This study was conducted to research on history books in upper secondary school and how they dealt with the image of women in the material, especially with the Swedish history writing from 1600 to 1800 century. Therefore seven different books were selected in this study, ranging from the periods 1987 to 2016. The methods to research these books lies under text analysis, which means that this is fokusing on what the writer/authors of the books have been handling the image of women and the way they have been trying to implement it in the history books in school. To further aid this study and the view women in history books, I have used the curriculum that is mandated from the school minister on the view of what should be taught in school: Lgy 70, Lpf 94 and Lgy 11. I have used these in conjunction with how the history books and the writers/ author have been representing the image of women in the different history books. The result shows that the image of women have been changed from 1987 to 2016 and have gone from a descriptive description of women to a more of a mix between adjective and descriptive description. Furthermore have the latter history books been focusing more on different women in the Swedish nobility then on women in whole. One interesting point that came up in this study, was that the image of Queen Christina had different interpretation. This depended on which current curriculum was in power and on the writers/ authors current objective was in respective history book. However despite having a more of an adjective description on the image of women, has the content about women not really changed or increased. Furthermore has some parts of the image of women even decreased in favor to other. However even though the quantity has not change regarding the image of women, this study found out that the quality in the description of the image of women has changed and thus can conclude that there has been a change in how the image of women have been portrayed.

Made available in DSpace on 2014-06-11T19:31:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-01Bitstream added on 2014-06-13T21:02:34Z : No. of bitstreams: 1 silva_jcb_dr_arafcl.pdf: 2977866 bytes, checksum: 70ea3e23f791abcee30519a4b8fb756c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objeto de estudo dessa Pesquisa são os fundamentos das políticas de formação para a Psicologia e o tipo de formação que é ofertada, além de suas implicações para a atuação desse profissional. O objetivo é avaliar a proposta de política educacional no país para os cursos de psicologia em vigor desde 2004, verificando em que condição foi produzida, inclusive como se deu a participação e elaboração de tal documento e entender quais são os subsídios teóricos e práticos encontrados pelos egressos de Psicologia durante sua formação e se estes fundamentos estão em condição de adequarem-se à realidade profissional encontrada, bem como avaliar se sua formação acadêmica é responsável pelo distanciamento de tais aspectos de sua formação e de sua atuação profissional, a partir dos documentos legais balizadores para essa área de formação que ajudaram a nortear esse estudo. Para se chegar a tal compreensão do modelo dado foram utilizadas entrevistas, questionários e análise de documentos relativos ao tema investigado. Tratase de uma investigação de natureza qualitativa que se utiliza também de características de fonte documental. Assim, tal investigação apresenta também características de pesquisa documental. Os tipos de documentos utilizados são aqueles escritos em documentos oficiais de alcance tanto local como nacional e publicações administrativas. Os sujeitos da amostra desse estudo foram escolhidos dentro das técnicas de amostragem aleatória simples sem reposição entre os professores de todos os períodos e os supervisores de estágio do curso de Psicologia da UNIR/RO, em número de nove, e de outra instituição particular de nível superior de ensino em Rondônia, a saber, a Universidade Luterana do Brasil (ULBRA), em Porto Velho, em número de quatro, que possui o mesmo curso indicado da UNIR, isto é, Psicologia... / The study object of this research are the foundations of training policies for Psychology and the type of training which is offered, besides their implications for the performance of those professionals. The goal is evaluate the operative proposition of education policies in the country for the psychology courses since 2004, verifying under what condition it has been produced, including how it has happened the participation and elaboration of such a document and to understand what are the theoretical and practical information found by the students during their training in psychology and whether these fundamentals are suitable to the professional reality found, as well as assessing whether their academic training is responsible for the detachment of such aspects of their training and their professional performance, starting from legal documents which are indicators for this training and which helped lead this study. In order to get to an understanding of the model interviews were used, questionnaires and analysis of documents relating to the subject investigated. This is a qualitative research that uses also features of documentary source. The documents were collected in official contexts (local and national) and in various administrative publications. The studied subjects were partly chosen within the techniques of simple random sampling without replacement among the teachers of all terms and internship supervisors of the Psychology course of UNIR / RO, in number of nine, and another private institution of higher education in Rondonia, ULBRA, in Porto Velho, in number of four, which has the same recommended course as UNIR, Psychology, and based on acceptance and desire to participate in researches, partly selected from those students who graduated from the Psychology at UNIR / RO, among groups formed between 1996 and 2009, in number of twenty. There was no difference between gender... (Complete abstract click electronic access below)

