Digitized by Kansas Correctional Industries

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The aim of this work is to elucidate changes in the function and position attributed to the general reading and writing instruction. The studies focus on the description and the analysis of the content and form of this instruction as they are expressed in texts for the educational practice during the period 1842-1982. It is also the aim of this historical study to try to contribute tò a greater understanding of the inadequate skills in reading and writing observed among Swedish pupils. Theoretically, the work is based on a structural point of view and on a materialistic outlook on history. Education is regarded as a matter of social and cultural reproduction. Reading and writing are regarded as social and cultural phenomena. The function and position that, explicitly or implicitly, are attributed to the general reading and writing instruction are also regarded as important factors. The empiric material includes, inter alia, Riksdag documents, official curricula, readers, teacher's manuals and school inspector reports. These texts are analyzed in the light of educational and societal conditions and changes. The study presents a survey of the general reading and writing instruction during the aforesaid period. The report provides many examples of how economic, political and ideological conditions in society are expressed in texts for the educational practice. It also shows the influence of the dominating class of society on the prescribed content and form of this instruction. The study shows that the function and position attributed to reading and writing instruction have varied over time. A qualifying and an ideological function can be discerned and a subordinate and a dominant position can be observed. The report shows the changes in the emphasis on function and position and in the prescribed content and form of the instruction. The problem of the pupils' inadequate reading and writing abilities has recurrently been brought up during this period. One aspect of this problem concerns the skills that the pupils are supposed to learn. The second aspect concerns the demands that can be made on their ability. / digitalisering@umu

