This thesis deals with education of socially handicapped people in the Czech Republic and in Slovakia. It presents approaches and supporting disposals in both countries. The attention is devoted to actual situation in education of socially handicapped children at various degrees of schools. It describes affirmative actions, such as preliminary classes, education assistants in the Czech Republic or zero grades, education assistants and daylong education system in Slovakia. The thesis also sums up several projects focused on socially handicapped, one project focused on Roma children support realized in the Czech republic, three projects focused on education of socially handicapped, their parents' and educators' support, realized in middle Slovakia in years 2011-2015. KEYWORDS education, social handicap, Roma people, affirmative action, preliminary class, education assistant, daylong education system

Thesis reviews the development of educational systems Czech and Slovak Republic after the division of Czechoslovakia in 1993. The common historical background in educational policy is the starting point for monitoring the development of these educational systems. The work aims to map and compare the development of educational systems of Czech and Slovak Republic. Describes historical events that have influenced their present form, and the issue is mapping of several aspects. Thesis is mapping these aspects in terms shaping the structure of educational systems, management and financing of education and educational policy. Also is mapping the important legislative steps and published educational documents. The comparative part thesis equates the education systems of both countries. It aims to find the answer how far apart to move away these two educational systems over the last quarter century and is describing the defining characteristics of the current differences. This comparison is carried for a period of ten years, and as a basis of this serves studies from 2004, 2009, 2014. KEYWORDS education system, education, Czech Republic, Slovak Republic, educational policy, development, comparation

Title of the work: Comparison of selected European riding schools and riding education system in the Czech Republic Work goals: Mention all available riding schools in the Czech Republic, their description and comparison with selected European riding schools Methods: Analysis of literature sources and other available materials, description of individual programs of the mentioned schools, comparison based on the results of the individual schools and the level of their alumni Conclusion: The level of riding education in the Czech Republic is lower than in the compared foreign schools. The selected European schools have much longer tradition and also more elaborate education system. The Czech Republic faces lack of qualified trainers, as well as lack of funds. The success of the riding schools alumni is much higher at the foreign schools than in the Czech Republic, which is caused both by the level of the alumni and more work opportunities abroad.

This thesis deals with the position and everydayness of Valašsko region teachers at primary schools in the first half of 20th century. Firstly the thesis discusses the range of the Valašsko region and a diversity of its definition, then it deals with the characteristics of Valašsko education system in comparison to other regions. The situation illustrates with the example of one - class school Na Soláni. It describes Valašsko pupil, his living conditions and food. The teacher is characterized not only as an educator but also as a person with his personal interests. The last two chapters provide a probe into the fates of two teachers - Metoděj Jahn (a teacher, a writer, a folklorist) and Cyril Mach (a teacher, an organizer of social life, a promoter of tourism and a progressives). Powered by TCPDF (www.tcpdf.org)

Beginning section of this thesis named Regional languages in the French education system is focused on a terminology concerning regional languages. Further content is focused on the history of languages in France since the Roman campaign on Gaul territory and the latinization of this region until the democratization of regional languages towards regular French. An important role in French education system development was played by education laws that are thoroughtly discussed in text of this thesis. The current distribution of regional languages in France and teaching of these languages in French schools is described in the next part of the thesis. This part is primarily focused on the four regional languages: Basque, Breton, Catalan and Occitan. Laws that permited the education of regional languages in France and faciliated the foundation of institutions intended to support these regional languages are also covered within this section. The research of today's state of Occitan in everyday life of Nîmes residents is covered in final part of this thesis. Occitan was chosen as the representative model of regional language. For the research have been used questionnaires to find out that Occitan is still living even though it is only known by the elder generation. Powered by TCPDF (www.tcpdf.org)

The thesis focuses on description and detailed analysis of factors and the strengths which influence the Finnish educational system, which makes it one of the best in the world. These strengths include, for example, the preparation (training) of future teachers at faculties, the support for pupils in education, or the current curriculum for basic education valid from 2016, etc. The strengths are influenced by factors such as history of a country, culture, geographical and demographic characteristics or economic situation in the background. The analysis of these strengths and factors includes comments based on my personal experience with Finnish education, which I was able to get during my study stay in Finland and is the starting point for a final comparison with Czech primary education. These experiences are also included in the form of written records and other supporting materials obtained during the hospice lessons at the Finnish Primary Schools. The subsequent comparison focuses on the most important points of analysis, both in Finland and Czech education, and shows not only the differences in both schools but also some similarities that we can observe. This comparison brings us a lot of knowledge about the qualities and reserves of Czech education and, last but not least, points to the...

