Thesis (D. Miss.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes Survey questionnaire and responses in French. Includes bibliographical references (leaves 285-293).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 73-75).

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes Survey questionnaire and responses in French. Includes bibliographical references (leaves 285-293).

This study explores the challenges perceived by senior officers in Western university branch campuses in a Gulf Cooperation Council (GCC) state and aims to provide insights into how leaders dealt with them. Thus, the study addresses four research questions. First, how campus senior officers perceive the challenges? Second, to what extent are these challenges a result of operating in a different cultural context? Third, how do senior officers deal with these challenges and maintain the quality of their home universities? Finally, how can the study findings be theorised to inform future policy and practice? As a form of transnational higher education, some of the GCC states have established branch campuses of leading Western universities to provide quality higher education to their citizens locally and build knowledge economies. Campus managers, usually from their home Western universities, face challenges related to the local cultural context. These challenges include the GCC state societal views of the campuses, the Western University approach to co-education, the GCC state development efforts to grow a Knowledge Economy through quality Western-style education, and national students’ academic preparation. This research was conducted as an exploratory qualitative multiple case study of five branch campuses. Data were collected through interviews with senior officers from the campuses and the host organization in the GCC state, and the five campuses' annual reports. Data were analysed through open and axial coding. Then thematic analysis was used to identify themes from the data. The study revealed that the major challenges for campus officers are recruiting academically strong students from the pool of citizens, and understanding the local culture and adjusting aspects of the curriculum to fit the local context especially for campuses that offer social sciences and arts programmes. Campus officers engaged in efforts to make school students more qualified for admission by the campuses, and some leaders made adjustments to the curriculum to better suit their students’ abilities.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-04-14T20:07:03Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Marlene Reis Versão Final.pdf: 1680271 bytes, checksum: a8231e008b9f8330b1dc105125e45257 (MD5) / Made available in DSpace on 2016-04-14T20:07:03Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Marlene Reis Versão Final.pdf: 1680271 bytes, checksum: a8231e008b9f8330b1dc105125e45257 (MD5) Previous issue date: 2014-12-10 / A cultura digital é uma cultura individual, pessoal, de grupo, coletivo onde o sujeito é protagonista, autônomo e se permite ser autor e leitor da construção do seu próprio conhecimento, do conhecimento do outro e dos dois ao mesmo tempo. Partindo desse contexto é que pensamos o tema desta pesquisa “A inserção de alunos de Pedagogia na Cultura Digital”, por acreditarmos que o espaço acadêmico não pode estar desconectado destas constantes transformações. Assim, temos o seguinte problema: Como a inserção dos alunos do Curso de Pedagogia na Cultura Digital se reflete na apropriação para o uso pedagógico dos recursos digitais, em Pernambuco? E consideramos como hipótese que apesar da apropriação de elementos da Cultura Digital por parte desses alunos, existe uma relação limitada entre esta inserção e a perspectiva de apropriação para o uso pedagógico, porém, de forma incipiente em relação aos recursos educativos digitais. Escolhemos esta temática a partir das inquietações no trabalho docente e convívio intenso nesse cenário nos últimos seis anos, além do debate sobre a formação do professor no contexto educacional e na sociedade. Como objetivo geral esta pesquisa pretende analisar a relação entre a inserção dos alunos do Curso de Pedagogia de três Instituições de Ensino Superior de dois estados brasileiros na Cultura Digital e a apropriação de recursos digitais numa perspectiva de uso pedagógico. Evidenciamos que o tema desta pesquisa aborda uma questão contemporânea no tocante as discussões em relação à inserção da Cultura Digital dos alunos de Pedagogia e neste sentido buscamos nossa fundamentação teórica com o suporte dos autores Castells (2003), Lemos (2009; 2013), Pretto (2008), Moraes (1997), Moran (2000), entre outros que deram suporte teórico a nossa pesquisa. Como objetivos específicos mapeamos o uso de recursos da Cultura Digital dos alunos de Pedagogia; Relacionamos a inserção da Cultura Digital com a perspectiva de atuação docente; Analisamos as condutas e mediações que ocorrem no contexto da Cultura Digital entre os alunos de Pedagogia. O percurso metodológico utilizado nesta pesquisa são os métodos mistos, de natureza qualitativa e quantitativa, do tipo descritiva com o enfoque culturalista, que nos possibilita um olhar no cotidiano com um mergulho no microssocial. Utilizamos questionários semiestruturado com cento e vinte quatro estudantes de pedagogia. Após análise dos questionários selecionamos dois discentes que responderam que utilizavam em suas práticas pedagógicas recursos digitais. A