Orientador: José Vaidergorn / Banca: Ana Cláudia Bortolozzi Maia / Banca: Ana Mêrces Bahia Bock / Banca: Débora Cristina Piotto / Banca: João Augusto Gentilini / Resumo: O objeto de estudo dessa Pesquisa são os fundamentos das políticas de formação para a Psicologia e o tipo de formação que é ofertada, além de suas implicações para a atuação desse profissional. O objetivo é avaliar a proposta de política educacional no país para os cursos de psicologia em vigor desde 2004, verificando em que condição foi produzida, inclusive como se deu a participação e elaboração de tal documento e entender quais são os subsídios teóricos e práticos encontrados pelos egressos de Psicologia durante sua formação e se estes fundamentos estão em condição de adequarem-se à realidade profissional encontrada, bem como avaliar se sua formação acadêmica é responsável pelo distanciamento de tais aspectos de sua formação e de sua atuação profissional, a partir dos documentos legais balizadores para essa área de formação que ajudaram a nortear esse estudo. Para se chegar a tal compreensão do modelo dado foram utilizadas entrevistas, questionários e análise de documentos relativos ao tema investigado. Tratase de uma investigação de natureza qualitativa que se utiliza também de características de fonte documental. Assim, tal investigação apresenta também características de pesquisa documental. Os tipos de documentos utilizados são aqueles escritos em documentos oficiais de alcance tanto local como nacional e publicações administrativas. Os sujeitos da amostra desse estudo foram escolhidos dentro das técnicas de amostragem aleatória simples sem reposição entre os professores de todos os períodos e os supervisores de estágio do curso de Psicologia da UNIR/RO, em número de nove, e de outra instituição particular de nível superior de ensino em Rondônia, a saber, a Universidade Luterana do Brasil (ULBRA), em Porto Velho, em número de quatro, que possui o mesmo curso indicado da UNIR, isto é, Psicologia... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The study object of this research are the foundations of training policies for Psychology and the type of training which is offered, besides their implications for the performance of those professionals. The goal is evaluate the operative proposition of education policies in the country for the psychology courses since 2004, verifying under what condition it has been produced, including how it has happened the participation and elaboration of such a document and to understand what are the theoretical and practical information found by the students during their training in psychology and whether these fundamentals are suitable to the professional reality found, as well as assessing whether their academic training is responsible for the detachment of such aspects of their training and their professional performance, starting from legal documents which are indicators for this training and which helped lead this study. In order to get to an understanding of the model interviews were used, questionnaires and analysis of documents relating to the subject investigated. This is a qualitative research that uses also features of documentary source. The documents were collected in official contexts (local and national) and in various administrative publications. The studied subjects were partly chosen within the techniques of simple random sampling without replacement among the teachers of all terms and internship supervisors of the Psychology course of UNIR / RO, in number of nine, and another private institution of higher education in Rondonia, ULBRA, in Porto Velho, in number of four, which has the same recommended course as UNIR, Psychology, and based on acceptance and desire to participate in researches, partly selected from those students who graduated from the Psychology at UNIR / RO, among groups formed between 1996 and 2009, in number of twenty. There was no difference between gender... (Complete abstract click electronic access below) / Doutor

This master thesis deals with changes in teacher's professional commitment after the Czech curriculum reform. This thesis works with official papers about reform, the papers about profession of teacher and articles connected with the professional commitment and with commitment changes. The empirical research focused on seven interviews with teachers from comprehensive schools.