Made available in DSpace on 2016-06-02T19:35:43Z (GMT). No. of bitstreams: 1 3914.pdf: 5759712 bytes, checksum: 3dffea7583a99ff58858ec40e4cd34cb (MD5) Previous issue date: 2011-04-18 / Universidade Federal de Sao Carlos / In this study, the curricular configurations designed by undergraduate teacher training courses in the Biological Sciences area of Bahia state universities to implement 400 hours of practice as a curricular component , according to the national Curricular Guidelines for teacher education (DCN), were investigated. The objective of this study was to understand those configurations of the course projects and identify the senses of practice, included in the DCN, which were mobilized for the production of such design. In addition, this study aimed at understanding the processes, conflicts, and disputes involved in this design process. This study was based on the policy cycle approach, a contribution to the analysis of educational policies, proposed by the British researcher Stephen Ball and his collaborators and also on Brazilian studies based on Ball‟s theories and which investigate the current national curricular policies for teacher education. This research was divided into two parts. Firstly, a documental analysis of the courses‟ designs was performed focusing on the identification of how the practice as a curricular component is configured in each design and which practice senses were actually mobilized. In the second part of the research, two of the courses evaluated were investigated through semi-structured interviews with teachers who were involved in the development process for the creation of a curricular space of practice as part of the curricular content. The goal was to identify the conflicts involved in the development of this process. Results: among the 6 projects analyzed, four respond to the DCNs recontextualizing the arguments that justify the special focus on practice in teacher training. In those projects, the practice space focuses on involving the undergraduate students seeking a teacher degree, from the beginning of the course, in the issues and problems related to the educational area in general and in specific areas of teaching, more specifically sciences and biology. Some ideas were recontextualized, for instance, the idea, according to DCN, that the experience the undergraduate students will have with numerous education spaces and/or the problematization of the issues related to professional practice would enable them to reinforce their education as teachers as well as to recognize the complexities inherent in teaching. The projects analyzed are aimed at promoting and articulating different practices from an interdisciplinary perspective focusing on procedures, readings, analyses, discussions, group work, reflexive processes and contact with different educational spaces. It was found that in the other two projects, the DCN argumentations were not mobilizing for the configuration of the curricular space under consideration. The analysis of the interviewee‟s responses indicated the arising of conflicts and the disputes involving the configuration of the curricular space of practice , which were based on the senses attributed to this space: a) in one of the courses, the debates were about whether the practice hours should be part of the specific area disciplines (biology) or they should have their own space in the curriculum; b) in the other course, the debates were about whether the practice should be the place where the undergraduate students would learn to transpose their specific knowledge into teaching science and biology or whether the role of practice as a curricular component would be problematizing issues inherent in professional practice and science and biology teaching. In sum, this study showed that practice as an education-related dimension, has been widely used in the context of undergraduate teacher training courses in Biological Sciences of Bahia state universities through a recontextualization of national curricular policies for teacher education (DCN). / Nesta pesquisa, investigo as configurações curriculares produzidas pelos cursos de licenciatura em Ciências Biológicas das Universidades Estaduais da Bahia, para inserir as 400 horas de prática como componente curricular , conforme determina as Diretrizes Curriculares Nacionais para formação de professores (DCN). Tive como objetivo compreender tais configurações no interior dos projetos dos cursos e identificar quais os sentidos de prática, presentes nas DCN, foram mobilizados para a sua construção. Além disso, busquei compreender os processos, embates e as disputas que estiveram envolvidos na sua produção. A pesquisa empreendida esteve alicerçada na compreensão cíclica da produção das políticas curriculares proposta pelo pesquisador inglês da área de política educacional Stephen Ball e colaboradores e nas pesquisas de autores brasileiros que, apoiando-se nas teorizações de Ball, investigam as atuais políticas curriculares brasileiras para a formação de professores. A pesquisa foi realizada em duas etapas. Na primeira, a partir dos projetos dos cursos, realizei análise documental, com o objetivo de identificar como a prática como componente curricular está configurada no interior de cada projeto e quais os sentidos de prática foram postos em circulação. Na segunda etapa, desenvolvida com dois dos cursos investigados, realizei entrevistas semi-estruturadas com professores que participaram do processo de estruturação do espaço curricular da prática , com o objetivo de identificar os embates envolvidos na sua produção. Resultados: dentre os seis projetos analisados, quatro respondem às DCN recontextualizando as argumentações que justificam a centralidade da prática na formação de professores. Nesses projetos, o espaço da prática procura inserir o licenciando, desde o início do curso, nas questões e problemáticas do campo educacional mais amplo e naquelas específicas do ensino de ciências e biologia. Recontextualiza-se, também, a compreensão, presente nas DCN, de que o contato que os licenciandos terão com os diversos espaços educativos, e, ou a problematização das questões referentes ao exercício da profissão nesses espaços, possibilitará, aos mesmos, dar significado à sua formação, bem como ter a percepção da complexidade inerente à docência. Tais projetos buscam promover e articular diferentes práticas sob a perspectiva interdisciplinar, com ênfase nos procedimentos de leituras, análises, discussões, produções coletivas, processos reflexivos e contato com diferentes espaços educacionais. Nos outros dois projetos, as argumentações das DCN não foram mobilizadoras para a configuração do espaço curricular em questão. A análise das narrativas dos entrevistados indicou o desencadeamento de disputas e embates para a configuração do espaço curricular da prática , que giraram em torno dos sentidos atribuídos ao referido espaço: a) em um dos cursos, se as horas de prática deveriam ser inseridas nas disciplinas de conteúdo específico (biológico) ou ter espaço próprio no interior do currículo; b) no outro curso, se a prática seria o lugar no qual os licenciandos aprenderiam a transformar os conhecimentos específicos em conteúdos voltados para o ensino de Ciências e Biologia ou se o papel da prática como componente curricular seria o de problematizar questões inerentes à profissão docente e ao ensino de Ciências e Biologia. Em síntese, a pesquisa revelou que a prática, enquanto dimensão formativa, amplia-se no contexto dos cursos de licenciatura de Ciências Biológicas das Universidades Estaduais da Bahia via recontextualização de políticas curriculares nacionais para formação de professores (DCN).