Made available in DSpace on 2017-07-21T20:32:04Z (GMT). No. of bitstreams: 1 LUCIMARA GLAP.pdf: 1094906 bytes, checksum: e3acf617bc060f1129fa6b0bb72946b1 (MD5) Previous issue date: 2013-09-03 / This study presents an analysis of the trajectory of the implementation process of the Cycles of Learning (a non-retention policy in Elementary School) in the Municipal Education System in Ponta Grossa – PR. This qualitative research involved: a) analysis of official documents related to the proposal implementation process; b) analysis of statistical data regarding approval, failure and evasion, in the period from 1988 to 2012; and c) analysis of interviews carried out with six principals, four educators and 21 teachers working in six municipal schools in Ponta Grossa. The theoretical framework is based on authors that discuss and substantiate the school role and the social quality of education (CAMINI, 2001; BELLONI, 2003; CANÁRIO, 2005; YOUNG, 2007), as well as authors who discuss the cycles policy (PERRENOUD, 2004; BARRETTO and MITRULIS, 1999; FERNANDES, 1999 amongst others). It was concluded that: a) the Cycles of Learning under investigation were kept along the time and throughout different governments. Despite that, this policy was given different importance by the educational management. While in the 2001/2004 period, the cycle proposal was considered one of the main actions to improve the quality of education in municipal schools, the following periods (2005/2008 and 2009/2012) kept the cycles, but with less emphasis and commitment; b) over a little more than a decade, the cycle proposal was incorporated by education professionals who work in schools, but it has not still been consolidated, since there are difficulties and limitations to the comprehension of learning as a continuous process, acceptance of non-failure within the cycle, and employment of formative evaluation and differentiated teaching. The study also suggests that the cycle proposals should guarantee effective learning to all students. Thus, it is necessary to lead education professionals to deepen issues such as the school role in the modern society; the definition of a curriculum built with collective participation; the importance of formative evaluation and differentiated teaching. In its specific context, the study evidenced the need to revise and resume the Learning Cycles proposal, with the participation of teachers, management staff, students’ parents, Education Municipal Council, school councils. In the context under study, as well as in other contexts, the participation and social control are essential aspects, once the offer of weak education due to lack of a wide and consistent educational project leads to very serious consequences to students throughout their schooling process and to the sequence of their education. / Essa dissertação apresenta uma análise da trajetória da implantação dos Ciclos de Aprendizagem na rede municipal de ensino de Ponta Grossa – PR. A pesquisa, de natureza qualitativa, envolveu a análise de documentos oficiais relativos ao processo de implantação da proposta, assim como os dados estatísticos referentes à aprovação, reprovação e evasão, no período de 1988 a 2012, além de se analisarem as entrevistas realizadas com seis diretoras, quatro pedagogas e 21 professoras que atuavam em seis escolas da rede investigada. O referencial teórico da pesquisa baseia-se em autores que discutem e fundamentam o papel da escola e da qualidade social da educação (CAMINI, 2001; BELLONI, 2003; CANÁRIO, 2005; YOUNG, 2007), bem como autores que discutem a política de ciclos (PERRENOUD, 2004; BARRETTO e MITRULIS,1999; FERNANDES, 1999, entre outros). Concluiu-se que, apesar de os Ciclos de Aprendizagem na rede investigada serem mantidos ao longo do tempo e em diferentes gestões municipais, houve uma diferença de valorização dessa política por parte da gestão educacional. Enquanto na gestão 2001/2004, a proposta de ciclos foi considerada como uma das principais ações para a melhoria da qualidade da educação das escolas municipais, as duas gestões seguintes (2005/2008 e 2009/2012) mantiveram os ciclos, mas sem a mesma ênfase e compromisso. Verificou-se que, ao longo de pouco mais de uma década, a proposta de ciclos foi incorporada pelos profissionais da educação que atuam nas escolas, mas ainda não está consolidada, uma vez que há dificuldades e limitações na compreensão da aprendizagem como um processo contínuo, na aceitação da não reprovação dentro do ciclo, do emprego da avaliação formativa e da pedagogia diferenciada. A pesquisa sugere ainda que as propostas de ciclos necessitam garantir a aprendizagem efetiva para todos os alunos. Para isso, torna-se necessário aprofundar, com os profissionais da educação das redes de ensino, questões como o papel da escola na sociedade atual, a definição de um currículo construído com a participação coletiva, assim como rever a função e a importância da avaliação formativa e da pedagogia diferenciada. Para o contexto específico, a pesquisa evidenciou a necessidade de uma revisão e retomada da proposta dos Ciclos de Aprendizagem, com a participação de professores, equipes de gestão, pais de alunos, Conselho Municipal de Educação, conselhos escolares. No contexto pesquisado, assim como em outros contextos, a participação e o controle social são aspectos essenciais, uma vez que uma oferta educacional fragilizada em virtude da falta de um projeto educacional amplo e consistente traz consequências muito sérias para os alunos durante o seu processo de escolarização e na sua continuidade.