pesquisa está organizada em quatro capítulos. No primeiro abordamos a Cultura Digital na formação de pedagogo no século XXI. O segundo traz a discussão da Web 2.0 e a atuação docente. No terceiro apresentamos nossa metodologia e no quarto temos a Apresentação e análise dos resultados. Os resultados dos questionários mostram que 103 (cento e três) dos discentes que responderam que trabalham ou trabalharam em sala de aula, 28 (vinte e oito) discentes disseram não utilizam/utilizaram nenhuma tecnologia em sala de aula, 71 (setenta e um) disseram que sim e 4 (quatro) não responderam à pergunta. Os equipamentos mais citados foram DVD, computador-notebook-netbook e TV respectivamente. / Digital literacy is an individual, personal, group, collective culture where the subject is the protagonist, autonomous and allows himself to be both the author and the reader of the construction of their own knowledge, the knowledge of the other and both at the same time. From this context, we chose the theme of this research to be "Entering students of Pedagogy in Digital Culture in Pernambuco," because we believe that the academic space can not be disconnected from these constant changes. Thus we have the following problem: How is the integration of students of Pedagogy in Digital Culture reflected in the appropriation for the pedagogical use of digital resources in Pernambuco? And we consider the hypothesis that despite the appropriation of elements of Digital Culture by these students, there is a limited relationship between this insert and the prospect of appropriation for pedagogical use, however, incipiently in relation to digital educational resources. We chose this theme from concerns in teaching and convivial setting in the last six years, and the debate on teacher education in educational settings and society. As a general objective, this research aims to analyze the relationship between the inclusion of students of Pedagogy in Pernambuco in Digital Culture and the appropriation of digital resources from the perspective of pedagogical use. It is evident that the theme of this research addresses a contemporary issue regarding the discussions on the insertion of the Digital Culture of students of pedagogy and in this sense we seek our theoretical framework with the support of the authors Castells (2003), Lemos (2009), Pretto (2008), Moraes (1997), Moran (2000), among others that will give theoretical support to our research. As specific objectives, it aims to: Map resource usage of the Digital Culture of Pedagogy students in Pernambuco’s perspective; Relate the inclusion of Digital Culture at the prospect to teaching performance; Analyze the behavior and mediations that occur in the context of digital culture among students of Pedagogy. The methodological approach used in this research are mixed methods, both qualitative and quantitative, of the descriptive type with the culturalist approach, which allows us to look into the everyday with a dip into the microsocial. The research is organized into four chapters. In the first, we approach the Digital Culture of teacher training in the XXI century. The second brings the discussion of Web 2.0 and the teaching performance. Present our methodology in the third and fourth have the presentation and analysis of results. The results of the questionnaires showed that 103 (one hundred and three) of students who responded that work or have worked in the classroom, 28 (twenty eight) students said they use / used no technology in the classroom, 71 (seventy one) said yes and four (4) did not answer the question. The most commonly cited were DVD equipment, computer-notebook-netbook and TV respectively.

No description available.

No description available.

Como distintas pedagogias entram em funcionamento nos espaços-tempos noturnos da metrópole? Para responder tal questão, o objetivo principal desta tese consistiu em dar visibilidade às pedagogias que se configuram e operam na noite da cidade de Porto Alegre, RS, Brasil. Para tanto, a pesquisa tratou de investigar como determinados lugares públicos noturnos proporcionam condições que ensejam experiências de aprendizagem implicadas com o que denomino pedagogias da noite. Posicionada no campo dos Estudos Culturais em Educação e partindo de pressupostos teóricos acerca das transformações culturais destacadas por S. Hall, T. Eagleton, Z. Bauman e R. Williams, a pesquisa se insere nas discussões levantadas por autores como H. Giroux, S. Steinberg, E. Ellsworth, M. V. Costa. V. C. Camozzato e P. D. Andrade em torno da pluralização do conceito de pedagogia e de seus espaços de atuação. O primeiro movimento da pesquisa procurou mapear representações da noite no campo das Artes, bem como nas produções das Ciências Humanas e Sociais em que o tema tem sido objeto de estudo. Tal levantamento evidenciou diferentes olhares, tanto para a formação de imaginários noturnos quanto para a diversidade de experiências vividas na noite, sugerindo distintos modos de condução em seus espaços-tempos. O segundo movimento consistiu nas saídas de campo em que o pesquisador-flâneur traçou rotas noturnas na região central de Porto Alegre. Os lugares noturnos selecionados foram três viadutos, duas ruas de um bairro boêmio e um grande parque da cidade. A pesquisa fez uso de uma metodologia de investigação híbrida, utilizando procedimentos inspirados na “etnografia pós-moderna” praticada por S. Gottshalk, na técnica da “observação casual” descrita por Lorite García