Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 241-252).

The purpose of this study is to make an investigation of the practices of a selected number of schools in teaching citizenship to determine if these schools are following democratic procedures in their methods of teaching. The evaluation is based upon criteria derived from a study of recent literature in the field of education.

The problem of this study is to make an analysis of some democratic procedures for planning and conducting special education for exceptional children.

Play What You Want, Just Land on the One is a pedagogical invitation and creative mantra. It is my attempt to articulate a disposition of music creation, as it does a conviction about democratic education. The title is a Deweyian invocation of interest, tuning the pedagogical ear towards phenomenological origin(s): scenes of discovery. Learning becomes ontological, to become the questions that drive us. I see music theory a bit differently, music harmony not as scientific principles, but as playground. Music, like how I perceive theory, is constructed for play: Democracy in its most beautiful, where the journey of dissonance binds within moments of collective surrender - to listen, to accept, to embrace the other - the presence of moment-by-moment. This is a letter for those who don’t quite fit inside the canon, for those listening towards the horizon - laced with a hope, of encouraging, supplementing, and challenging our relationship to music and the learning of it. I am bound by the coterminous nature of culture and music, enlivened by their shared evolution, and how it speaks to what it means to be human. My chosen genre is meditation, to pursue philosophy in an ancient sense: surrendering codification to illuminate the questions. The inheritance of wonder, while tracing the unnervingly manic, is to skirt the edge of heresy. This work is structured like a pop song, a form of communication where: the return of each chorus with widened meaning, bridges for unexpected detours, and verses that shape the perception of scene. As you read, remember the return: an idea repeated, now different because of the experience.

This study centers around the evolution in theory and practice used in dealing with superior children. The manner in which the growth of democracy has influenced this evolution is pointed out.