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-24T20:28:46Z No. of bitstreams: 1 DISS_2014_Jucilene Oliveira de Moura.pdf: 1625166 bytes, checksum: 4b65b353b5bf1526ad9eabca12afd206 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-25T14:50:35Z (GMT) No. of bitstreams: 1 DISS_2014_Jucilene Oliveira de Moura.pdf: 1625166 bytes, checksum: 4b65b353b5bf1526ad9eabca12afd206 (MD5) / Made available in DSpace on 2017-05-25T14:50:35Z (GMT). No. of bitstreams: 1 DISS_2014_Jucilene Oliveira de Moura.pdf: 1625166 bytes, checksum: 4b65b353b5bf1526ad9eabca12afd206 (MD5) Previous issue date: 2014-12-15 / Esta pesquisa aborda políticas de currículo organizado em ciclos, delimitando o estudo em torno da política curricular da Escola Sarã do município de Cuiabá-MT, no período de 2006 a 2012. O objetivo é compreender o processo de realização da política de organização curricular em ciclos de formação humana, destacando como ocorre a ressignificação dessa política, nos diferentes contextos, e as relações de poder que se estabelecem na definição do conhecimento escolar. Discute-se o processo da produção do texto político e seus desdobramentos no contexto da prática, a partir dos estudos que compreendem a política curricular como um processo cíclico não linear. Também se discute o currículo em sua dimensão histórica, social e cultural. O aporte teórico-metodológico se fundamenta na abordagem do ciclo de políticas e em estudos contemporâneos de currículo. O resultado da análise indica que a política de currículo da Escola Sarã apresenta diferentes perspectivas teórico-metodológicas. Observa-se que há a defesa de uma perspectiva de currículo favorável ao processo de construção do conhecimento e do desenvolvimento humano e, também, a defesa de uma perspectiva de currículo voltada aos interesses do mundo produtivo, coerentes com a racionalidade técnica, direcionando a seleção de conteúdos e da cultura, considerados socialmente legítimos. Os conflitos demarcam a arena de disputas no processo de significação do próprio currículo, permeando os diferentes contextos. Na análise, observa-se, ainda, um distanciamento do currículo baseado na formação humana para a aproximação de uma perspectiva instrumental do currículo, retirando o foco do processo pedagógico para uma avaliação de produto, com ênfase em resultados alcançados. Destaca-se ainda que a política da Escola Sarã apresenta concepções híbridas de conhecimento, em seus diferentes contextos, e se constitui como possibilidade de dar outros significados para o currículo. / This research broaches curriculum policy of organized in cycles, delimiting the study around of the curricular policy of the School Sarã of the city of Cuiabá-MT, in the period of 2006 to 2012. The aim is to comprehend the process of accomplishing of this policy of curricular organization in cycles of human formation, emphasizing how the resignification of this policy occurs in the different contexts and the relationship of power which establishes itself in the definition of the school knowledge. It is discussed the process of production of the political text and its unfolding in the context of the practice from the studies that comprehend the curricular policy as a non-linear cyclical process. It is discuss the curriculum in its historical, social and cultural dimensions. The theoretical-methodological foundation is the approach of the cycle of policies and the contemporary studies of the curriculum. The results of the analysis indicate that the curriculum policy of the School Sarã presents different theoretical-methodological perspectives. It is observed that there is the defense of a perspective of the curriculum favorably to the process of knowledge construction and human development and also the defense of a perspective of curriculum towards the interests of a productive world, coherent to the technical rationality, empowering the selection of contents and the culture considered legitimate by the tradition. The conflicts demarcate the arena of disputes circumscribed in the process of signification of the own curriculum, permeating the different contexts. From the analysis, it is observed a distancing of the curriculum based in the human formation to the approximation of an instrumental perspective of the curriculum, withdrawing the focus of the pedagogical process to the evaluation of the product, with emphasis in the results achieved. It is also emphasized that the politics of the School Sarã present hybrid conceptions of knowledge in their different contexts and they are constituted as a possibility of giving other signification and meanings to the curriculum.