e na “metodologia polifônica” adotada por M. Canevacci. O corpus de análise foi composto a partir das observações e registros das práticas sociais noturnas e dos relatos de sujeitos abordados nos lugares investigados. Viver na solidão, apegar-se aos pertences pessoais e protegê-los, assim como a desconfiança, resultam de aprendizagens daqueles que habitam nos viadutos à noite. Nas ruas boêmias, a adoção de formas estéticas, os encontros e a busca de relacionamentos afetivos são comportamentos aprendidos nas pedagogias da noite. Aprender a conhecer as intenções do outro pelo uso de “táticas” e “habilidades” realçaram-se como experiências no convívio laboral noturno. Comum a todos os lugares e relatos, evidenciaram-se experiências em que o medo e a insegurança promovem aprendizagens para a proteção na vida urbana noturna. Autores como R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa e D. W. Winnicott embasaram as discussões analíticas. A relação do “eu” com o outro e com o lugar foi identificada como linha mestra das experiências de aprendizagem desenvolvidas por meio das condições exteriores e de como são interiorizadas pelos sujeitos. Intrínsecos aos modos de viver e aprender, esses movimentos de “exteriorização” e “interiorização” permitiram visualizar como as pedagogias se configuram e operam na noite. Funcionando como movimentos de articulação, as pedagogias da noite ensejam experiências em que os sujeitos aprendem tanto a conduzir quanto a conduzir-se e serem conduzidos nas situações e condições que determinados lugares noturnos da metrópole proporcionam. / How different pedagogies work in the metropolis nocturnal time space? In order to answer this question, the main objective of this thesis consists of give visibility to the pedagogies that are configured and operate in the night of Porto Alegre city, RS, Brazil. Therefore, the research sought to investigate how certain nocturnal public places provide conditions that entice learning experiences implied with what I call pedagogies of the night. Inscribed in the field of Cultural Studies in Education and based on theoretical assumptions about the cultural transformations highlighted by S. Hall, T. Eagleton, Z. Bauman and R. Williams, the research is inserted in the discussions raised by authors such as H. Giroux, S Steinberg, E. Ellsworth, MV Costa. V. C. Camozzato and P. D. Andrade around the pluralization of pedagogy concept and its spaces of acting. The first research movement pursued to map the representations of the night in the Arts field, as well as in the productions of Social and Human Sciences in which the subject has been object of study. This collection evidenced the different views, both for the nocturnal imaginaries formation and for the diversity of experiences lived at night, suggesting different modes of conduction in their time-spaces. The second movement consisted of field outing in which the researcher-flâneur traced nocturnal routes in the central region of Porto Alegre. The selected night spots were three viaducts, two streets of a bohemian neighborhood and a large city park. The research used a hybrid research methodology, utilizing procedures inspired by the "postmodern ethnography" practiced by S. Gottschalk, by the "casual observation" technique described by Lorite García and by "polyphonic methodology" adopted by M. Canevacci (2005). The corpus of analysis was composed from the observations and records of the nocturnal social practices and the subject’s reports approached in the investigated places. Living in solitude, clinging to personal belongings and protecting them, as well as the distrust, result as learnings of those who inhabit viaducts at night. In the bohemian streets, the adoption of aesthetic forms, the encounters and the search for affective relationships are behaviors learned in the pedagogies of the night. Learning to know each other's intentions through the use of "tactics" and "abilities" have been emphasized as experiences in the life at night. Common to all places and reports, there have been experiences in which fear and insecurity promote learning for protection in the urban night life. Authors like R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa and D. W. Winnicott supported the analytical discussions. The relation of the "self" to the other and with the place was identified as the main line of learning experiences developed through external conditions and how they are internalized by the subjects. Intrinsic to the ways of living and learning, these movements of "exteriorization" and "interiorization" allowed to visualize how the pedagogies are configured and operate at night. Functioning as articulation movements, the pedagogies of the night provide experiences in which the subjects learn to drive and conduct themselves as well as to be conducted in the situations and conditions that certain metropolis nocturnal places provide.