Esta pesquisa tem por objeto de estudo as Escolas Democráticas e por objetivo investigar o ideário político-pedagógico que embasa a concepção destas escolas, com ênfase em como esta proposta vem se materializando na educação pública brasileira. Parte-se da perspectiva teórica da Psicologia Escolar crítica, de inspiração marxista, que propõe investigar a escolarização como fenômeno social complexo, síntese de múltiplas determinações, considerando seus aspectos de ordem institucional, econômica, política, histórica e cultural. Entende-se Escola Democrática enquanto organização pedagógica em que os estudantes definem suas trajetórias de aprendizagem, sem currículos compulsórios e com uma gestão participativa, com processos decisórios que incluem estudantes, educadores e funcionários. Para tanto, foi realizado o levantamento bibliográfico sobre o tema e também uma entrevista com a diretora de uma escola pública. O levantamento consistiu na busca de artigos sobre Escolas Democráticas, no período de 2000 a 2014, em quatro revistas conceituadas da área de Psicologia e Educação: Educação e Pesquisa; Revista Brasileira de Estudos Pedagógicos; Revista Psicologia Escolar e Educacional; Revista Brasileira de Educação. Não foi encontrado nenhum artigo especificamente sobre as Escolas Democráticas. Isso indica que, apesar da crescente visibilidade de tais iniciativas e da necessidade de uma educação pública coerente com valores democráticos, tal objeto de estudo recebe pouca atenção no meio acadêmico. Entretanto, foram encontrados 16 artigos que tratam sobre os princípios da gestão democrática, a participação de estudantes e da comunidade no funcionamento escolar. Além da pesquisa por artigos, o levantamento bibliográfico buscou por publicações (de origem diversa) sobre Escolas Democráticas, democracia e educação. A entrevista foi realizada com a diretora da Escola Municipal de Educação Fundamental Desembargador Amorim Lima, que pode ser definida como Escola Democrática, localizada na Zona Oeste da cidade de São Paulo. A análise da entrevista centrou-se nos seguintes eixos temáticos: a) o cargo de direção; b) a participação da comunidade escolar. Sobre o primeiro eixo, o que se destaca é que um diretor com maior ou menor inclinação à participação da comunidade é um fator determinante. Entretanto, mesmo que o diretor tenha interesse em promover a participação e tenha amplos poderes para tal, ele está submetido à responsabilidade funcional do cargo e deve responder às instâncias superiores pelas decisões tomadas coletivamente. Isso o insere em uma posição frágil, pois algumas decisões podem ter graves consequências para ele. Ao mesmo tempo, o convoca a uma função formativa junto à comunidade para que esta possa compreender os limites e possibilidades da escola no interior do sistema educacional público. Sobre o segundo eixo, cabe destacar o caráter formativo da experiência de participação nos diferentes espaços da escola. Tal experiência possibilita que a comunidade e os alunos possam compreender a escola como um todo, e com isso ter subsídios mais concretos para atuar no Conselho Escolar mecanismo previsto legalmente com mais propriedade. Por fim, o trabalho mostra que uma educação que se pretenda democrática deve ter como horizonte a superação do modo de produção capitalista, uma vez que este impõe limites significativos para a democracia e a promoção de valores democráticos / This research has the Democratic Schools as object of study and aims to investigate the political-pedagogical ideas that underlies the conception of those schools, with emphasis on how that proposal is materializing in the Brazilian public education. It starts from the theoretical perspective of a critical School Psychology, of Marxist inspiration, which proposes to investigate the schooling process as a complex social phenomenon, synthesis of multiple determinations, and considering aspects of institutional, economic, political, historical and cultural order. It is understood Democratic School as an educational organization where students define their learning trajectories without a compulsory curriculum and with a participatory management, with decision-making processes that include students, educators and staff. For this purpose, we carried out a bibliographic research on the subject and interviewed the director of a public school. The bibliographic research consisted in the search for papers about Democratic Schools, in the period from 2000 to 2014, in four prestigious journals in the field of Psychology and Education: Educação e Pesquisa; Revista Brasileira de Estudos Pedagógicos; Revista Psicologia Escolar e Educacional; Revista Brasileira de Educação. It have found no article specifically about Democratic Schools. This indicates that, despite the increasing visibility of such initiatives and the need for a coherent public education with democratic values, such study object receives little attention in academia. However, were found 16 articles that deal with the principles of democratic management, participation of students and the community in school functioning. Besides searching for papers, the bibliographic research also looked for publications (from various sources) on Democratic Schools, democracy and education. The interview was conducted with the director from the school EMEF Desembargador Amorim Lima, that can be defined as the Democratic School, located in the West Zone of São Paulo city. From the Análise de Prosa method, the interview contents were grouped on the following theme axis: a) the duty of direction; b) the participation of the school community. About the first axis, what stands out is that a director with greater or lesser inclination to community participation is a key factor. However, even though the director is interested in promoting participation and has broad powers to do so, they are subjected to the functional role responsibility and must respond to superior instances for decisions taken collectively. This puts them in a weak position, given that some decisions might have severe consequences for him. Simultaneously, it invites them to a formative function with the community so that it can understand the limits and possibilities of the school within the public school system. About the second axis, what stands out is the formative experience of the participation in different school spaces. Such experience allows the community and students to understand the school as a whole, and thus have more concrete subsidies to serve on the school board - mechanism provided legally - more properly. Finally, the work shows that an education that desires to be democratic should have as a goal the overcoming of the capitalist production system, since it imposes significant limits on democracy and for promoting democratic values

