Syftet med vår studie är att undersöka hur pedagoger uppfattar entreprenöriellt lärande i grundskola och fritidshem.  Anledningen till att vi valt att forska kring pedagogers uppfattningar och erfarenheter om entreprenörskap och entreprenöriellt lärande, som också är vårt syfte med studien, är att vi läst i styrdokument att det är viktigt att arbeta med entreprenöriella förmågor i skolan men inte erfarit hur ett sådant arbete kan se ut eller märkt av att andra skolor arbetar med det. Med hjälp av en kvalitativ metod och en fenomenologisk ansats har vi därför samlat in datainformation om pedagogers erfarenheter och upplevelser kring entreprenöriellt lärande i skola och fritidshem. Vi genomförde parintervjuer för att värdera den sociala interaktionen vi märkte under en pilotintervju, samt att pedagogerna skulle kunna hjälpas åt med att berätta om deras upplevelser och erfarenheter kring entreprenöriellt lärande. Resultatet visar på att pedagogerna delar samma uppfattningar om vad begreppet innebär, nämligen att det är svårdefinierat samt att det handlar om andra förmågor och kompetenser än vad de vanliga skolämnena kräver, även fast arbetet ser olika ut på olika skolor och fritidshem. Samtliga pedagoger tycker även att detta är viktigt att arbeta med trots att det finns många saker runtomkring som påverkar arbetet med entreprenöriellt lärande, som till exempel tidsbrist, brist på kunskap om begreppet samt att många utav de skolor som pedagogerna arbetar på har bestämt att pedagogerna ska gå olika fortbildningar för att utveckla verksamheten på olika sätt. Något som vi har kommit fram till under studiens gång är att skolans roll inte endast är att utveckla elevernas kunskaper inom de olika ämnena, utan skolan har även i uppgift att förbereda eleverna inför livet efter skolan som ansvarsfulla medborgare, att lära för livet.

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The overall purpose of the study was to get a deeper understanding of the process of transition from preschool to compulsory school. According to the purpose the study three issues are the following: 1. How organized the reception to the compulsory school? 2. The motives are to host the compulsory school? 3. What consequences may mean the individual, group and organizational level? The background of the study highlights different factors that influence the transition between pre-school and compulsory school. Also included is a review of research on studies related to students experiences of being in compulsory school and wc alternative solutions which occurred out in the operations, which are relevant for the study. Semi-structured interviews were conducted with eight managers /principals and special educators. The result is divided into four themes. The result in part one includes enrollment processes for compulsory school. Part two describes the reasons for the receipt of compulsory school. The third part shows the impact on the individual group and organizational level. The fourth section deals with children and carers influence and participation. The discussion raised that since the new Education Act (Lgr 11) it is clear who belongs compulsory school and who do not. It requires a diversity of actors that work together to facilitate the transition process for children/ students.

This thesis is about police reports concerning school violence in Sweden involving children below the age of criminal responsibility. Police reports about incidents caused by pupils in Swedish compulsory schools have increased since at least the 1980s. In research on violent, threatening and insulting acts among children in schools, incidence and causes are often studied in terms of bullying and degrading treatment. Criminological studies on children's violent acts, in schools, is mainly based on information on children aged 15 and over. Research on why police reports are filed about younger children in compulsory schools is limited. The aim of this thesis is to describe and analyse school-related police reports, in relation to children’s unwanted actions in compulsory schools with the goal of understanding the intentionality in every day practice. The empirical material consists of four studies of which three have been conducted using qualitative methods through analysing legal documents, using content analysis of texts in school-related police reports and interviews with Principals. The fourth study has been carried out with statistical analysis of school-related police reports. The results of the studies are presented in four papers. This thesis takes the approach from modern sociology which is used both as perspectives and theory. The perspectives concern modernity, social control and cultural sensitivity. The theoretical framework is based on theory of systems and lifeworld. The concluding analysis shows local differences in the assessments on which action will be reported to the police. It is mainly Principals who make reports to the police but also parents. Principals’ police reports are based on social commitment and early intervention and parents report concern about repeated school bullying of their children. Despite diverse local practices certain patterns appear. Boys in the 13-14 years age group are the ones most often seen as perpetrators in the police reports. Two particularly prominent patterns become visible at the school level. Most police reports are related to schools with low grades and to so-called resource schools. This indicates that the unwanted actions of disadvantaged children are more often reported to the police than the actions of other children. The filing of police reports can be understood as a result of difficulties among adults to reach common understanding on how children’s problems should be handled in school systems everyday practice.

