Esta pesquisa teve como objetivo principal estudar como se dá a utilização da imagem pelos professores de História do ensino básico em escolas públicas da região central da cidade de São Paulo, por meio da análise do discurso dos professores. Utilizou-se, para esse fim, de uma metodologia de inspiração etnográfica e de outros referenciais para compreender a dinâmica da sala de aula e o discurso dos professores à luz da teoria das representações sociais desenvolvida por Roger Chartier e Serge Moscovici. Por meio dessa teoria procurou-se compreender como o professor de História do Ensino Básico lida com as imagens na sala de aula: se ele permite aos alunos lê-las, compreendê-las e interpretá-las. Para o desenvolvimento desse trabalho foram utilizadas as reproduções das obras de Pedro Américo e Victor Meirelles, artistas referenciais da época do II Império brasileiro, que estão na base da construção de uma identidade nacional e que estão presentes na maioria dos livros didáticos de história do Ensino Fundamental. / This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School. This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School.

A presente investigação teve como alvo analítico a aliança discursiva entre cidade e educação na atualidade, a partir de um tipo de problematização fundamentado no pensamento de Michel Foucault. Mais especificamente, foram mobilizadas as teorizações foucaultianas sobre representação, verdade, história e genealogia com o intuito de embasar os procedimentos de endereçamento às fontes eleitas. Para tanto, partiu-se da constatação de uma profusão de iniciativas voltadas ao fomento de medidas de cunho pedagógico/formativo nos mais diversos contextos e equipamentos urbanos contemporâneos, nos quais práticas educacionais são flagradas permeando variadas circunstâncias externas ao âmbito exclusivamente escolar. Destaca-se aí a proposta internacional de cidade educadora, a qual constitui a temática fulcral em análise neste estudo, sendo considerada um horizonte tão apregoado quanto fugidio de articulação entre determinadas formas de organização citadina e modos de existência possíveis aos seus habitantes. Com base na hipótese de que o lastro educacional de iniciativas dessa ordem não seria algo exclusivo do tempo presente, optou-se por perspectivar tal horizonte segundo um plano estratégico composto por outros modelos de cidade considerados ideais em diferentes momentos históricos. Assim, a primeira parte da investigação consiste na forja de um cenário analítico que se debruçou sobre alguns projetos urbanos ficcionais; dentre eles, quatro referências históricas receberam destaque: A República, de Platão; Utopia, de Thomas More; Cidade do Sol, de Tommaso Campanella; e Walden II, de Burrhus Frederic Skinner. Visou-se, então, esquadrinhar cada um desses modelos idealizados, adotando como vetor de leitura os arranjos educacionais a eles atinentes. Uma vez percorrido tal cenário e tendo em vista o que ele permitiu esboçar acerca das relações entre educação, modos de governar e processos de subjetivação, o problema urbano-educativo contemporâneo foi examinado mais detidamente. Em uma espécie de jogo de claro-escuro analítico, tratou-se ora de interpelar as racionalidades que o sustentam, ora de confrontá-lo com os ideais de cidade previamente analisados, de modo que, ao final, fosse possível posicioná-lo no bojo de um panorama complexo no qual se emaranham tanto linhas acirradas de governo das condutas, quanto irrupções heterotópicas imprevistas pelas idealizações que o promovem. Mediante tais ponderações críticas, pode-se admitir que a educação ocupa um lugar paradoxal no encontro entre a cidade e seus homens, sendo convocada, ao mesmo tempo, a afiançar o exercício da liberdade e a sujeitá-lo aos intentos do ordenamento urbano. / The present study aims at analysing the discursive correlation between contemporary city life and education, starting from one kind of problematization founded on Michel Foucaults thought. More specifically, Foulcautian theories on representation, truth, history and genealogy were mobilized so as to serve as a basis for the investigation procedures