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Religinio ir pilietinio ugdymo suderinamumas ir papildomumas / Compatibility and Complementability of Religious and Civic EducationInga, Balčiūnienė 21 November 2008 (has links)
Disertacijos tyrimo objektas – religinio ir pilietinio ugdymo ryšys suderinamumo ir papildomumo aspektais. Tyrimu siekta atskleisti religinio ir pilietinio ugdymo ryšio, šių dviejų sričių suderinamumo ir papildomumo teorines ir praktines galimybes. Pilietinio ir religinio ugdymo suderinamumo ir papildomumo analizė remiasi ugdymo turinio bendrojo lavinimo mokykloje prieštaravimų ir studentų pilietinės ir religinės socializacijos ypatumų identifikavimu bei pilietiškumo ugdymo religinėse aplinkose, taikant kooperuotų studijų metodą, realizavimu. Tyrimu siekta atsakyti į šiuos klausimus: Kaip siejasi teoriniai pilietiškumo ir religingumo konceptai? Kaip siejasi religingumo ir pilietiškumo formos? Kaip teoriniu požiūriu gali būti pasiekiama religinio ir pilietinio ugdymo vienovė, suderinamumas ir tarpusavio papildomumas? Kokiais ugdymo tikslų ir ugdymo turinio prieštaravimais pasižymi religinis ir pilietinis ugdymas Lietuvoje? Kokias ir kaip pilietiškumo kompetencijas ugdo religijos (tikybos) vadovėliai? Kaip pasireiškia ir siejasi asmens pilietiškumas ir religingumas? Kaip pilietiškumas ir religingumas gali būti traktuojami kaip asmens socializacijos ir ugdymo rezultatas? Kokios yra pilietinio ugdymo religinio pažinimo kontekste teorinės ir praktinės sąlygos? Kokie ugdymo metodai gali būti taikomi derinant pilietinį ir religinį ugdymą? Kiek veiksmingas, ugdant pilietiškumą, gali būti kooperuotų studijų metodas, realizuojamas religinėse aplinkose? Kokia dinamika pasižymi studentų... [toliau žr. visą tekstą] / The relationship between religious and civic education, on the aspects of the compatibility and complementability is analyzed in the doctoral research. The analysis is based on the identification of the contradictions of the education content in secondary schools; on the identification of the peculiarities of students’ civic and religious socialization, and on the implementation of civic education (with the help of service learning) in religious surroundings. The following questions are developed in the dissertational research: How are theoretical concepts of citizenship and religiosity related? How are the forms of religiosity and citizenship related? How can the compatibility and complementability of religious and civic education be achieved? What are the contradictions between the goals of civic education and the content of religious education in Lithuania? What and how are civic competences developed by religious education textbooks? How are personal religiosity and citizenship related and expressed? How can citizenship and religiosity be approached as the result of socialization and education? What are the theoretical and practical conditions of civic education in the context of religious knowledge? What educational methods can be applied in harmonizing civic and religious education? How effective for the education of civic attitudes and skills can service learning performed in religious environments be? How are students’ civic attitudes and skills changing while... [to full text]
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Critical Civic Education: When History Becomes GeographyMilinkovic, Alexander 20 November 2013 (has links)
This tri-theoretical study of globalization attempts to contribute to the limited scholarly research on global citizenship in education. Utilizing three important critical theories: neo-Marxism, gender and postcolonialist theory; this study analyzes in-depth the hidden process behind the formation of current global citizenship education. The findings reveal that it is possible to teach global citizenship education through critical civic education; however, a better understanding and application of critical theory and especially the critical sociology of space is required in current curriculums. In the absence of resources, motivation and infrastructure within school boards to implement a more state-guided critical citizenship education within their global citizenship education programs, assimilation of critical theory by teachers becomes absolutely necessary.
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The integration of civic education and mathematics education : a case study in a Hong Kong secondary school /Choi, Chi-shing, Jimmy. January 1999 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-77).
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The integration of civic education and mathematics education a case study in a Hong Kong secondary school /Choi, Chi-shing, Jimmy. January 1999 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-77). Also available in print.