Made available in DSpace on 2016-04-28T20:56:46Z (GMT). No. of bitstreams: 1 Maria Guillermina Garcia.pdf: 1088618 bytes, checksum: 1e3e8d1aecdb29950ee8fbfde66f52fa (MD5) Previous issue date: 2014-06-09 / According to data that confirm the social inequality present in all spheres of the Brazilian society, we justify a search for a qualified public education system as one of the social transformations needed to reduce this inequality. We present the Integral Education System as a way to carry out a public policy that promotes an universalization of the education with quality and equity, not only an extension of time but also a perspective that considers the integrality of the individual in his/her several dimensions (affective, cognitive, physical and social) in the educational process. A perspective that offers a link between the areas of knowledge, expanding the learning opportunities, as well as integrating community and territory. The current research aims to analyze the Integral Education System experience in a city called São Bernardo do Campo, located in the state of São Paulo, called Programa Tempo de Escola through the school pedagogical coordinator and the NGOs program coordinators points of view. Semi- structured interviews were conducted with four professionals of two São Bernardo do Campo s Municipal schools. The interviews were analyzed through Contents Analysis in which we search the meaning and sense comprehension expressed in the individuals messages. The categories of analysis were built from the contents of the answers and interpreted according to the explanatory theories. The results demonstrate advances and challenges to overcome in the Integral Education System experience in São Bernardo do Campo. The innovative aspects of this experience showed that, despite the challenges, it is possible to carry out a public education that contemplates the individuals in their entirety and complexity. The pedagogical proposal and the extension of partnerships developed in the Programa Tempo de Escola were understood as reference to other Integral Education System policies whose main focus is the full development of children and adolescents of Brazilian public schools / A partir de dados que confirmam a desigualdade social presente em todas as esferas da sociedade brasileira, justificamos a busca por uma educação pública de qualidade como uma das transformações sociais necessárias para reduzir essa desigualdade. Apresentamos a Educação Integral como um caminho para efetivar uma política pública que promova a universalização da educação básica com qualidade e equidade, aqui compreendida para além da ampliação do tempo, como uma perspectiva que considera a integralidade do sujeito nas suas diversas dimensões (afetiva, cognitiva, física e social) no processo educativo e que propõe a articulação entre as áreas do conhecimento, ampliando as oportunidades de aprendizagem, assim como a integração com a comunidade e o território. O presente trabalho tem como objetivo analisar a experiência de Educação Integral no município de São Bernardo do Campo/SP denominada, Programa Tempo de Escola, por meio da visão dos coordenadores pedagógicos das escolas e dos coordenadores de programa das ONGs. Foram realizadas entrevistas semiestruturadas com quatro profissionais de duas escolas da rede municipal de São Bernardo do Campo. As entrevistas foram analisadas por meio da Análise de Conteúdo, na qual buscamos a compreensão do significado e sentido expresso pelas mensagens dos sujeitos. As categorias de análise foram construídas a partir do conteúdo das respostas e interpretadas segundo as teorias explicativas. Os resultados demonstraram avanços e desafios a serem superados na experiência de Educação Integral em São Bernardo do Campo. Os aspectos inovadores dessa experiência mostraram que, apesar dos desafios, é possível efetivar uma educação pública que contemple os sujeitos na sua totalidade e complexidade. A proposta pedagógica e de ampliação de parcerias desenvolvidas no Programa Tempo de Escola foram compreendidas como referência para outras políticas de Educação Integral que tenham como foco principal o desenvolvimento integral das crianças e jovens que frequentam as escolas públicas brasileiras

