Im vorgelegten Materialband wird illustriert, wie im Rahmen der ethnografischen Erforschung der Praxis des Ganztagsangebotes von Grundschule und Hort mittels der Technik "Ablaufgrafik" Informationen zum zeitlichen und territorialen Ablauf des Ganztagsprogrammes dokumentiert und in der Begegnung mit Feldakteuren reflektiert werden konnten.

This thesis reports an investigation into eight New Zealand homeschooling families. It also offers an opportunity, to these parents, to share and discuss the reasons why they chose to educate their children at home and how they went about doing so. The families interviewed were all volunteers and, with the exception of two families, all interviews took place in the family homes. The families, urban and rural, were distributed from Wellington to Northland. All families had an opportunity to review and revise their narratives and my reviews of the narratives which related to them. No attempt was made to verify the stories of why families chose homeschooling but there was good accord between their stated reasons for homeschooling, and the practices they adopted. The reasons advanced for choosing to homeschool were found to be complex. They ranged from parental experiences and philosophical beliefs to concern about teacher behaviour and sustaining their culture. The variations in teaching/learning practices and curricula, which were largely parent designed in consultation with their children, were equally complex. The testimony and experiences of these families bear out the notion of “communities of learning practice”, with all families repeatedly emphasising the centrality of the family. It was evident that the families changed over time, in the reasons for their choice and their practices. One significant feature was that all families elected to teach their children the basic skills of language and mathematics, with the intention of facilitating independent learning. Homeschooling was seen by the families studied as a way of gaining some control over the education of their children, and thereby strengthening the family unit, whilst providing opportunities to cater for individual needs and preferred approaches to learning. Comparisons with overseas studies thus demonstrated some commonalities and some significant differences regarding the New Zealand sample. The study suggested that further research is needed to provide an accurate picture of homeschooling in New Zealand.

Thesis (J.C.L.)--Catholic University of America, 2005. / Includes bibliographical references (leaves 46-48).

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

abstract: The purpose of this study was to examine compulsory schooling in the United States and its potential to provide an inconsistent avenue to employment for students from neighborhoods of differing socioeconomic status. Specifically, this study asked why do students from privileged neighborhoods typically end up in positions of ownership and management while those from impoverished urban or rural neighborhoods end up in working-class positions or involved in cycles of incarceration and poverty? This research involved the use of qualitative methods, including participant observation and interview, as well as photography, to take a look at a reputable private day school in the southwest. Data was collected over the span of eight weeks and was then analyzed and compared with preexisting data on the schooling experience of students from impoverished urban and rural neighborhoods, particularly data focused on juvenile detention centers. Results showed that compulsory schooling differs in ways that contribute to the preexisting hierarchical class structure. The research suggests that schooling can be detrimental to the future quality of life for students in impoverished neighborhoods, which questions a compulsory school system that exists within the current hierarchical class system. / Dissertation/Thesis / M.A. Social and Philosophical Foundations of Education 2011

Situada no campo da Etnologia Indígena e da Antropologia da Educação, a pesquisa aborda o tema da educação escolar indígena entre grupos Kaingang do estado do Rio Grande do Sul. Busco compreender as relações estabelecidas entre os professores Kaingang e as instituições estatais responsáveis pela esfera educacional. Através da etnografia junto aos grupos Kaingang situados em regiões com históricos de ocupação distintos, o projeto investiga como as políticas públicas educacionais e as visões dos professores sobre a escola e educação são desenvolvidas em diferentes localidades. / Located in the field of indigenous ethnology and anthropology of education, the research approach the theme of indigenous school education among Kaingang groups in the Rio Grande do Sul state. From an anthropological perspective, I seek to understand the relationships established between Kaingang teachers and state institutions responsible for education. Through ethnography with Kaingang groups situaded in regions with distinct occupation histories, the project aims to investigate how public educational policies and the visions of teachers about school and education are developed in different localities.