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Le rôle de l'enseignant en éducation civique au collège en Chine et en France / Teacher's role of civic education in French and Chinese secondary schoolsQin, Jieying 25 September 2012 (has links)
Cette recherche comparative vise à comprendre le changement du rôle de l’enseignant chargé de l’éducation civique au collège en France et en Chine, et à analyser les facteurs qui permettent à l’enseignant de cette matière ou l’empêchent de jouer son nouveau rôle en mettant en pratique les démarches proposées en classe dans le contexte des deux pays. Les instruments de recherche se sont focalisés sur les observations des interactions verbales entre l’enseignant et l’élève durant le cours d’éducation civique en classe et sur les entretiens auprès des enseignants chargés de l’éducation civique au collège en France et en Chine. Notre recherche a montré d’une part, le rôle joué par des enseignants chargés de l’éducation civique au collège en France et en Chine et les facteurs influençant son rôle et ses pratiques, d’autre part, les similitudes et les différences dans le contexte des deux pays. / Our comparative research aims at understanding the change in the part played by the teacher in charge of civic education in French and in Chinese secondary schools and at analysing the above-mentioned factors. That was why our research tools focused on observing the verbal exchanges between the teacher and the pupils during class and the interviews of the teachers in France and China. Our research shows, on the one hand, the part played by the teacher in charge of civic education in French and Chinese secondary schools, and the factors influencing his role and his methods, and, on the other hand, the common points and differences between the two countries. Our word opens up prospects of comparative research on how to implement “learner-centred” teaching methods within the context of training pupils from different countries to become responsible citizens.
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Motivações e experiências de alunos em Projeto de Extensão Universitária em hospital pediátrico: o projeto Alunos Contadores de Histórias do IPPMG/ UFRJ / Motivation and experiences of students at a universitary extensions project in a children hospital: "Story tellers students of IPPMG/UFRJ"Sonia Steinhauser Motta 15 April 2013 (has links)
Este estudo investigou as motivações de alunos da Universidade Federal do Rio de Janeiro (UFRJ) para participar de um projeto de Extensão Universitária em um hospital pediátrico, assim como as contribuições percebidas pelos estudantes em relação às suas trajetórias pessoais e profissionais relacionadas à participação no projeto. O Projeto de Extensão Universitária Alunos Contadores de Histórias é desenvolvido no Instituto de Puericultura e Pediatria Martagão Gesteira (IPPMG) há quatro anos e visa à melhoria do cuidado junto à clientela, através da oferta de uma atividade lúdica, a contação de histórias, que representa algo de positivo num momento de muitas perdas e sofrimento. A cada semestre é realizada uma seleção e, após a capacitação, os alunos passam a contar histórias para as crianças, os adolescentes e seus familiares, nos diversos setores assistenciais da instituição durante duas horas por semana, por no mínimo seis meses. Foi realizado um estudo
exploratório usando os métodos quantitativo e qualitativo. Os dados utilizados foram provenientes da análise de registros existentes em documentos do projeto e de dois grupos focais realizados com alunos. A análise dos dados apontou que os alunos participantes buscam o projeto no intuito de poder realizar uma atividade solidária, junto às crianças. Suas percepções sobre a experiência e suas contribuições, de uma maneira geral, são muito positivas, e revelam amadurecimento e
redimensionamento de valores com ampliação da visão social, através de uma atividade a qual referem ser prazerosa. As principais dificuldades observadas foram a falta de flexibilização curricular e o desconhecimento das propostas da Extensão
Universitária por grande parte do corpo discente e também dos docentes e técnico administrativos dos diversos cursos. O projeto está sintonizado com as propostas da Política Nacional de Extensão Universitária e o presente estudo espera contribuir
para o aprimoramento das atividades de Extensão Universitária em ambientes institucionais análogos. / This study investigated the motivation of students of the Federal University of Rio de Janeiro to take part of a University Extension Project at a children hospital and also their perceptions of the contribution of their engagement in this project for their personal and professional lives. The project: Story Tellers Students is developed at Instituto de Puericultura e Pediatria Martagão Gesteira (IPPMG) since
2008 and aims at the improvement of the care of the patients through the offer of a playful activity, the story telling, which may represent something positive in a period of much losses and suffering. Participants enrollment starts at the beginning of each
semester and, after being trained, the students spend two hours weekly, for at least six month telling stories to children, teenagers and their families in the several care sectors of the institution. An exploratory study was performed, using quantitative and qualitative methodology. The data used where collected from records of pre-existent documents, and from data collected through two focal groups realized with students.
The analysis revealed that the participant students looked for the project to develop a solidarity action next to children. The perception about the experiences they had and about the contribution of this participation for their lives is, for most of them, very positive, they gained maturity and they were able to reshape their personal values with a consequent enlargement of their social vision, through the development of a pleasant activity. The main difficulties observed where the little flexibility of the curriculum and the lack of awareness of the objectives of the University Extension as a whole by most students and also from the teachers and other co workers of the most courses. The project is aligned with the proposals of the National University Extension Policy and the study hopes to contribute to the improving of the activities of University Extension in similar institutions.