addressed to the selected sources. For that aim, the starting point was detecting a plethora of initiatives geared toward prompting pedagogical/formative measures in the most different contexts and contemporary urban devices, in which education practices are found to permeate various circumstances which are external to the school sphere. In this sense, the international proposal of educating city is emphasized, as it comprises the thematic support under analysis in the present research, and is deemed both a proclaimed and fugacious horizon of articulation among certain modes of city organization and ways of existence for its dwellers. Based on the hypothesis that the educational foundation of initiatives of such an order would not be something related exclusively to the present times, the choice was made for putting it in a strategic plan consisting of other city models considered ideal in different points in history. Thus, the first part of the investigation consists of framing an analytical scenario targeted to some fictional urban projects; among them four historical references were given emphasis: Republic, by Plato; Utopia, by Thomas More; The City of the Sun, by Tommaso Campanella; and Walden II, by Burrhus Frederic Skinner. Following this, an inquiry was made into each of these urban idealized models, by adopting as reading vector the education arrangements related to them. Once such a scenario was explored, and bearing in mind what it offered to build a sketch of the relations among education, modes of government and subjectification processes, the contemporary urban/educational issue was more thoroughly examined. Through a sort of analytical chiaroscuro game, the aim was now to question the rationalities which support it, now to confront it with the city ideals previously discussed, in order to finally be able to place it in the core of a complex panorama, which reveals an entanglement between rigid lines of government of lifestyles and heterotopical irruptions unforeseen by the idealizations which proclaim such a contemporary scenario. By reflecting on such issues, it is possible to state that education performs a paradoxical position in the encounter between the city and its dwellers, being at the same time invited to sanction the exercise of freedom and to subject it to the intents of the urban order.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-26T10:58:04Z No. of bitstreams: 1 deborahetruscotavares.pdf: 1119020 bytes, checksum: c83d59c85c35a0c6d5ec338b416ba829 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-27T10:58:32Z (GMT) No. of bitstreams: 1 deborahetruscotavares.pdf: 1119020 bytes, checksum: c83d59c85c35a0c6d5ec338b416ba829 (MD5) / Made available in DSpace on 2018-06-27T10:58:32Z (GMT). No. of bitstreams: 1 deborahetruscotavares.pdf: 1119020 bytes, checksum: c83d59c85c35a0c6d5ec338b416ba829 (MD5) Previous issue date: 2017-12-22 / A presente dissertação propõe uma análise a respeito da Política de Educação Integral de Minas Gerais, a partir da perspectiva da Cidade Educadora, apresentando, com base nesta concepção, uma alternativa para a superação dos problemas relacionados aos espaços escolares. Esta pesquisa pretende compreender como uma escola da rede pública estadual pertencente à circunscrição da Superintendência Regional de Ensino de Ouro Preto, em Minas Gerais, localizada no centro histórico da cidade, realiza ações pedagógicas em espaços intra e extraescolares. Busca-se, ainda, a compreensão acerca das alternativas encontradas pela escola para enfrentar o desafio da falta de espaço necessário ao desenvolvimento das atividades do programa. Entende-se a experiência da Escola Estadual Marília de Dirceu como uma possibilidade de reflexão sobre a implementação da política pública de Educação Integral, revelando alternativas para discussão sobre os tempos, os espaços escolares, os territórios e as comunidades em que estão inseridas as escolas e os sujeitos que as compõem. Os dados analisados neste trabalho foram obtidos por meio de observação realizada no campo de pesquisa e de entrevistas semiestruturadas. A reflexões teóricas e analíticas aqui empreendidas