Ƥlus d'un demi-siècle après les indépendances, l'école gabonaise en général, et secondaire en l'occurrence, a encore du mal à produire un curriculum d'enseignement contextualisé, en dépit des nombreuses réformes pédagogiques et structurelles effectuées à ce jour par les autorités gabonaises. On note une fracture entre l'enseignement/apprentissage du/et en français et l'ensemble des paramètres socioculturels et linguistiques qui caractérisent le contexte culturel local. Or, comment parvenir à une scolarisation efficiente, sans prendre en compte le potentiel d'apprentissage des élèves, dans le cadre englobant de leur socialisation au sein du milieu scolaire et familial ? Soulignant le poids des valeurs sociétales dans l'élaboration d'une politique linguistique éducative, élément clé dont se nourrit le curriculum d'enseignement, afin de permettre à une communauté donnée de faire des choix cohérents en matière d'éducation et de formation, cette thèse tente de proposer des pistes pour une didactique constructive du français. Plus largement, en prenant appui sur les facteurs scolaires et extra-scolaires, elle montre tout l'intérêt de promouvoir une scolarisation en français au second cycle gabonais, qui tienne compte du point de vue anthropologique, culturel et, partant, sociétal. / Ąlthough so many pedagogic and structural reforms carried out of so far by the Gabonese authorities, more than a half-century after the independences, the school of Gabon generally, and the High School in this instance, still has some difficulties to produce a contextualized curriculum of teaching. We notice a breaking-off betwen the teaching/learning of the French and the whole social, cultural and linguistic parameters that are characteristic of the local cultural context. And yet, how can we achieve an efficient schooling without bearing in mind the pupils' capacity of learning in the including surroudings of their socialization within the educaional and family environment ?By stressing on the weight of the social values in development of an educational linguistic policy, element key that the curriculum of teaching feeds on, in order to enable a given community to make a consistent choice as far as education and training are concerned, this thesis tries to suggest some leads for a constructive didactic of French. More widely, leaning on educational and extra-educational factors, it reveals all the interest to promote in the Gabonese High School, a schooling in French which bears in mind the anthropological, cultural and consequently, social viewpoint.

Academics within the field of education have produced extensive research. The purpose of previous studies has often been to explain the underlying causes, with a generalizing result, to how education operate within a nation. To contribute with an urban perspective, this studies aim is to research how parents from different socio-economic backgrounds in Mexico City are reasoning about their children’s schooling and education. What individual choices they have made and how the social context has impacted on these choices. The respondents were selected through a snowball selection using interviews with semistructured questions for data collection. The material was coded into two themes, individual level and societal level. The respondents with wealthier and poorer socioeconomic background were analysed separately and then compared and summarised. The theoretical framework is a combination of the human capability approach together with the findings in previous research. A finding in the research is that education is perceived differently depending on the socio-economic background. The respondents with wealthier socio-economic background are referring to the future work career and economic security as benefits for their children. The respondents with poorer socio-economic background are mentioning the opportunity to change their lives and “to not become like them”. Despite the different benefits mentioned, all respondents’ value education as the most important investment in life for their children. The conclusion drawn from the study is, that no matter what their socio-economic background is education a high priority.