The aim of this thesis was to explore food safety as part of Home and consumer studies (HCS) education in Swedish compulsory school. Firstly, a nationwide web-based questionnaire was performed among HCS teachers to obtain an overall picture of their knowledge, behaviour and attitudes regarding food safety.  The second study was a questionnaire among school Year 9 students, where the data were collected using a student response system. The questions were related to the students’ food safety knowledge and behaviour, as well as cooking habits and sources of food safety knowledge and trust. Finally, qualitative interviews were performed among HCS teachers regarding their didactic choices of teaching content. The results indicated a routine behaviour connected to cleaning practices and teaching regarding different perishable food to differ between teachers. The students’ food safety knowledge and behaviour were reported to be inadequate, especially among boys, and that students might leave school without having learnt even basic food safety principles. Mothers and thereby the home were reported to be an important as well as a trusted source of food safety knowledge, especially among the girls. Boys reported HCS to also be an important as well as trusted source, especially students that rarely or never reported to cook at home. For those students HCS must be seen as particularly valuable. To increase the students’ learning, the teaching needs to be related to the students’ everyday practices and to be more reflective in order for it to be practiced outside the HCS classroom. The teachers’ didactic choices could imply consequences for the students’ food safety learning and a need for more education and updated information for the teachers was noticed. In summary, the results indicate that risk areas related to all the Four Cs in Food safety (Cooking, Cleaning, Chilling and avoidance of Cross-contamination) need to be highlighted in HCS teaching and for food safety to become a conscious didactic choice for the teachers.  As teaching regarding food safety in HCS seem to differ it needs to be highlighted in HCS policy documents to ensure equivalent food safety learning for all students in compulsory school.

Pupil influence is supported by UN convention and legal text, yet it seems to be difficult to realize in school practice. Meaning and purpose of pupil influence appears unclear and can be understood and interpreted in different ways. The aim of this study is to examine, describe and thereby contribute to a better understanding of the phenomenon of pupil influence. The method used is Fairclough’s three- dimensional model for critical discourse analysis. The empirical data consists of focus group interviews with 9th grade pupils and the curriculum, Lgr 11. Four discourses are identified and discussed in relation to the results-driven and market-oriented Swedish school; a learning discourse, an individual discourse, a responsibility discourse and a conditional discourse. The results show that the pupils look upon pupil influence in school in relation to subject knowledge here and now and not as skills to acquire for a future active democratic citizenship. Contrary to the curriculum the pupils articulate pupil influence as a prerequisite for learning. Pupil influence seems to be regarded as individual and personal, and equated with having opportunities to make decisions. Areas possible to practice pupil influence on are characterized by being measurable and to provide a basis for comparison.

Abstract The aim of this study is to focus on language development investigating how teachers and principals look at the concept of language development and what language developmental methods the teachers use in teaching. The study has been conducted through qualitative interviews and non-participatory observations at a primary school in a city in central Sweden. The informants in the study consist of two principals and three teachers of theoretical subjects at the senior level of the nine-year compulsory school. The theoretical point of departure is the socio-cultural theory of language use, scaffolding, proximal development and interaction. The result shows that different teaching methods and elements in a lesson where language is applied, are necessary in order to become language developing. The result also shows that important aspects of teaching are common to the three teachers, i.e design, implementation and structure, and are part of the language developmental approach, but teaching also differs depending on the subject of teaching. / Sammanfattning Syftet med denna studie är att med fokus på språkutveckling undersöka hur lärare och rektorer ser på begreppet språkutveckling och vilka språkutvecklande arbetssätt lärarna använder sig av i undervisningen. Studien har genomförts genom kvalitativa intervjuer och icke-deltagande observationer på en grundskola i en stad i mellansverige. Informanterna i studien består av två rektorer och tre ämneslärare i teoretiska ämnen på högstadiet. Den teoretiska utgångspunkten utgörs av den sociokulturella teorin där språkanvändning, stöttning, den proximala utvecklingszonen och interaktion ingår. Resultatet av studien visar att olika arbetssätt och lektionsmoment där man arbetar med språket krävs för att undervisningen ska vara språkutvecklande. Resultatet visar även att viktiga aspekter i undervisningen är gemensamma hos de tre lärarna, nämligen utformning, genomförande och struktur, och är en del av det språkutvecklande arbetssättet, men undervisningen skiljer sig också åt beroende på vilket ämne undervisningen sker i.