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:44:13Z No. of bitstreams: 1 Maria Estela Benedetti Zanini.pdf: 1470167 bytes, checksum: 4b86bf006aa46f4bc94b5c7d278bf121 (MD5) / Made available in DSpace on 2018-12-13T11:44:13Z (GMT). No. of bitstreams: 1 Maria Estela Benedetti Zanini.pdf: 1470167 bytes, checksum: 4b86bf006aa46f4bc94b5c7d278bf121 (MD5) Previous issue date: 2018-10-22 / This work is an engaged qualitative research whose objective was to describe and analyze the process of implementation and development of the teachers’ and managers’ assemblies in Colégio Bandeirantes. In this study, teachers' assemblies were analysed from their inception, in May 2017, until June 2018, in a total of ten meetings. Data analysis was carried out based on the collection, study and interpretation of the documents related to this process, the agenda/themes proposed for discussion in the teachers’ assemblies and the minutes of each assembly. The twenty-five themes that were proposed were organized in categories, a posteriori, using objective criteria, at the discretion of the researcher. In order to obtain the participation of a greater number of teachers, an open online platform (DemocracyOS) was used in the preparation of the agendas, which enabled the posting and voting of the themes to be discussed in each assembly. The teachers’ assemblies at Colégio Bandeirantes are part of a Positive Coexistence Plan that is being developed in the school and is organized in several interconnected and complementary actions involving teachers, managers, students and employees. The theorical references for this work were L. R. Almeida, U. F. Araújo, J. M. Puig, T. P. Vinha e L. R. P. Tognetta. It is believed that the assemblies are spaces for the resolution of conflicts that take place in the school environment, once teachers have the opportunity to express themselves in relation to the issues on the agenda, to express their opinions about them and to suggest solutions, thus, being implicated in solving the problems. The implementation of the assemblies also enables the exercise of otherness and cooperation, as well as providing an environment in which the educator feels he is being heard and valued in his concerns and anguishes, which contribute to interpersonal relationships being more respectful and to school environment being of better quality / Este trabalho é uma pesquisa qualitativa engajada que teve como objetivo descrever e analisar o processo de implantação e desenvolvimento das rodas de diálogo de professores e gestores do Colégio Bandeirantes. Nesse estudo, foram analisadas as rodas de diálogo de professores desde sua implantação, em maio de 2017, até junho de 2018, totalizando 10 encontros. A análise de dados foi realizada a partir de levantamento, estudo e interpretação de documentos referentes a esse processo – as pautas/temas propostos para discussão nas rodas de professores e as atas de registro de cada um desses encontros. Os 25 temas apresentados na análise foram organizados em categorias, à posteriori, utilizando critérios objetivos, de autoria da pesquisadora. A fim de conseguir a participação de um maior número de professores utilizou-se, na elaboração das pautas dos encontros, uma plataforma online e aberta – DemocracyOS – que possibilitou a publicação e a votação dos temas discutidos nas rodas de diálogo. As assembleias docentes no Colégio Bandeirantes constituem parte de um Plano de Convivência Positiva que vem sendo desenvolvido na escola e é organizado em diversas ações, interligadas e complementares, que envolvem professores, gestão, alunos e funcionários. Os referenciais teóricos para este trabalho foram L. R. de Almeida, U. F. Araújo, J. M. Puig, T. P. Vinha e L. R. P. Tognetta. Acredita-se que as rodas de diálogo são espaços para a resolução de conflitos que acontecem no ambiente escolar, pois os professores têm a oportunidade de se manifestar em relação aos assuntos pautados, colocar suas opiniões a respeito e sugerir encaminhamentos e, dessa maneira, implicam-se na solução dos problemas. A implantação das rodas de diálogo de professores também possibilita o exercício de alteridade e cooperação, além de propiciar um ambiente no qual o educador sente-se ouvido e acolhido em suas dúvidas e angústias, o que contribui para que as relações interpessoais sejam mais respeitosas e para que o clima escolar seja de melhor qualidade

Title from second page of PDF document. Includes bibliographical references (p. 118-123).

This interpretivist study looked at what acted as barriers and what motivated a group offive African women, aged about 30 working at a Durban school, to take up formal learning experiences. Qualitative data, through the use ofsemi structured interviews, on a one-to-one basis was collected. This involved elliciting each woman' account of her educational and work experience, as a learner and a worker. Themes like unemployment ofone or both parents; limitations imposed by the patriarchial culture they come from; gender issues like not valuing educating girls and the diverse role which women play in the lives of a family; domestic violence and abuse; adolescent pregnancy; previous learning experiences; fmancial limitations perpetuated in adult life because ofthe inability to access jobs which allow for the" luxury" ofpursuing educational courses and supporting extended family who live in the rural areas ofKwazulu-Natal or the Transkei surfaced. These themes were evaluated against the tenets ofMaslow's hierarchy ofneeds, Knowles's theory ofwhat comprises ideal adult learning situations; whether Mezirow's suggestion that learning will be precipitated by rethinking the ways people behave; and Tajfels' theory on personal and social identity. Using the perspectives offeminist writers like hooks, Hill Collins, and Magwaza this study looked at the role that culture, class and gender has played in the lives ofthese participants. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed April 22, 2009) Includes bibliographical references (p. 155-160)