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Kansas Honor Flight - Wamego High School: service and sacrifice, promise and potentialHornung, Shawn January 1900 (has links)
Master of Arts / Department of Curriculum and Instruction / Thomas Vontz / The Honor Flight Network is a national non-profit organization based out of Springfield, Ohio, with the mission to “transport our heroes to Washington D.C. to visit and reflect at their memorials.” Kansas Honor Flight – Wamego High School pairs high school students from the local chapter of the National Honor Society with area veterans. This experiential service-learning project provides America’s next generation the opportunity to connect with and learn from America’s “G.I. Generations.” Veterans of World War II, the Korean War, and the Viet Nam War are accompanied by student-guardians who serve as their assistants and guides. The avowed mission is accomplished with students first and foremost providing service for their veteran through the duration of the trip. Yet, the promise of the journey is realized when the student-guardians are able to witness the memorials through the eyes of those who exemplified courage, fortitude, patriotism, service, and sacrifice – flesh and blood representatives of civic virtue. Similarly, the veterans behold the beneficiaries of their sacrifice providing respectful service; virtuous acts voluntary, not obligatory. Different generations of constitutional stakeholders – those who actively preserved the republican experiment, others preparing to be engaged participants therein – experiencing hope for the future as well as gratitude for those who came before.
This report includes a narrative of the inaugural mission of Kansas Honor Flight – Wamego High School. Using said narrative as exemplar of following flights, the report chronicles the creation of bridging social capital through implicit reciprocity and the emergence of intergenerational trust-building. The spanning of generations is discussed through the sharing of enduring republican principles. Heroes are democratized as witness is bore by the soldier who lived to tell the tale.
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Motivações e experiências de alunos em Projeto de Extensão Universitária em hospital pediátrico: o projeto Alunos Contadores de Histórias do IPPMG/ UFRJ / Motivation and experiences of students at a universitary extensions project in a children hospital: "Story tellers students of IPPMG/UFRJ"Sonia Steinhauser Motta 15 April 2013 (has links)
Este estudo investigou as motivações de alunos da Universidade Federal do Rio de Janeiro (UFRJ) para participar de um projeto de Extensão Universitária em um hospital pediátrico, assim como as contribuições percebidas pelos estudantes em relação às suas trajetórias pessoais e profissionais relacionadas à participação no projeto. O Projeto de Extensão Universitária Alunos Contadores de Histórias é desenvolvido no Instituto de Puericultura e Pediatria Martagão Gesteira (IPPMG) há quatro anos e visa à melhoria do cuidado junto à clientela, através da oferta de uma atividade lúdica, a contação de histórias, que representa algo de positivo num momento de muitas perdas e sofrimento. A cada semestre é realizada uma seleção e, após a capacitação, os alunos passam a contar histórias para as crianças, os adolescentes e seus familiares, nos diversos setores assistenciais da instituição durante duas horas por semana, por no mínimo seis meses. Foi realizado um estudo
exploratório usando os métodos quantitativo e qualitativo. Os dados utilizados foram provenientes da análise de registros existentes em documentos do projeto e de dois grupos focais realizados com alunos. A análise dos dados apontou que os alunos participantes buscam o projeto no intuito de poder realizar uma atividade solidária, junto às crianças. Suas percepções sobre a experiência e suas contribuições, de uma maneira geral, são muito positivas, e revelam amadurecimento e
redimensionamento de valores com ampliação da visão social, através de uma atividade a qual referem ser prazerosa. As principais dificuldades observadas foram a falta de flexibilização curricular e o desconhecimento das propostas da Extensão
Universitária por grande parte do corpo discente e também dos docentes e técnico administrativos dos diversos cursos. O projeto está sintonizado com as propostas da Política Nacional de Extensão Universitária e o presente estudo espera contribuir
para o aprimoramento das atividades de Extensão Universitária em ambientes institucionais análogos. / This study investigated the motivation of students of the Federal University of Rio de Janeiro to take part of a University Extension Project at a children hospital and also their perceptions of the contribution of their engagement in this project for their personal and professional lives. The project: Story Tellers Students is developed at Instituto de Puericultura e Pediatria Martagão Gesteira (IPPMG) since
2008 and aims at the improvement of the care of the patients through the offer of a playful activity, the story telling, which may represent something positive in a period of much losses and suffering. Participants enrollment starts at the beginning of each
semester and, after being trained, the students spend two hours weekly, for at least six month telling stories to children, teenagers and their families in the several care sectors of the institution. An exploratory study was performed, using quantitative and qualitative methodology. The data used where collected from records of pre-existent documents, and from data collected through two focal groups realized with students.
The analysis revealed that the participant students looked for the project to develop a solidarity action next to children. The perception about the experiences they had and about the contribution of this participation for their lives is, for most of them, very positive, they gained maturity and they were able to reshape their personal values with a consequent enlargement of their social vision, through the development of a pleasant activity. The main difficulties observed where the little flexibility of the curriculum and the lack of awareness of the objectives of the University Extension as a whole by most students and also from the teachers and other co workers of the most courses. The project is aligned with the proposals of the National University Extension Policy and the study hopes to contribute to the improving of the activities of University Extension in similar institutions.
