The study investigates the role of religious education in the promotion of girls’ educational rights in peri-urban schools in Chingola district, Zambia. Fifteen schools were involved in the study and are all in the outskirts of Chingola town. Data was collected through oral interviews, questionnaires and observations. Questionnaires were given to 260 girls ranging from grade 5 to 9. Five questionnaires were distributed to each class. Besides the school girls, six instructresses were interviewed on cultural beliefs and practices that hinder girls’ progress in education. In addition, 15 teachers were also interviewed specifically to identify topics in Religious Education and their relevance in the promotion of self-confidence and self-esteem among girls as well as various teaching methods which promote learner-centredness. The Religious Education curriculum at primary, secondary and college levels of education was evaluated to assess its relevance to the promotion of girls’ education. Furthermore, contributions by some Non-Governmental Organisations and Religious Education towards gender equity in education and the Zambian government policy on gender were highlighted. The findings of the study were in four categories namely: cultural beliefs and practices that hinder girls’ progress in education, other problems affecting girl-child education besides cultural norms, freedom to enable girls to make their own constructive decisions, and topics in Religious Education which have the potential to promote self-confidence and self-esteem among the girls. The cultural beliefs and practices highlighted were the initiation ceremonies, early pregnancies and early marriages. The other problems hindering girls’ progress and advancement which came out vividly were long distances from home to school, poverty, boys jeering at girls when they got wrong answers and household chores. Further findings identified topics in Religious Education and their relevance towards the promotion of girls’ educational rights despite the influence of cultural beliefs and practices in the peri-urban schools. Some of the topics were ‘Advantages of having a friend’ taught in grade 1, ‘Growing in responsibility’ taught in grade 2, ‘Bravery and courage’ taught in grade 4, ‘Happiness’ taught in grade 5, ‘Development and co-operation’ taught in grade 6, ‘Marriage and family life’ taught in grade 7, ‘How people make choices’ taught in grade 8, ‘The talents people have’ taught in grade 8, ‘How people develop’ and ‘How religion helps people’ taught in grade 8, ‘Freedom and community’ as well as ‘Ambitions and hopes’ taught in grade 9. In conclusion, the research study has revealed that Religious Education as a subject has the potential to promote the girls’ educational rights and advancement in the peri-urban schools. Other subjects taught like Mathematics, Science and Technology are experimental subjects. They were rigid and cannot be bent while Religious Education leaves room for freedom in making concrete decisions. It deals also with emotions, values, and feelings. Mathematics imposes the facts without query. / Religious Studies / M.A. (Religious studies)

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaFPC.pdf: 621515 bytes, checksum: 31dc4faefd215850cc685dc9aef972f2 (MD5) Previous issue date: 2007-03-16 / This thesis describes and analyzes the trajectory of education of an educator-teacher group to become tutor of memorials (final work of the course Normal Superior in Instituto de Educa??o superior President Kennedy IFESP-Natal-RN). The writing of memorials (self-biographical writing) propitiates to the pupil that writes a reflection on his/her student and professional life, and to whom guides an evolution in his/her professional education. From the methodological point of view, we adopt an etnomethodological perspective of qualitative approach which describes the reality of real citizens inserted in a real situation of education. It is constituted of participants of the research of 32 educator-teachers, deriving of three different areas of academic formation. The instruments of data collection consist of eight life histories, 32 contextualization applications of the participants of the research, interviews with two consultants of the project, as well as some documents. The results of the analyses put in evidence that the education of the educator-teacher goes for two parallel ways: the first deals with the experiences, interactions and elements of daily practice; the second with the academy experiences where the educator-teacher searches the post-graduation courses. The integration of these two ways defines the educator-teacher identity with foundation in knowings that constitute in the exercise of guidance of memorials. The teachers knowings are considered insufficient by the majority and others knowings are mobilized to the knowing to be educator-teacher, memorial tutor. The thesis concludes that the trajectory of the educator-teacher constitutes an educator experience, in the direction of that implies an articulation among the learnings, abilities and knowings, to support the pupil in self-discovery, and that these multiple experiences favor the education of these teachers / A tese toma como objeto de estudo a trajet?ria de forma??o um grupo de professores formadores, que contam como se tornaram orientadores de memoriais de forma??o (trabalho final do Curso Normal Superior - IFESP/RN). Do ponto de vista te?rico-metodol?gico, adotamos a abordagem qualitativa e a perspectiva etnometodol?gica. O objetivo central ? descrever como os participantes concebem o caminho percorrido e a sua situa??o de forma??o. Participaram da pesquisa 32 professores formadores, correspondendo a 78% do quadro docente da institui??o. As fontes da pesquisa compreendem oito hist?rias de vida, 32 fichas de contextualiza??o dos participantes, documentos oficiais, entrevistas com consultoras do projeto de implanta??o do IFESP. A an?lise das falas dos participantes revela que para a maioria dos formadores a fun??o de orientador dos memoriais exige al?m do aprofundmento dos saberes docentes adquiridos, outros saberes inclusive sensibilidade e intui??o. Os resultados p?em em evid?ncia que a forma??o do professor formador percorre, simultaneamente, dois caminhos: o primeiro ? o da experi?ncia vivenciada com seus orientandos e colegas na pr?tica cotidiana, a qual vai se aprimorando ao longo dos anos; o segundo ? caminho de retorno ? universidade, onde o professor formador dar? continuidade aos seus estudos p?s-graduados. Assim, admitem que o saber ser orientador se faz no cruzamento dessas duas ordens de saberes no exerc?cio da orienta??o dos memoriais, com repercuss?es positivas para a constitui??o de sua nova identidade como professor formador. Concluimos que em sua trajet?ria, os professores formadores articulam o campo da experi?ncia pr?tica e o campo te?rico-metodol?gico, mas essa articula??o implica um novo v?nculo com a sua pr?pria humanidade, o que lhes permite dar um novo sentido ?s aprendizagens, habilidades para apoiar o aluno na descoberta de si mesmo e, nesse processo, descobrirem, o que constitui a sua identidade de professores formadores e orientadores

