the gestures and the behaviour of the teachers when developing their own reading practices, as well as they appropriate the imaginative feeling of the stories, related to these other uses / Mestrado / Ensino e Práticas Culturais / Mestra em Educação

Orientador: Rogério Adolfo de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T02:36:53Z (GMT). No. of bitstreams: 1 Moreto_Marina_M.pdf: 10785147 bytes, checksum: 5c135239ffb0aef71a64cdb1a9ff837f (MD5) Previous issue date: 2011 / Resumo: Como se dá a educação na rua? Qual encontro é necessário? Qual encontro é permitido? Há educação na rua? Esta pesquisa apresenta um olhar sobre o fazer de um grupo de educadores sociais e meninos de rua, em Campinas/SP, e tem como objetivo inventariar e analisar suas práticas educativas, entre os anos de 2006 a 2010. Há meninos e há educadores nas ruas. Uma relação acontece... Um entrelugar efêmero brota... Para regar o broto: arte. Canetinhas, papéis, pipas, varetas, tintas, olhos, corpos, trabalho, suor. Observa-se a relação estabelecida entre esses pares, esses corpos educadores entre si. O encontro suficientemente bom de educadores e meninos os levam a construir saberes e metodologias que mostram possibilidades além rua, da droga, da contenção. Essa relação confirma que uma grande aliada para a solidificação do vínculo e construção do processo educativo é a criatividade e o fazer das mãos. / Abstract: How is education in the street? What date is it necessary? What date is allowed? There is education on the street? This research provides a glimpse into the making of street educators and street children in Campinas, and aims to survey and analyze educational practices carried out by educators, between the years 2006 to 2010. There are boys and there are educators in the streets, a relationship happens. The space between ephemeral flows. To water the bud: art. Pens, papers, pipes, rods, paints, eyes, bodies, work, sweat. Observe the relationship between these pairs, these bodies between themselves educators. The finding enough good teachers and boys take them to build knowledge and methodologies that show possibilities beyond the street, drugs, restraint. This relationship confirms that a great ally for the solidification of the bond and construction of the educational process is creativity and to do of hands. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

D.Ed. / The purpose of this study was to devise a reading strategy programme to support ex aid class pupils presently placed in standard four who are beginning to manifest reading problems. To attain this goal an in-depth study of learning in general was undertaken. The ultimate goal of emediation is to lead the child to self-regulated learning. The literature study revealed that learning-disabled pupils also experience cognitive, affective and social problems which, in turn, influence their learning activities. These problems inhibit their ability to become self­ regulated learners. Reading is a complex activity and reading problems are the most common learning problem manifested by learning-disabled pupils. The inability to read-to-learn is the cause of their poor academic progress. The study focused on the presentation of reading strategies, as part of learning strategies, to improve reading comprehension. The researcher made use of a metacognitive approach and by so doing, attempted to lead the pupils to problem solving reading behaviour. A needs-analysis of ex aid class pupils with reading problems in Johannesburg confirmed this negative tendency. The pupils' language background, general knowledge and reading ability varied. The researcher thus decided to undertake a qualitative research project in the form of a case study. This decision was supported by the literature study concerning remediation of learning-disabled pupils.For the above reasons it was decided to observe the reading behaviour of the pupils as well as the development of the intensive programme in a small group situation. By so doing, the data would clearly reveal the reading behaviour as well as the development of the programme.

M.Ed. (Educational Psychology) / Modern man I s need to contend with a rapidly changing world necessitates the creative and astute use of thinking skills so as to facilitate his adaptation to his environment, and his ability to control his own behaviour. The school has been given the responsibility to teach its scholars how to think. The tendency towards rationalisation has resulted in an increase in the pupil-teacher ratio and this exacerbates the learning problems experienced by the learning disabled child. Though very little recognition has been given to the parents' influence on the development of their childrens' thinking, they arethe logical choice to assist the school in developing their childrens' complex thinking skills, The aim of this study is to establish guidelines for an education programme directed at tutoring parents to assist in the facilitation of the problem solving ski 115 of their learning disabled senior primary school children, A study of the 1iterature regarding thinking, problem solving and parent education, brought to light principles that should be borne in mind when compiling a parent education programme. These principles have been transformed into a set of general and specific guidelines for an education programme for parents of senior primary school learning disabled children. General guidelines are theoretical principles that are relevant to education programmes for the parents of learning disabled children.

M. Ed. / By virtue of the nature of the affliction, the auditory world of Chronic Otitis Media (COM) children is likely to be one of frequent insecurity and confusion. Fluctuations of volume, tone and clarity of sound must be very unsettling for young language learners. If the significant others in their lives are not fully informed about the nature, effects and potential impact of the illness on the developmental processes of the sufferer, then psychological, social and scholastic manifestations of the inevitable inner confusion will probably result:In South Africa today, fewer professional resources are available to meet the needs of a greater number of people. One creative solution to this problem could be the growing trend away from a predominantly one-to-one approach towards a consultative function for Educational Psychologists, with relevant psychometric and therapeutic intervention. With this in mind, the purpose of this study is to explore and illuminate the experiential world of the school beginner who suffers from COM to parents and teachers alike. With the growing emphasis on the integrated, whole language approach to teaching and learning in many South African schools, the focus of this study is on how the school beginner with chronic Otitis Media experiences his new learner status. The initial aim of the exercise is to expose this experience and examine it within the context of sound theory. Further, the study is intended to be the first, small step in a process intended ultimately to benefit the wider population of COM afflicted learners by raising new awareness and understanding of their special needs in their teachers. The theoretical foundation that undergirds this study incorporates a multidisciplinary review of the literature encompassing the anatomical structure of the ear, the mechanical, physiological and neuro-sensori process of sound reception and processing (which constitutes hearing), and the normal, integrated developmental stages of the infant. This foundation is established with the aim of providing support and structure for the research questions posed. The nature of the research problem under investigation dictates the type of research design used. The Case Study was sek licted as possessing the most appropriate characteristics and methods of data collection for the planned research process. The samples selected for the study complied with specified criteria relating to the onset, intensity and chronicity of Otitis Media experienced during infa ncy. Cases were to be six to seven years of age and in the beginning stages of their formal learning process. The study falls within the qualitative research paradigm and is presented as a description and discussion of the experiential world of the school beginner with chronic Otitis Media. Where `appropriate, a tentative explanation of outcomes is given and a behavioural profile compiled for discussion with teachers, and with further exploration in mind at some future time