Department of Curriculum Studies / See the attached abstract below

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical & Systematic Theology / Th. M. (Practical Theology)

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical and Systematic Theology / Th. M. (Practical Theology)

博士(政策科学) / Doctor of Philosophy in Policy and Management / 同志社大学 / Doshisha University

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Management and Leadership / M. Ed. (Education Management)

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Leadership and Management / M. Ed. (Education Management)

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T20:42:36Z No. of bitstreams: 1 Alexandre Afranio Hokama Silva.pdf: 1694262 bytes, checksum: c51ea8dc05cf5272dc1c2a4dfb164c67 (MD5) / Made available in DSpace on 2017-06-14T20:42:36Z (GMT). No. of bitstreams: 1 Alexandre Afranio Hokama Silva.pdf: 1694262 bytes, checksum: c51ea8dc05cf5272dc1c2a4dfb164c67 (MD5) Previous issue date: 2017-03-31 / The present investigation has as object of study the curriculum of the discipline of physics of the Secretariat of Education of the State of São Paulo (SEE-SP). The curriculum in question was implemented since 2008, as part of a broad set of measures aimed at improving the quality of education. Our objective was to know how a group of teachers of the state education network of São Paulo understand the demands implemented by the curriculum in their work. To achieve this objective, our initial concern was to map the recent production of curriculum policies. After that we map the physics curriculum proposals that have been a reference for the teachers of the state education network of São Paulo, specifically those of the Coordination of Studies and Pedagogical Norms (CENP), the Group of Reprocessing of Physical Education (GREF) and the National Curriculum Parameters (PCN +) . The analysis of the document shows that the CENP proposal approaches a traditional concept of curriculum. The GREF proposal and the PCN+ incorporate aspects that bring them closer to critical and post-critical curriculum theories. The analysis of the document that underlies the SEE-SP physics curriculum reveals the presence of aspects of all previous proposals. To verify how teachers understand these documents and how their work is impacted, we conducted semi-structured interviews with a group of teachers, who were selected by the criterion of availability. The interview was divided into four blocks and dealt with the training, career, work and practice in the classroom. Teachers' statements emphasize the criticism that they do not feel involved in curriculum development, that the peculiarities of school contexts are disregarded, which generates a large gap between what the curriculum aims for and the conditions of the students. They also affirm the absence of didactic resources and inadequate infrastructure. / Esta investigación tiene como objeto de búsqueda el plan de estudios de la materia de física del Departamiento de Educación del Estado de San Pablo (SEE-SP). El plan de estudios mencionado se puso en práctica a partir de 2008, como parte de un amplio conjunto de medidas destinadas a mejorar la calidad de la educación. Nuestro objetivo fue aprender cómo un grupo de maestros de la red de la enseñanza del Estado de San Pablo entienden las exigencias impuestas por el plan de estudios a su trabajo. Para lograr este propósito, nuestra preocupación inicial fue mapear la producción reciente acerca de las políticas del plan de estudios. En la secuencia hemos mapeado las propuestas