A presente tese tem como objetivo analisar os princípios e fundamentos do ensino em casa, bem como sua possível normatização no Brasil. É crescente o número de famílias brasileiras que optam por ensinar seus filhos em casa ao invés de enviá-los para as escolas, apesar da interpretação vigente de que a legislação federal não admite tal prática de ensino, apresentando como compulsória a matrícula em instituição escolar. Tal fenômeno tem suscitado a ação do Poder Judiciário, a apresentação de Projetos de Lei pela sua regulamentação e o interesse da sociedade sobre uma forma alternativa de ensinar os filhos, além do debate e de reflexões sobre o tema. Seguindo tendências internacionais em prol da normatização do homeschooling, os favoráveis ao ensino em casa no país têm reivindicado o uso dos Documentos Internacionais de proteção aos Direitos Humanos para exigir a primazia dos pais na escolha da educação dos filhos e se organizado por meio de associações para exercer influência sobre o Poder Legislativo e divulgar o tema na sociedade. Acresce-se ao debate jurídico questionamentos como: Os argumentos utilizados pelos pais ao rejeitarem a instituição escolar como espaço de formação acadêmica e social revelam-se válidos? Quais os fundamentos filosóficos e políticos presentes na contestação do Estado em relação à compulsoriedade da educação escolar? É possível compreender o ensino em casa como uma alternativa à escolarização de crianças e adolescentes no Brasil e rejeitar a idéia de que a escola detém o monopólio nas questões de socialização e formação para a cidadania? Seria essa modalidade de ensino viável para todos ou esta representaria apenas o descompromisso de poucos com a educação enquanto um bem público? O que a normatização do ensino em casa no país acarretaria para o debate sobre a ação e a formação docente? Estas e outras questões sobre o tema são objeto de análise da presente tese, que, com base em pesquisa bibliográfica e entrevistas com famílias que ensinam os filhos em casa, traça um panorama do ensino em casa, questionando-o como um possível caminho em busca de uma educação que englobe o alcance de resultados acadêmicos e o cumprimento de objetivos constitucionais para a educação como o pleno desenvolvimento da pessoa e seu preparo para o exercício da cidadania. Destaca-se que todo o debate decorrente do tema em análise visa à contribuição para os enfrentamentos necessários dentro de um contexto de luta em prol de uma educação pública de qualidade para todos. / The current thesis aims at analysing the tenets and the basis of homeschooling, as well as its possible regularisation in Brazil. The number of families that decide to teach their children at home has been increasing, besides understanding that the present federal legislation does not permit such brand of education and makes compulsory the enrollment of infants in an educational institution. This phenomenon has incited specific actions of the Judiciary, the presentation of Bills for its regulation and the interest of society in an alternative way of teaching their kids, not to mention the debates and reflections on the subject. Following international tendencies in favor of the regularization of homeschooling, people who defend teaching at home in the country have reclaimed the use of international documents of Human Rights Protection to require the priority of parents over their childrens education and organised associations to exert influence over the Legislature and advertise the topic for the society. In addition to judiciary debate some questions have risen, such as: Are valid the arguments presented by parents to reject the school as a place to academic and social education? Which are the philosophical and political principals behind States refuse in relation of the compulsion to school education? Is it possible to see homeschooling as an alternative to school education of children and adolescents in Brazil and reject the idea that educational institutions have the monopoly over socialization and citizen formation issues? Would this type of education be viable to everyone or it would just represent the disengagement of a few ones with public education? What would the regulation of homeschooling bring on for the debate on teacher practices and teacher training? These and other questions about this subject are the focus of the thesis presented here, which is based on bibliographical research and interviews with families that teach their kids at home. It reveals the panorama of homeschooling and investigates it as a possible way to an education that is able to encompass academic results and the achievement of constitutional goals to the full development of the individual and their capacity to exercise citizenship. It is important to emphasize that all the discussion over the topic in question intends to contribute to the necessary confrontations for a high-quality public education for everyone.

Syftet  med  studien  har  varit  att  explorativt  undersöka  skolpersonals –specialpe-dagoger och en psykolog –erfarenheter av att upptäcka och arbeta med grundsko-lebarn som har diagnosen adhd. Vidare har syftet varit att studera denna skolperso-nals  uppfattningar  om  skolans  sätt  att  anpassa  undervisningen  till  dessa  elevers behov samt eventuella konsekvenser av en eventuell adhd-diagnos.Studien  baserades  på  kvalitativa  intervjuer  med sjuspecialpedagoger en  skol-psykolog vid fem olika grundskolor inom samma kommun samt en skolpsykolog som  arbetar  med  grundskolor  inom  hela  kommunen.Intervjupersonerna arbetadevid såväl låg-, mellan som högstadiet. Analysen baserades på olika aspekter av Goffmans begreppsapparat, dessutom använder  jag  mig  av  en  feministisk  teoribildning  om  hur  flickor  och  kvinnor förväntas bete sig inom ramen för den normativa femininiteten. Samtliga intervju-personer ansågatt det fanns en klar risk för att flickor i högre grad än pojkar förblir oupptäckta eller åtminstone upptäckta senare under sin skolgång.Eftersom flickor tycks löpa en högre riskatt bli upptäckta senare än pojkar innebär detta att de även får den hjälp de behöver senare under sin skolgång. Att få hjälp senare kan innebära en nackdel med avseende på studiegång och arbete. Min slutsats äratt flickor med adhdär svårare att upptäcka än pojkar med samma diagnos, eftersom pojkar och flickors symtom är så olika. Dessutom är pojkars sätt att uttrycka sina svårigheter av en sådan art att det skapar en känsla av ”akut” medan flickors uttryckssätt inte stör omgivningen på samma sätt vilket innebär att de inte prioriteras på samma sätt som pojkar med adhd.Ytterligare en slutsats är att det förmodligen skulle vara lönsamt för samhället, åtminstone i ett längre perspektiv, att tidigt satsa på de barn som är i behov avsär-skilt stöd. Att hjälpa någon med adhd i tonåren eller i ung vuxenålder kostar för-modligen betydligt mer än om insatserna gjorts tidigt i skolan.