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-29T12:25:27Z No. of bitstreams: 1 Vivian Aparecida da Cruz Rodrigues.pdf: 10257494 bytes, checksum: 42ac90ccd7a2824717395bb9b1dec675 (MD5) / Made available in DSpace on 2017-03-29T12:25:27Z (GMT). No. of bitstreams: 1 Vivian Aparecida da Cruz Rodrigues.pdf: 10257494 bytes, checksum: 42ac90ccd7a2824717395bb9b1dec675 (MD5) Previous issue date: 2017-01-31 / Since 2015, the Brazilian Ministry of Education, together with other institutions, particularly the Brazil's National Board of Secretaries of Education and the National Union of Municipal Directors of Education have proposed to write up a paper entitled: Curricular Common National Basis (CCNB) to the Brazilian Education system and to spread out its version to the community by electronic means. That is the most current proposal of the Brazilian Ministry of Education and its relevance is yet questionable in the educational area, although it is not a new one; in previous time, it was already announced and, including, it should be suggested some ideas on an elaboration of a national basis, but such negotiations no longer exist on the achievement of the two presented introductory versions. Facing the main noticed problem in education which is the absence of clarity in the educational and academic circles, about the negotiation and the elaboration of a basis, we sought after on the research to amplify the comprehension on the negotiation process and the elaboration of the curricular common national basis in the Brazilian Educational System from the two versions presented. Therefore, it was observed the elaboration of a curricular common basis in the history of national curriculum and some external curriculum frameworks; it has been studied the structures of the CCNB texts – 1st e 2nd versions, specifically in the introductory fragments, some technical views were analyzed from the official peer-review committee, taking into consideration their critics to the first preliminary version. Authors as Gimeno Sacristán (1998, 2000, 2013), Apple (2006), Arroyo (2013), Jurjo Santomé (2013), Chizzotti and Ponce (2012), Libâneo (2012), Cury (2014), Alves (2014), Macedo (2014, 2015, 2016) , Lima Verde (2015), among others were the scope of the theoretical foundation of this work, besides the official papers from the Brazilian Ministry of Education. It was noticed a long step forward related to the offered text of one version to another, but, the negotiation was over delayed about the structure of a paper that could be considered a national Basis and it was not contemplated by the responsible authorities / Desde 2015, o Ministério da Educação, acompanhado de outras instituições, especialmente Conselho Nacional de Secretários da Educação e União Nacional dos Dirigentes Municipais de Educação, se propôs a construir um documento intitulado: Base Nacional Comum Curricular (BNCC) ao Sistema de Ensino Brasileiro e divulgar suas versões ao público, via portal eletrônico. Essa é a proposta mais atual do MEC, embora não seja nova; em momentos anteriores já se anunciava e sugeria-se ideias de elaboração de uma base, mas tais discussões não se fizeram presentes na concretização das duas versões preliminares apresentadas. Frente ao principal problema notado nos meios educacionais que é a ausência de clareza sobre a discussão e a construção de uma base, buscou-se, na pesquisa, ampliar a compreensão sobre o processo de discussão e a construção da Base Nacional Comum Curricular no Sistema Educacional Brasileiro, a partir das duas versões apresentadas. Para tanto, por meio de uma metodologia de levantamento bibliográfico qualitativo e documental, observou-se a construção da concepção de base comum curricular na história do currículo e verificou-se alguns modelos de currículos externos; estudou-se a estrutura do texto BNCC – 1ª e 2ª versões, especificamente nas suas partes introdutórias e analisou-se pareceres dos pareceristas oficiais, considerando suas críticas à primeira versão preliminar. Autores como Gimeno Sacristán (1998, 2000, 2013), Apple (2006), Arroyo (2013), Jurjo Santomé (2013), Chizzotti e Ponce (2012), Libâneo (2012), Cury (2014), Alves (2014), Macedo (2014, 2015, 2016), Lima Verde (2015), dentre outros, formaram o escopo da fundamentação teórica do trabalho, além dos documentos oficiais do Ministério da Educação. Concluiu-se um avanço no texto de uma versão para outra, porém, notou-se que a estrutura da base não foi posta em discussão pelos órgãos responsáveis, nesse momento histórico

In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.