The aim of this thesis is to clarify different ideas about cultural relations expressed in the Swedish curriculum, and the potential consequences they may have for children and young people to participate as peers in social and public life. Located at the intersection of a (neo)pragmatic curriculum theory tradition and cultural studies/critical pedagogy, the ambition with the study is two-folded: (1) to clarify the theoretical conditions for cultural relations from an ethnocentric, global, and multicultural perspective and (2) to elucidate and describe the curriculum historical preconditions for cultural relations. In relation to perspectives and analytical tools developed in paper I-III, the investigations show that the cultural thinking in education rests on a liberal and humanistic view with a polite response and a neutral approach that never seems to exceed the comfort zone. A central finding is that there is a need to examine the priviliged position further. The study also demonstrates how the nature of cultural thinking has changed over time. Based on the dominant conceptions four discourses during 1962-2008 are distinguished: A National Discourse in the 60's, a Rational Discourse in the 70's, a Cultural Discourse in the 80-90's and a Pluralistic Neo-national Discourse in the 90-00's. The main conclusion is that despite different rationality the thinking never goes beyond a non-defined and unarticulated "we" and a designated, labelled and well-defined "them". The Swedish curriculum is a curriculum of othering that hardly provides the basis for relations where children and young people can participate as peers. To achieve a more reciprocal relationship, over-recognition of "the others" needs to be toned down, and the special status of the privileged position has to be analyzed in greater extent.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:48:03Z No. of bitstreams: 1 2017 - Roberta Barra Pimentel L?.pdf: 5557721 bytes, checksum: 0a83e0d9ad9907f3e3e7ea242283b4b1 (MD5) / Made available in DSpace on 2018-06-13T18:48:03Z (GMT). No. of bitstreams: 1 2017 - Roberta Barra Pimentel L?.pdf: 5557721 bytes, checksum: 0a83e0d9ad9907f3e3e7ea242283b4b1 (MD5) Previous issue date: 2017-06-01 / This work is an integral part of the research carried out under the Postgraduate Program in Science and Mathematics Education (PPGEduCIMAT) of UFRRJ and it aims to understand the elements that underpinned the emergence, viability and maintenance of the degree course in Science (CEDERJ) in the period from 2002 to 2015. In this sense, the understanding of the legal aspects and the speeches held in the academic community was central to the reflection regarding the appearance of this course in the year of 2002, indicating other possibilities for teacher education in Biological Sciences. In addition, placing EaD as a public politic and immersing in this field of analysis, the curriculum, led us to understand the asymmetric disputes of power, the disputes represented not only in the constitution of a teacher training course, but also in the field that it constitutes and legitimizes it. A qualitative research based on the curricula social historical studies - educational politics and historiography, specifically ?New History?. Written documents (matrices, curriculum syllabus, pedagogical projects, among others), and oral interviews (with different actors of the Biology Course of the CEDERJ consortium) were analyzed and were identified the elements that supported the emergence, the viability and the maintenance of the course. I was done based on the continuous dialogue between its decision-makers and articulators to build a curriculum proposal of a consortium profile, they were mobilized by the different universities that composed the CEDERJ consortium. During this study, conceptual maps were constructed. The reasoning for its use were supported in the characterization of MC as a methodology that helps in the understanding of a curricular proposal based on a consortium system, supported by articulated universities. In this way, the MC allowed the understanding of this articulation as a new way of perceiving the asymmetric relations of power. Thus, its contribution allowed this research to transit through a mesoanalytical scale in the construction of this work. In this research, one of the elements that underpinned this EaD project for teacher training was its social political context marked by partnerships and political leaderships, as well as the participation of people who occupied strategic positions, for moving now in the academic environment of the consortium universities, now in the political space of influences and decisions. This fact was important in a moment that the project of EaD did not echo in the speeches of the academics of the state of Rio de Janeiro. With respect to the curriculum proposal for the course in question it was identified that curricular changes between the generating matrix and its resulting matrix in the year of 2013, which extended the performance of the egress of the course, previously a teaching graduate, as of the resolution of the Federal Council of Biology. Now, the graduate can act in the area of Environment - thus changing the profile of the egress. It is worth highlighting of the students, the protagonists who pressed the institution for such a change. Thus, although the discourse of the articulators of the course tries to be away from the baccalaureate, avoiding to relate it to the disputes between teacher training and baccalaureate, the pressure of the graduates and the change of the profile of this approach the course of these debates. / Este trabalho ? parte integrante da pesquisa realizada no ?mbito do programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica (PPGEduCIMAT) da UFRRJ e tem como objetivo compreender os elementos que sustentaram o surgimento, a viabilidade e a manuten??o do curso de Licenciatura em Ci?ncias Biol?gicas do Centro de Educa??o Superior a Dist?ncia do Rio de Janeiro (CEDERJ) no per?odo de 2002 a 2015. Neste sentido, a compreens?o dos aspectos legais e os discursos travados na comunidade acad?mica foi central na reflex?o a respeito do surgimento deste curso no ano de 2002, indicando possibilidades outras para a forma??o docente em Ci?ncias Biol?gicas. Al?m disso, situar a EaD como pol?tica p?blica curricular e mergulhar neste campo de an?lise, o curr?culo, levou-nos a compreender as disputas assim?tricas de poder, as disputas representadas n?o s? na constitui??o de um curso de forma??o de professores, como no campo que o constitui e o legitima. Deste modo, a pesquisa de cunho qualitativo, orientada a partir dos referenciais dos estudos s?cios-hist?ricos do curr?culo, das pol?ticas educacionais e curriculares, e da historiografia, especificamente da Nova Hist?ria, analisou documentos escritos (matrizes, ementas curriculares, projetos pedag?gicos, entre outros) e entrevistas (com diferentes atores do curso de Biologia do cons?rcio CEDERJ), e identificou que os elementos que sustentaram o surgimento, a viabilidade e a manuten??o do curso, se deram a partir do di?logo cont?nuo entre seus decisores e articuladores para constru??o de uma proposta curricular de perfil consorciado, isto ?, mobilizada pelas diferentes universidades que comp?em o cons?rcio CEDERJ. Durante este estudo, foram constru?dos mapas conceituais (MC). A argumenta??o para sua utiliza??o foi sustentada na caracteriza??o dos MC como metodologia que ajuda na compreens?o de uma proposta curricular alicer?ada por um sistema consorciado, sustentado por universidades articuladas. Deste modo, o MC permitiu a compreens?o dessa articula??o como uma nova maneira de perceber as rela??es assim?tricas de poder. Sendo assim, sua contribui??o permitiu esta pesquisa transitar atrav?s de uma escala mesoanal?tica na constru??o deste trabalho. Nessa pesquisa um dos elementos que sustentou esse projeto de EaD para forma??o de professores, foi seu contexto pol?tico social marcado por parcerias e lideran?as pol?ticas, bem como a participa??o de pessoas que ocupavam posi??es estrat?gicas, por transitarem ora no ambiente acad?mico das universidades consorciadas, ora no espa?o pol?tico de influ?ncias e decis?es. Este fato foi importante em um momento que o projeto de EaD n?o apresentava eco nos discursos dos acad?micos do Estado do Rio de Janeiro. Com rela??o ? proposta curricular do curso em quest?o, foi identificada altera??es curriculares entre a matriz inicial (2002) e sua matriz de 2013, que ampliou a atua??o do egresso do curso ?a partir da resolu??o do Conselho Federal de Biologia, agora o diplomado, pode atuar na ?rea de Meio Ambiente, al?m de atuar como docente ? modificando assim o perfil do egresso. Cabe destacar os discentes, os protagonistas que pressionaram a institui??o para tal mudan?a. Deste modo, apesar do discurso dos articuladores do curso procurar estar afastado do bacharelado, evitando estar relacionado com as disputas entre licenciatura e bacharelado, a press?o dos egressos e a mudan?a do perfil destes aproximam o curso destes debates.

The aim of this study is to illustrate the conceptions of the purpose of preschool education that is discursively constructed in the new Läroplanen för förskolan (2018) (the Preschool Curriculum). The study also included examining which discursive battles that are visible in the material and further, which discourse is in a hegemonic position. The theoretical basis is Biestas (2011) three educational functions: qualification, socialization and subjectification. Methodological inspiration is retrieved from Faircloughs (1992) critical discourse analysis where the concepts of intertextuality, interdiscursivity and modality have been used to analyze how discourses emerged and how they are presented. The material included in the analysis was Läroplanen för förskolan (2018) which has been analyzed in relation to: Starting strong III (OECD 2013), Uppdrag om en översyn av läroplanen för förskolan (Regeringen 2017), Förskolans kvalitet och måluppfyllelse (Skolinspektionen 2018) and Läroplanen för förskolan (2016). The analysis led to identification of four discourses; the Edu(Care) discourse, the future-oriented discourse, the democratic discourse and the cultivation discourse. All discourses articulates the desired purpose of the preschool education in different ways. The result shows that, among other things, the hegemonic discourse is that of Edu(Care), where emphasis is primarily on learning. Otherwise, discourses are mostly forward-looking and aim at what is to be achieved in the future. Even children's curiosity and creativity is presented as the basis of an expected development of the child.

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