organizaram-se em dois eixos de estudo, quais sejam: tempos e espaços na escola e a perspectiva da Cidade Educadora. Tais eixos foram fundamentados nos estudos de autores como Moacir Gadotti (2006) e (2009), Maria do Carmo Brant de Carvalho (2006), Isa Maria F. Rosa Guará (2006), Ana Maria Cavalieri (2007), Jaqueline Moll (2009) e (2014), Cláudia da Mota Darós Parente (2010), Lúcia Helena Alvarez Leite (2012), Miguel Arroyo (2013) e Levindo Diniz Carvalho (2015). A análise dos dados desta pesquisa subsidiou o Plano de Ação Educacional que contém ações propositivas visando à busca pela construção identitária das escolas que implementam o Programa de Educação Integral dentro da concepção da Cidade Educadora, visto a necessidade de reconhecimento do entorno e da cultura de cada unidade escolar participante do projeto, para a efetivação das propostas pedagógicas e administrativas da Educação Integral, em escolas da regional de ensino de Ouro Preto, Minas Gerais. / This dissertation proposes an analysis about the Integral Education Policy of Minas Gerais, from the perspective of the Educating City, presenting, based on this conception, an alternative to overcome problems related to school spaces. This research intends to understand how a school of the state public network belonging to the circumscription of the Regional Superintendence of Education of Ouro Preto, in Minas Gerais, located in the historical center of the city, performs pedagogical actions in intra and extracurricular spaces. It also seeks to understand the alternatives found by the school to face the challenge of the lack of space necessary for the development of the program's activities. It is understood the experience of the Marília de Dirceu State School as a possibility to reflect on the implementation of the public policy of Integral Education, revealing alternatives for discussion about the times, the spaces, the territories and the communities in which the schools are inserted and the subjects that compose them. The data analyzed in this study were obtained through observation in the field of research and semi-structured interviews. The theoretical and analytical reflections we have outlined here were organized into two main areas of study: time and space in the school and the perspective of the Educating City. These axes were based on studies by authors such as Moacir Gadotti (2006) and Maria do Carmo Brant de Carvalho (2006), Isa Maria F. Rosa Guará (2006), Ana Maria Cavalieri (2007), Jaqueline Moll (2009) (2015) and Levindo Diniz Carvalho (2015). In this paper, we present the results of the study. The analysis of the data of this research subsidized the Educational Action Plan that contains propositional actions aiming at the search for the identity construction of the schools that implement the Integral Education Program within the conception of the Educating City, given the need to recognize the environment and the culture of each a school unit that participates in the project, for the accomplishment of pedagogical and administrative proposals of Integral Education, in schools of the regional education of Ouro Preto, Minas Gerais.

My diploma thesis titled "Analysis and Evaluation of selected Areas of Human Resources Management in a selected Organization" deals with the issue of managing labour performance of employees from both, theoretical and practical perspectives.The theoretical part focuses on the issue of managing human resources in the organisation. The attention is especially paid to managing labour performance, evaluation, rewarding, educating and development of employees.Practical application of theoretical findings was utilized in the Tooltechnic Systems CZ s.r.o. and TTS Slovakia s.r.o. companies. To collect data, a method of internal document analyses, semi-structured interview and questionnaires were used.The emphasis was given to comparing opinions of managers gathered from semi-structured interviews with opinions of their subordinates gathered from questioning. The conclusion presents contemporary system of managing labour performance in selected company and further presents solutions for improvement.

