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A diferen?a como conte?do curricular: an?lise a partir de um estudo do caso em uma escola de ensino m?dioGares, Gilberto da Silva 07 November 2017 (has links)
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Previous issue date: 2017 / Este trabalho visa trazer considera??es acerca do tratamento da quest?o da diferen?a no curr?culo da escola. Para isso foram aplicados question?rios aos professores e discentes e realizada a an?lise do Projeto Pol?tico Pedag?gico da Escola Estadual Brasiliano Braz na cidade de S?o Francisco-MG. A fundamenta??o te?rica deste estudo consistiu em leituras no campo do curr?culo como Lopes (2014); Macedo (2014) e Silva (2014); cultura e a sua rela??o com a educa??o (CANDAU, 2011; VEIGA-NETO, 2003) e identidade e diferen?a (BHABHA, 2014; HALL, 2006; SILVA, 2014). Foram analisados, tamb?m, documentos oficiais instituintes de pol?ticas nacionais voltadas para educa??o b?sica como a Lei de Diretrizes e Bases da Educa??o Nacional (LDBEN - Lei n? 9.394/96). Como resultado da an?lise qualitativa dos dados da pesquisa emp?rica constatou-se que o curr?culo ? um espa?o de fronteira cultural em que sujeitos diferentes interagem. Ao se questionar sobre como o trabalho pedag?gico da escola aborda a quest?o da diferen?a, os resultados evidenciam que a diferen?a ? entendida a partir de marcadores identit?rios espec?ficos e que grande parte dos estudantes presenciou algum tipo de discrimina??o ou preconceito relacionado ?s diferen?as ?tnico-raciais. Quando houve questionamento em rela??o ? necessidade e expectativa quanto ? abordagem da diferen?a no contexto escolar, a sexualidade foi a que obteve maior n?mero de cita??es. Em rela??o aos professores o tema viol?ncia ? preponderante, revelando ser esta uma preocupa??o no ambiente escolar. Quanto ao termo diferen?a este se apresenta predominantemente associado ? cultura e ? necessidade de tratamentos igualit?rios das identidades pessoais. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This work aimed to bring considerations about the treatment of the difference question in school curriculum. For this, questionnaires were applied to teachers and students and it was performed the analysis of the State School Brasiliano Braz Pedagogico Political Project in S?o Francisco city-MG. The theoretical basis of this study was readings in the Curriculum field such as Lopes (2014); Macedo (2014) e Silva (2014); culture and its relation to education (CANDAU, 2011; VEIGA-NETO, 2003) and identity and difference (BHABHA, 2014; HALL, 2006; SILVA, 2014). It was also analysed official documents of national policies focused on basic education, such as the Law on Guidelines and Bases of National Education (LDBEN - Law No. 9.394 / 96). As this qualitative data analysis result of empirical research was found that the curriculum is a cultural frontier space in which different subjects interact between themselves. When questioning how the school pedagogical work addresses the question of difference, the results show that the difference is understood from specific identity markers and that most of the students witnessed some kind of discrimination or prejudice related to ethno-racial differences. When there was questioning about the necessity and expectation addressed to the approach of difference in school context, sexuality was the one that obtained the highest number of citations. In relation to teachers, the concern about violence is preponderant, revealing that this is a concern in the school environment. As for the term difference, this is predominantly associated with culture and the need for equal treatment of personal identities.
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Studien zur Erforschung interkultureller Kommunikation / Empirical Studies on Intercultural Communication11 August 2015 (has links) (PDF)
Der vorliegende Band wirft einen Blick in verschiedene Forschungsfelder, die an der Professur Interkulturelle Kommunikation der Technischen Universität Chemnitz in den letzten Jahren von Studierenden im Masterstudiengang ‚Interkulturelle Kommunikation – Interkulturelle Kompetenz‘ bearbeitet wurden. Die den sechs Artikeln zugrunde liegenden Studien nutzen Methoden der qualitativen Sozialforschung zur Datenerhebung und -auswertung. Die Artikel thematisieren interkulturelle Lernprozesse in internationalen Workcamps und interkulturellen Trainings, Erfahrungen während eines Auslandsstudiums und im interreligiösen Austausch sowie die Zusammenarbeit in multikulturellen Teams. / This volume gives insight into different research projects conducted by students in the master‘s programme ‚Intercultural Communication – Intercultural Competence‘ at the Chair of Intercultural Communication at Chemnitz University of Technology. All empirical studies on which the articles are based use methods of qualitative social research for data collection and analysis. The articles focus on intercultural learning processes in international workcamps and intercultural trainings, experiences during studies abroad and in interreligious dialogues as well as cooperation in multicultural teams.
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Studien zur Erforschung interkultureller KommunikationHeld, Susanne, Schreiter, Miriam 11 August 2015 (has links)
Der vorliegende Band wirft einen Blick in verschiedene Forschungsfelder, die an der Professur Interkulturelle Kommunikation der Technischen Universität Chemnitz in den letzten Jahren von Studierenden im Masterstudiengang ‚Interkulturelle Kommunikation – Interkulturelle Kompetenz‘ bearbeitet wurden. Die den sechs Artikeln zugrunde liegenden Studien nutzen Methoden der qualitativen Sozialforschung zur Datenerhebung und -auswertung. Die Artikel thematisieren interkulturelle Lernprozesse in internationalen Workcamps und interkulturellen Trainings, Erfahrungen während eines Auslandsstudiums und im interreligiösen Austausch sowie die Zusammenarbeit in multikulturellen Teams. / This volume gives insight into different research projects conducted by students in the master‘s programme ‚Intercultural Communication – Intercultural Competence‘ at the Chair of Intercultural Communication at Chemnitz University of Technology. All empirical studies on which the articles are based use methods of qualitative social research for data collection and analysis. The articles focus on intercultural learning processes in international workcamps and intercultural trainings, experiences during studies abroad and in interreligious dialogues as well as cooperation in multicultural teams.
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