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-11-03T18:10:33Z No. of bitstreams: 1 KÊNIA RIBEIRO DA SILVA HIDALGO.pdf: 2671528 bytes, checksum: d57477623b7c65ee491c5228ba3d36ff (MD5) / Made available in DSpace on 2016-11-03T18:10:34Z (GMT). No. of bitstreams: 1 KÊNIA RIBEIRO DA SILVA HIDALGO.pdf: 2671528 bytes, checksum: d57477623b7c65ee491c5228ba3d36ff (MD5) Previous issue date: 2016-09-02 / The research had as object the conceptions and pedagogical practices of elementary school teachers about culture and its role in the teaching-learning process in the classroom. We attempted to clarify the following questions: what do elementary school teachers understand about culture? What conception of culture do they express in this understanding? Which relations teachers establish between culture and learning in the teaching process? In theoretical foundation were used Raymond Williams concepts about culture, Pérez Gómez related to culture and school, and authors of cultural-historical theory and Vygotsky, Davydov, Leontiev, Hedegaard and Chaiklin, about learning, cultural mediation and human development . We conducted a qualitative research through literature and field research. The field research took place in two Elementary Schools of the public schools in the city of Goiânia, with the participation of teachers and managers. Data collection was through interviews and observations of classes and the school context. The data were submitted to qualitative analysis and categorization. The results show that the teachers surveyed expressed an understanding of culture that disregards the concrete conditions of their production and do not understand this concept in its complexity. Most teachers consider the link between school scientific culture and the socio-cultural context of the students, however, their teaching practices are still fragmented, decontextualized and improvised, with regard to this relationship. / A pesquisa teve como objeto as concepções e as práticas pedagógicas de professores do ensino fundamental acerca da cultura e de seu papel no processo de ensino-aprendizagem em sala de aula. Buscou-se esclarecer as seguintes questões: o que os professores do ensino fundamental compreendem como cultura? Que concepção de cultura expressam nessa compreensão? Que relações esses professores estabelecem entre cultura e aprendizagem no processo de ensino? Na fundamentação teórica foram utilizados conceitos de Raymond Williams acerca da cultura, de Pérez Gómez referente à cultura e escola, e de autores da teoria histórico-cultural como Vigotsky, Davydov, Leontiev, Hedegaard e Chaiklin, acerca da aprendizagem, mediação cultural e desenvolvimento humano. Realizou-se uma investigação qualitativa por meio de pesquisa bibliográfica e pesquisa de campo. A pesquisa de campo ocorreu em duas escolas Ensino Fundamental II da rede pública municipal de ensino da cidade de Goiânia, tendo como participantes professores e gestores. A coleta dos dados foi por meio de entrevistas e observações das aulas e do contexto escolar. Os dados foram submetidos à análise qualitativa e categorização. Os resultados mostram que os professores pesquisados expressaram uma compreensão de cultura que desconsidera as condições concretas de sua produção e não compreendem esse conceito em sua complexidade. A maioria dos professores considera importante a articulação entre a cultura escolar e o contexto sociocultural dos alunos, entretanto, suas práticas pedagógicas ainda são fragmentadas, descontextualizadas e improvisadas, no que se refere a essa relação.

The purpose of this thesis is to explore the possibilities in reinventing Freirean critical pedagogy in the context of Indian formal education, and to examine the tensions and limitations that emerge and that would need to be addressed in such an attempt. It argues that Brazilian educator Paulo Freire's model of critical pedagogy can offer useful ideas and possibilities for change in the formal education system in India that is currently suppressing critical education and thereby perpetuating inequality and oppression. However, inasmuch as current educational practice in India is embedded in a cultural worldview that is different from the cultural worldview which shaped Freire's thinking, his theory will have to be contextualized, in keeping with the ideals of humanization, epistemology, liberation, ontology and pedagogy that are valued in Indian society, in order to be reinvented successfully in the Indian context. To this end, the thesis will present a comparative study of Freirean critical pedagogy and the Indian culture of pedagogy in order to explore the following questions: What are some of the possibilities that a Freirean perspective can offer for a critique of the Indian culture of pedagogy? What are some of the possibilities that an Indian perspective can offer for a critique of the cultural specificities of Freire's worldview? What are some of the tensions between the two worldviews that would need to be addressed in order to successfully reinvent critical pedagogy in the context of Indian education, and what are some tentative ways to address these tensions? These questions will be answered by exploring the points of commonality and difference between the worldviews framing the Indian culture of pedagogy and critical pedagogy. Based on the specific historical, social, cultural and political context in which each of these pedagogies arose, the thesis will explore how the points of commonality between these two frameworks can allow them to speak to each other, and how the differences between them can be potentially reconciled. Postcolonial theory, Clarke's (2001) construct of "the culture of pedagogy," and critical pedagogy itself will together provide the conceptual lens through which these questions will be examined. / Thesis (Master, Education) -- Queen's University, 2007-12-13 16:39:14.347 / This research was supported with help from the Government of Ontario and the Social Sciences and Humanities Research Council of Canada.