The purpose of the study is to explore the arbitrariness of the senior preschool children. The object of study – self-regulation in preschool age. The subject of the research is the formation of arbitrariness in preschool children. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (98 sources) and an Appendix that includes forms of applied techniques. The volume of the master's thesis 115 pages, which contains 11 histograms and 5 tables. The introduction reveals the relevance of the research problem, sets goals and objectives of the study, determines the subject and object of the study, formed a hypothesis, specifies methods and empirical base, stages of research, theoretical and practical significance of the work. The first Chapter includes a review of the national literature on the topic of research, the concept of arbitrariness and will, the role and importance in the development of preschool children and the conditions of formation of arbitrariness. The second Chapter is devoted to the stages of research – stating, forming, controlling. This Chapter presents a description of the methods and organization of studies and their results obtained on methodologies used: "the Graphic dictation" by D. B. Elkonin, "Correction test", "Shape ray", "Colour dictation", "Glade" by L. A. Wenger and R. I. Bardina. The analysis of the results of the study is also presented. The stage of formation is aimed at the formation of arbitrariness as a means of regulating the behavior of norms and rules. In the control phase we carried out a diagnosis of the level of arbitrariness with the aim of a comparative analysis of control and experimental groups of preschool children. In conclusion, the results of the theoretical and empirical part of the work, as well as conclusions on the hypothesis and prospects of this problem are summarized. / Цель исследования – исследовать произвольность у старших дошкольников. Объект исследования – произвольность в дошкольном возрасте. Предмет исследования – формирование произвольности у детей дошкольного возраста. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (98 источников) и приложения, включающих в себя бланки применявшихся методик. Объем магистерской диссертации 115 страниц, на которых размещено 11 гистограмм и 5 таблиц. Во введении раскрывается актуальность проблемы исследования, ставятся цели и задачи исследования, определяется предмет и объект исследования, формируется гипотеза, указываются методы и эмпирическая база, этапы проведения исследования, теоретическая и практическая значимость работы. Первая глава включает в себя обзор отечественной литературы по теме исследования, понятие произвольности и воли, роли и значимости в развитии ребенка дошкольного возраста и условиях формирования произвольности. Вторя глава посвящена этапам исследования – констатирующий, формирующий, контрольный. В этой главе представлено описание методов и организации проведенного исследования и их результатов, полученных по использованным методикам: «Графический диктант» Д.Б. Эльконина, «Корректурная проба», «Фигура Рея», «Цветовой диктант», «Полянки» Л.А. Венгера и Р.И. Бардиной. Также представлен анализ результатов исследования. Этап формирования, направлен на формирования произвольности как опосредования регуляции поведения нормам и правилам. На контрольном этапе нами была проведена диагностика уровня произвольности с целью сравнительного анализа контрольной и экспериментальной группы дошкольников. В заключении в обобщенном виде изложены результаты теоретической и эмпирической части работы, а также выводы по гипотезе и перспективы данной проблематики.

The purpose of this study is to investigate the need for a democratic approach to the problem of educating for life in a changing world and to show, too, how this approach can be made through a democratic administration, a democratic curriculum, and democratic methods.

Made available in DSpace on 2016-04-27T16:32:33Z (GMT). No. of bitstreams: 1 Fabiane Cristina Santana.pdf: 810946 bytes, checksum: 0672eeef580a069589f6a8e1b42e07fa (MD5) Previous issue date: 2011-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Taking into consideration the increase in the Brazilian academic production about early childhood education that focus on caring and educating processes, as a consequence of the National Education Law (Law of Directives and Bases of Education LDB 9394/96 / Brasil, 1996). This study aims to analyze the investigative trends referring to carring and teaching issues in the first infancy carried out by the educational institutions in Sao Paulo, being produced between 1997 and 2009. This research paper is constituted of 3 (three) PhD thesis and 8 (eight) Master Research Papers produced by the UNIMEP, UFSCAR, USP, UNESP Araraquara, PUC-SP, UNICAMP and UMESP Pos-graduation programmes. A reading sheet and an analysis board was employed to gather specific information, allowing to compare and analyse the different research papers and thesis, taking into consideration the hypothesis that the preparation conception for the fundamental learning