del plan de estudios de física que han sido referencia a los maestros de la red de la enseñanza de San Pablo, en concreto las propuestas de la Coordinación de Estudios y Normas Pedagógicas (CENP), del Grupo de Rediseño de la Enseñanza de la Física (GREF) y Los Parámetros Curriculares Nacionales (PCN+). El análisis documental hecha muestra que la propuesta de CENP se aproxima a una concepción tradicional de un plan de estudios. La propuesta de la GREF y los PCN+ incorporan aspectos de aproximación a las teorías críticas y pos-críticas del plan de estudios. El análisis del documento que subyace en el plan de estudios de la física de la SEE-SP revela la presencia de todos los aspectos de las propuestas anteriores. Para ver cómo los maestros entienden estos documentos y cómo se ve afectado su trabajo, se realizaron entrevistas semiestructuradas a un grupo de docentes que fueron seleccionados por el criterio de la disponibilidad. La entrevista se dividió en cuatro bloques y se ocupó de la formación, la carrera, el trabajo y la práctica en el aula. Los testimonios de los maestros hacen hincapié en la crítica al hecho de que ellos no se sienten participantes en el desarrollo curricular, que no están considerando las particularidades de los contextos escolares, lo que genera gran brecha entre lo que el plan de estudios tiene como objetivo y las condiciones de los estudiantes. También indican la falta de recursos para la enseñanza y la infraestructura inadecuada. / A presente investigação tem como objeto de estudo o currículo da disciplina de física da Secretaria da Educação do Estado de São Paulo (SEE-SP). O currículo em tela, foi implementado a partir de 2008, como parte de um amplo conjunto de medidas que visavam melhorar a qualidade da educação. Nosso objetivo foi saber como um grupo de professores da rede estadual de ensino de São Paulo compreende as demandas postas pelo currículo e como essa compreensão é percebida, por eles, como impactante em seu trabalho. Para alcançar esse intento, nossa preocupação inicial foi mapear a recente produção acerca das políticas curriculares e sua implementação. Na sequência fizemos o mapeamento das propostas curriculares de física que tem sido referência para os professores da rede estadual de ensino de São Paulo, especificamente as da Coordenadoria de Estudos e Normas Pedagógicas (CENP), do Grupo de Reelaboração do Ensino de Física (GREF) e as orientações complementares aos Parâmetros Curriculares Nacionais (PCN+). A análise documental realizada mostra que a proposta da CENP se aproxima de uma concepção tradicional de currículo. A proposta do GREF e os PCN+ incorporam aspectos que os aproximam das teorias críticas e pós críticas de currículo. A análise do documento que fundamenta o currículo de física da SEE-SP revela a presença de aspectos de todas as propostas anteriores. Para verificar como os professores compreendem esses documentos e como seu trabalho é impactado, realizamos um conjunto de entrevistas com um grupo de professores, que foram selecionados pelo critério da disponibilidade. A entrevista foi dividida em quatro blocos e tratou de sua formação, carreira, trabalho e prática em sala de aula. O depoimento dos professores externa a crítica ao fato de não se sentirem participantes da elaboração do currículo. Por essa razão, argumentam que são desconsideradas as peculiaridades dos contextos escolares, gerando enorme distância entre o que o currículo almeja e as condições dos alunos. Afirmam também que o fracasso deriva da ausência de recursos didáticos e de infraestrutura adequada.