A presente tese tem como objetivo analisar os princípios e fundamentos do ensino em casa, bem como sua possível normatização no Brasil. É crescente o número de famílias brasileiras que optam por ensinar seus filhos em casa ao invés de enviá-los para as escolas, apesar da interpretação vigente de que a legislação federal não admite tal prática de ensino, apresentando como compulsória a matrícula em instituição escolar. Tal fenômeno tem suscitado a ação do Poder Judiciário, a apresentação de Projetos de Lei pela sua regulamentação e o interesse da sociedade sobre uma forma alternativa de ensinar os filhos, além do debate e de reflexões sobre o tema. Seguindo tendências internacionais em prol da normatização do homeschooling, os favoráveis ao ensino em casa no país têm reivindicado o uso dos Documentos Internacionais de proteção aos Direitos Humanos para exigir a primazia dos pais na escolha da educação dos filhos e se organizado por meio de associações para exercer influência sobre o Poder Legislativo e divulgar o tema na sociedade. Acresce-se ao debate jurídico questionamentos como: Os argumentos utilizados pelos pais ao rejeitarem a instituição escolar como espaço de formação acadêmica e social revelam-se válidos? Quais os fundamentos filosóficos e políticos presentes na contestação do Estado em relação à compulsoriedade da educação escolar? É possível compreender o ensino em casa como uma alternativa à escolarização de crianças e adolescentes no Brasil e rejeitar a idéia de que a escola detém o monopólio nas questões de socialização e formação para a cidadania? Seria essa modalidade de ensino viável para todos ou esta representaria apenas o descompromisso de poucos com a educação enquanto um bem público? O que a normatização do ensino em casa no país acarretaria para o debate sobre a ação e a formação docente? Estas e outras questões sobre o tema são objeto de análise da presente tese, que, com base em pesquisa bibliográfica e entrevistas com famílias que ensinam os filhos em casa, traça um panorama do ensino em casa, questionando-o como um possível caminho em busca de uma educação que englobe o alcance de resultados acadêmicos e o cumprimento de objetivos constitucionais para a educação como o pleno desenvolvimento da pessoa e seu preparo para o exercício da cidadania. Destaca-se que todo o debate decorrente do tema em análise visa à contribuição para os enfrentamentos necessários dentro de um contexto de luta em prol de uma educação pública de qualidade para todos. / The current thesis aims at analysing the tenets and the basis of homeschooling, as well as its possible regularisation in Brazil. The number of families that decide to teach their children at home has been increasing, besides understanding that the present federal legislation does not permit such brand of education and makes compulsory the enrollment of infants in an educational institution. This phenomenon has incited specific actions of the Judiciary, the presentation of Bills for its regulation and the interest of society in an alternative way of teaching their kids, not to mention the debates and reflections on the subject. Following international tendencies in favor of the regularization of homeschooling, people who defend teaching at home in the country have reclaimed the use of international documents of Human Rights Protection to require the priority of parents over their childrens education and organised associations to exert influence over the Legislature and advertise the topic for the society. In addition to judiciary debate some questions have risen, such as: Are valid the arguments presented by parents to reject the school as a place to academic and social education? Which are the philosophical and political principals behind States refuse in relation of the compulsion to school education? Is it possible to see homeschooling as an alternative to school education of children and adolescents in Brazil and reject the idea that educational institutions have the monopoly over socialization and citizen formation issues? Would this type of education be viable to everyone or it would just represent the disengagement of a few ones with public education? What would the regulation of homeschooling bring on for the debate on teacher practices and teacher training? These and other questions about this subject are the focus of the thesis presented here, which is based on bibliographical research and interviews with families that teach their kids at home. It reveals the panorama of homeschooling and investigates it as a possible way to an education that is able to encompass academic results and the achievement of constitutional goals to the full development of the individual and their capacity to exercise citizenship. It is important to emphasize that all the discussion over the topic in question intends to contribute to the necessary confrontations for a high-quality public education for everyone.