is the main guideline to this learning level yet. The theoretical reference adopted by author of this research paper is the Society s Critical Theory, being supported by Adorno s, Horkheimer s and Marcuse s as a way to articulate with the critic that they do referring to the science, besides formation, pseudoformation and technological rationality concepts (referring to their works). I could verify that although they had employed the socio-historical theory, the academic production trend referring to caring and educating processes tends to a cognitive perspective, aiming to pseudoformation that supports and lasts the technological-rationality and restrict the process to come to a formation for the emancipating model. On the other hand, the academic production aims to a science that ensures adaptation process and not making the relations that allow execute a supported critical process and suggest changes to transform the society as well / Em face do aumento significativo da produção acadêmica brasileira sobre a educação infantil, após a promulgação da Lei de Diretrizes e Bases da Educação Nacional LDB 9394/96 (Brasil, 1996), este estudo tem como objetivo analisar as tendências investigativas da produção acadêmica paulista sobre a temática do cuidar e educar da primeira infância em instituições de educação infantil, produzidas entre os anos de 1997 e 2009. Compõem a amostra desta pesquisa 3 (três) teses de doutorado e 8 (oito) dissertações de mestrado produzidas nos Programas de Pós-Graduação da UNIMEP, UFSCAR, USP, UNESP Araraquara, PUC-SP, UNICAMP e UMESP. Para a coleta de dados foi utilizada ficha de leitura e quadro de análise, com o objetivo de coletar dados específicos que possibilitassem a comparação e a interpretação dos referidos trabalhos acadêmicos, sob a hipótese de que a concepção de preparação para o ensino fundamental ainda prevalece nas orientações para este nível de ensino. O referencial teórico adotado por esta pesquisa é o da Teoria Crítica da Sociedade, sendo utilizados trabalhos de Adorno, Horkheimer e Marcuse, em uma tentativa de articulação com a crítica que fazem em relação à ciência, além dos conceitos de formação, pseudoformação e racionalidade tecnológica. Foi possível verificar que, apesar da utilização por parte dos autores da teoria sócio-histórica e do reconhecimento da criança como ser social, a tendência da produção acadêmica, no que se refere ao cuidar e educar, parece caminhar para uma perspectiva de educação de cunho cognitivista, o que aponta para a pseudoformação, perpetua a racionalidade tecnológica e impede o avanço da formação para a emancipação. De outro lado, a produção acadêmica expressa o predomínio de uma concepção de ciência que reafirma a adaptação do indivíduo à sociedade, o que coloca em segundo plano à crítica social

This study was conducted to examine the attitudes and motivational intensity of 10th grade vocational high school students and to explore whether there is any significant difference between Anatolian high school and high school sections of vocational high schools and whether there is any significant gender difference in terms of attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity. Learners from three vocational high schools in Boz&uuml / y&uuml / k, Bilecik participated in the study. According to quantitative data analysis results, a significant difference was found between Anatolian high school and high school sections of vocational high schools in terms of attitudes and motivational intensity. Students at high school sections were observed to have more positive attitudes and more motivational intensity than students at Anatolian high school sections do. Furthermore, a statistically significant difference was found between female and V male students. Female students tend to have more positive attitudes and more motivational intensity than male students do. Related to the level of the participants&rsquo / attitudes and motivational intensity, quantitative data analysis results indicate that vocational high school students&rsquo / attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity are above the average level. Qualitative data analysis of the open-ended responses confirm the participants&rsquo / almost positive attitudes toward learning English / however, it also points out that almost half of the participants were found to have negative attitudes toward expending personal effort to learn the Anglo-Saxon culture and over half of their openended responses did not show any sign of motivational intensity.