Meu propósito é o de convidar os que me leem a pensarem comigo sobre a pesquisa que desenvolvo acerca dos espaços comumente chamados de pátios das Instituições de Educação Infantil. Ao mesmo tempo em que se relega aos pátios uma condição secundária, que os mantém longe de estudos sobre suas configurações, pouco a pouco, em muitas escolas estão sendo suprimidos. Seguindo instrumentalizada pela perspectiva pós-estruturalista no processo de escrita da Dissertação não me volto empiricamente aos tantos pátios escolares, mas ao estudo de suas normatizações, ou ainda, aos discursos presentes em documentos ou publicações editoriais selecionados e que tratam dos pátios. Assim, o material empírico desta análise é composto então por dois documentos recentes disponibilizados pelo Ministério de Educação e Cultura (MEC) e duas publicações editoriais das décadas passadas: - Parâmetros Básicos de Infra-Estrutura para Instituições de EI – volume (MEC, 2008a) e encarte (MEC, 2008b); - Paisagismo no Pátio Escolar (FEDRIZZI, 1999); - A Cidade e a Criança (LIMA, 1989). A partir deles trato dos acontecimentos históricos que culminaram com a edificação das IEI tal como as conhecemos; focalizo os pátios em meio à discursividade que constitui a infância escolarizada; abordo a formação dos campos discursivos que, de algum modo, são autorizados ou legitimados como referenciais teóricos dos espaços escolares, sobretudo, referindo-se aos documentos analisados e aos pátios das IEI e dedico-me à questão que considero central ao tratar deste tema, tanto para as pesquisas relacionadas às infâncias, quanto às arquiteturas escolares. Surgidas no percurso desta investigação, as tantas indagações que destaquei acima me levaram a um pátio que me é diferente, um pátio que se mostra em diferentes aspectos. Um lugar que tem história, que se inventou tal qual se constituiu a própria institucionalização/escolarização de crianças pequenas. Um espaço que convida as crianças à nele permanecer. E, neste sentido, um ambiente com determinada função na escolarização e que significa muito às crianças que nas Escolas Infantis permanecem. Um espaço destinado ao contato com „a rua‟, a fantasia, a brincadeira, a natureza, a aprendizagens, ao prazer. Tudo isso dentro dos limites da escola. Limites não apenas no sentido físico, mas de um ambiente calculado e controlado para tanto. Um lugar governado. Destaco, contudo, que as arquiteturas escolares – e/ou o governo das infâncias através de tais arquiteturas – não pertencem a um único discurso, no caso o pedagógico. Ao contrário, pertencem a um conjunto de práticas ou um campo de discursividades em torno deste espaço – a escola. / My purpose is to invite those who read me to think with me about my research concerning spaces of Childhood Education Institutions commonly called schoolyards. At the same time it is being relegate to them a secondary condition that takes them away from studies of their settings, step by step, in many schools they are being suppressed. Following the post-structuralist perspective on the writing process of my dissertation, I do not turn myself to so many existing schoolyards empirically, but to the study of their norms and speeches presented on documents and selected editorial publications that analyze schoolyards. Therefore, the empiric material of this analysis is composed by two recent documents released by the Ministry of Education and Culture (MEC) and two editorial publications released in the past decades: Infrastructure Basic Parameters for Childhood Education Institutions – volume (MEC, 2008a) and booklet (MEC, 2008b) - School Yard Landscaping (Fedrizzi, 1999) - The City and the Child (LIMA, 1989). Starting from them, I write about historical events that culminated with the construction of the Childhood Education Institutions as we know; I focus on the schoolyards amid the discourse that constitutes childhood education; I aboard the formation of discursive areas that, somehow, are authorized or legitimized as theoretical benchmarks for school spaces, especially referring to the examined documents and the childhood education institutions schoolyards and I dedicate myself to the question I consider central to this theme both for research related to childhood, as to school architecture. Those many highlighted questions above, aroused in the course of this investigation, led me to not well-known schoolyard, one that shows itself in different aspects. It is a place that contains a history and that constituted itself just like the own young children institutionalization/schooling. It is a place that invites children to stay in it. And, in this sense, a space with a particular role in schooling and that means a lot to children who remain in the Childhood Schools. A space destined to connect to the street, fantasy, fun, nature, learning, pleasure. All of this within school limits, not only in a physical sense, but an environment calculated and controlled to this purpose. A governed place. I remark, withal, that school architecture - and/or government of childhood using that architecture – does not belong to just one speech, in this case the pedagogical one. It belongs to a set of practices or discursivities areas around this site: the school.

Este trabalho teve como objetivo geral investigar as dimensões envolvidas no processo de escolarização da música na educação básica a partir da perspectiva de uma professora. Os objetivos específicos buscaram: identificar conteúdos e estratégias, objetivos e finalidades do ensino de música na escola; identificar as bases que sustentam o processo de seleção e organização dos conteúdos do ensino de música na escola; e analisar as estratégias utilizadas pela professora para realizar suas práticas de ensino de música na escola. O referencial teórico desta pesquisa está fundamentado nos conceitos de escolarização e cultura escolar. O método escolhido foi o estudo de caso, numa abordagem qualitativa. Como unidade de caso, foi escolhida uma professora de música da Rede Municipal de Ensino de Porto Alegre/RS. Os dados foram coletados por meio de entrevistas semiestruturadas, entrevista semiestruturada de estimulação de recordação, observações e análise de documentos. A análise dos dados foi construída a partir de categorias que focalizam a professora, a escola e o processo de ensinar música na Escola. Em cada uma delas, constam dimensões envolvidas no processo de tornar a música objeto de ensino na escola de educação básica. Os resultados da pesquisa sinalizam que é na interação de todas as dimensões que intervêm na prática educativo-musical da professora que a escolarização da música ocorre, o que aponta para múltiplas maneiras de ensinar música na escola. / This work aimed at investigating the dimensions involved in the process of schooling music from the perspective of a music teacher. More specifically, it aimed at: to identify contents and teaching strategies, objectives and purposes of school music teaching; to identify the basis that sustains the process of selecting and organizing the curriculum contents; and to analyze the strategies used by the teacher to perform her music teaching practices in the school. The theoretical framework was constituted by the concepts of schooling and school culture. A qualitative case study with a school music teacher from the municipal educational system of Porto Alegre, RS, southern Brazil, was carried out. Data were collected through semi-structured interviews, semi-structured interviews of stimulation recall, observations and analysis of documents. Data analysis was built from categories that focused on the teacher, the school and the process of teaching music at the school. Each of them reveals dimensions involved in the process of transforming music into something to be taught at the school of basic education. The results show that it is in the interaction of all these dimensions that underlie music education practices that the schooling of music takes place, which suggests multiple ways of teaching music at school.