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Is Political Science Raising Politicians? : The Influence of Civic Education on Political AmbitionJanuary 2014 (has links)
abstract: Objective. Both the civic education literature and the political ambition literature leave a gap in addressing the impact of political science coursework on political ambition. I address this gap by specifying the relationships between civic education, political knowledge, and political ambition. Methods. I employ paired t tests, chi-square tests, and Fisher's exact probability tests on an original dataset of 174 paired pre- and post-test survey responses. My survey improves upon prior works in the ambition literature (Fox and Lawless 2013) by virtue of its field experiment design. Results. My findings indicate that political science coursework has a positive impact on political knowledge, but only among women, and that political science coursework has a negative impact (among women) on one of the most valid measures of political ambition—how likely one is to run for office in the future. Conclusions/Implications. The results have negative normative implications for those trying to use political education as an instrument to reduce the gender gap (see Lawless and Fox 2010, Fox and Lawless 2013) in political ambition. This suggests the need to explore further options for increasing political ambition, particularly among women. / Dissertation/Thesis / M.A. Political Science 2014
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Discursos sobre o ensino da disciplina de educação moral e cívica em Pernambuco: análise comparativa nas escolas Sizenando Silveira e Ginásio Pernambucano no período da ditadura militar (1972-1985).COSTA, Alexsandro Barbosa da 06 May 2016 (has links)
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Previous issue date: 2016-05-06 / Em 1964, um golpe de Estado fez com que os militares assumissem o poder no Brasil,
implantando uma nova ditadura. Porém, no início deste governo, manifestações foram
realizadas contra as suas ações; sublinha-se a atitude do movimento estudantil que foi
brutalmente reprimido por esse grupo de governantes. Em tal contexto, os militares buscaram
alternativas para se legitimar. A educação foi usada para este fim, ou seja, ajudá-los a ter
apoio social em suas iniciativas. Foi desse modo que a disciplina de Educação Moral e Cívica
(EMC) acabou sendo reimplantada, fazendo parte de uma conjuntura na qual se tornava a
principal responsável por disseminar a ideologia dos governantes dentro das escolas, através
de um ensino regido pela Tendência Pedagógica Tecnicista que visava, dentre outras coisas,
uma formação de cunho expositivo, impositivo e movido pela reprodução. Dessa forma,
buscava-se formar pessoas aptas a assumirem cargos junto ao mercado de trabalho, mas com
pouco nível de criticidade ao sistema existente naquele momento no país. Diante disso, foi
objetivo desse trabalho a análise de discursos referentes ao ensino de EMC nas escolas
Sizenando Silveira e Ginásio Pernambucano, tendo como foco o período da ditadura militar
(1972-1985), isso feito com vistas a entender processos de desenvolvimento acrítico e/ou não
de formação educacional, que possam ter influenciado aquela época e estar a influenciar a
educação atual, assim como, observar processos de subversão a esse modelo dentro do cenário
educacional Pernambucano. Para isso, fizemos uso da metodologia da História Oral
desenvolvida por Paul Thompson e da Análise de Discurso trabalhada por Eni Orlandi
adicionado ao diálogo com categorias teóricas elaboradas pelo filosofo e historiador Michel
Foucault. Procurou-se assim, fundamentar e consubstanciar a pesquisa no sentido de realizar
uma reflexão importante para a área educacional, em especial, para o Núcleo de Teoria e
História da Educação do qual ela faz parte. / 1964, aCoup D’etat caused the military to assume power in Brazil, implanting a New
Dictatorship. However, since the beginning of this government, manifestations were
realizedagainst their actions. To give prominence the student’s movement that was brutally
repressed by this group of rulers. In this context, militaries searched alternatives to legitimate
themselves. In this aspect, education was used for this purpose: help them to have social
support to their initiatives. This way, the subject Moral and Civic Education (MCE) was
redeployed, taking part of a conjecture in which it would be the most important to disseminate
itsmilitary ideology in the schools though the rigid teaching with a Pedagogic and Technic
Trend that to aimed, among others things, the upbringing just expositive, imposing and
moving by reproduction. This way, lookedfor to make be able people to accept the positions
in the job market, but with low level criticism about the system in that moment in the nation.
Before that it was objective this paper to analyze the speeches referring to teaching of the
Moral and Civic Education at SizenandoSilveira and GinásioPernambucano Schools focusing
the period of the Military Dictatorship (1064 – 1085) to understand processes of uncritical
development and or no education that could influence that time and can influence education in
the present-day. And observe processes of subversion to this model in the
pernambucanoscene educational. For this, we used the Oral History methodology developed
by Paul Thompson and Analysis of Discurse by EniOrlandi; added dialogue with theories
categories elaborated by philosopher and historian Michel Foucault.This paper searched
justify this rummage in the sense of do an importantreflection to educational area, specially
to the Center of Theory and History of Education
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