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-03-27T20:37:39Z No. of bitstreams: 1 TeseTMF.pdf: 2836830 bytes, checksum: 4a36159c16d2520725e8b87adb06fa78 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-03-27T20:38:04Z (GMT) No. of bitstreams: 1 TeseTMF.pdf: 2836830 bytes, checksum: 4a36159c16d2520725e8b87adb06fa78 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-03-27T20:38:21Z (GMT) No. of bitstreams: 1 TeseTMF.pdf: 2836830 bytes, checksum: 4a36159c16d2520725e8b87adb06fa78 (MD5) / Made available in DSpace on 2017-03-27T20:38:34Z (GMT). No. of bitstreams: 1 TeseTMF.pdf: 2836830 bytes, checksum: 4a36159c16d2520725e8b87adb06fa78 (MD5) Previous issue date: 2016-07-12 / Não recebi financiamento / The Science, Technology and Society (STS) approach to Science Education and the Educating Cities conceptual framework share different aspects that allow their identification as progressive educational ideas. Aiming to understand which relationships future teachers establish with these educational approaches, we arrive at our research question: how do teachers in training understand the possibilities to teach and learn science considering both frameworks and their interactions? Faced with this question, our goal was to contribute to a deeper understanding about the perception of future educators regarding the use of the STS and Educating Cities approaches. Therefore, our specific objectives were to identify and characterize the spaces that are recognized by teachers in training as educational spaces, aiming to understand the meanings assigned to such spaces; identify the extent to which references to the STS and Educating Cities approaches occur with respect to their teaching practices, identifying conceptions of teaching and learning science presented by the future teachers, as well as meanings assigned to the use of cities as an educational possibility; observe to what extent the STS and Educating Cities approaches are seen as possibilities regarding their future teaching careers, as well as the obstacles they identify concerning these possibilities. Pursuing these objectives, we have analyzed textual documents produced by students engaged in the licenciate degree course of Biological Sciences at the Federal University of São Carlos who attended the discipline “Practices and Research in Biological Sciences Teaching III," offered in the second half of 2014, using discursive textual analysis. The results reveal lack of familiarity of most students in relation to these approaches and reinforce the need for a stronger incorporation of the STS and Educating Cities perspectives in curriculum guidelines both for Basic Education as for the universities themselves and the importance of adopting these perspectives in teacher education. / O Enfoque CTS de Ensino de Ciências e as Cidades Educadoras compartilham de diversos aspectos que permitem sua identificação como concepções progressistas de educação. No sentido de compreender a relação de futuros professores com tais abordagens educativas, chegamos à nossa questão: Como professores em formação compreendem as possibilidades de ensinoaprendizagem de ciências a partir da interação entre os referenciais CTS e das cidades educadoras? Diante de tal questão, nosso objetivo foi contribuir para uma maior compreensão sobre a percepção de futuros educadores quanto à utilização integrada das abordagens de ensino do enfoque CTS e das Cidades Educadoras. Para tanto, nossos objetivos específicos foram: identificar e caracterizar os espaços que são reconhecidos pelos professores em formação como espaços educativos de maneira a compreender os sentidos atribuídos a tais espaços; avaliar em que medida as referências às abordagens do Enfoque CTS e das Cidades Educadoras se dão em relação às suas práticas de ensino, identificando as concepções de ensinar-aprender ciências, bem como os sentidos de utilização da cidade como possibilidade educativa; observar em que medida as abordagens CTS e das Cidades Educadoras, suas práticas e concepções, são apontadas como possibilidade em suas futuras carreiras docentes, bem como os obstáculos relacionados a adoção dessas abordagens. Utilizamos, para tanto, a análise de documentos produzidos pelos alunos do curso de Licenciatura em Ciências Biológicas da Universidade Federal de São Carlos na disciplina “Práticas e Pesquisa em Ensino de Ciências Biológicas III”, ofertada no segundo semestre de 2014, utilizando a Análise Textual Discursiva. Os resultados obtidos revelam pouca familiaridade da maioria dos alunos em relação a essas abordagens e reforçam a necessidade de uma incorporação mais incisiva das perspectivas do Enfoque CTS e das Cidades Educadoras nas orientações curriculares tanto do Ensino Básico quanto das próprias universidades, bem como a importância da adoção dessas perspectivas na formação de professores.

The thesis is focused on talents and methods to deal with them. The basic terms (gifts, their types, talent etc.) are explained at the beginning of the work, followed by methods of detection and recognition of individual talent, types of talent and specific groups of talented individuals. Furthermore, there are mentioned approaches in educating gifted children and ways to choose appropriate method for specific individuals. In the practical part of this thesis, these approaches and methods are judged on the basis of realistic usage and use in practice. The basis for this judgement is the evaluations of the teachers and the parents. The information acquired by research work is compared with conclusions of the theoretic part.