Esta pesquisa teve como objetivo estudar a construção de consciência histórica em alunos do ensino básico a partir do encontro/confronto, em sala de aula, dos diferentes saberes oriundos do senso comum e da ciência da História, por meio da análise das representações sociais constituídas por seus sujeitos: alunos e professores. A utilização de uma metodologia de pesquisa de inspiração etnográfica, somada a outros instrumentais qualitativos aplicados em alunos e professores do ensino fundamental e médio de escolas situadas na periferia da Cidade de São Paulo, proporcionou a leitura das configurações sociais da comunidade escolar à luz da teoria das representações sociais de Serge Moscovici e do conceito de consciência histórica de Jörn Rüsen. Baseado nesse aporte teórico e empírico, a dissertação buscou compreender a influência da dupla dimensão do cotidiano (local e global) na construção das representações sociais dos alunos e a transformação (ou reprodução) das mesmas após a atuação do ensino de História no espaço escolar, com vistas à consecução (ou não) de consciência histórica na vida prática. Por fim, a partir da análise do confronto de representações sociais de alunos e professores, oriundas da apreensão de um conceito substantivo discutido no ensino de História, propõe a socialização e discussão dessas diferentes representações no espaço escolar como possibilidade de formação de consciência histórica e de maior aproximação do estudo da História da vida prática dos alunos. / This research has the aim to study the forming of historical consciousness in elementary school students, starting from the discovery/confrontation of the different knowledge backgrounds resulting from common sense and the Science of History itself, through the analysis of the social representations made by their subjects: students and teachers. The use of the ethnography-inspired research method, added to alternative quantitative tools employed in studies with both pupils and teachers in the outskirts of São Paulo´s elementary and high schools, provided the understanding of the social setup in those communities, in the view of Serge Moscovici´s social representation theory and the Jörn Rüsen´s historical consciousness concept. Based on this both theoretical and empirical approach, this thesis intends to comprehend the (local and global) double-dimensioned influence of the quotidian life on forming students´ social representations, and their possible changes, or reproductions, after the process of the teaching of History in the school environment with the purpose of promoting (or not) historical consciousness in practical life. Finally, starting from the analysis of the comparison between students´ and teachers´ social representations, coming from the perception of the History teaching substantive concept, this thesis suggests the debate and the socialization of these different representations in the school environment as a possibility of construction of the historical consciousness and a better approach of History teaching in learners´ practical life.

Made available in DSpace on 2016-06-02T19:39:30Z (GMT). No. of bitstreams: 1 4951.pdf: 3157886 bytes, checksum: a260e58e369e0e14cd8a7f3f7638fd17 (MD5) Previous issue date: 2013-02-28 / Financiadora de Estudos e Projetos / The study presented in this Master's thesis seeks to bring some insights on the educational work of guiding a program of measures in Socioeducational Half Open, Assisted Freedom and Community Service, in São Carlos / SP, for young people in conflict with the law. The research question guiding the research is explained thus: as the guidelines of the Programme of Measures for Socio Half Open, Probation, in São Carlos / SP, mean the space where they work and how to evaluate educational practices that developed there? To answer the research question, the qualitative research, general aims: to analyze and understand the perspective of the guidelines in relation to their work with young people who are under socio and space in which they operate. Participated as collaborators, six guiding the Programme of Measures for Socio Half Open and were used as instruments interviews, observation records organized in field diaries and document analysis. The data collected were organized and emerged from these four foci of analysis: the Programme of Measures Socioeducational vision of guiding as enabler of new opportunities to the life of (the) young authors (as) an infraction; workshops Socioeducational Measures Program the guiding vision of where they reveal that such workshops constitute integration possibilities, reflection and learning in different areas, the relationship with the school of (the) youth in conflict with the law in guiding vision of showing that (the ) young people are not welcomed by the school, which results in their not stay in that space of formal education, finally, as if guiding and educating young people in conflict with the law in a Programme of Measures Socioeducational announces the live, being together, exchanges and shares offered by the dialogue group. Data analysis is based on Latin American authors and researchers (the) theme, which supported our reflections, to uncover and build paths in social practices that occur within spaces of probation, and announcing the specificity of educational processes that occur in them, may contribute to the (re) integration of young people in conflict with the law to social life. / O estudo apresentado nesta dissertação de Mestrado busca trazer algumas compreensões sobre o trabalho educativo de orientadoras de um Programa de Medidas Socioeducativas em Meio Aberto, Liberdade Assistida e Prestação de Serviços à Comunidade, no município de São Carlos/SP, destinado a jovens em conflito com a lei. A questão de pesquisa norteadora da investigação assim se explicita: como as orientadoras do Programa de Medidas Socioeducativas em Meio Aberto, Liberdade Assistida, no município de São Carlos/SP, significam o espaço onde atuam e como avaliam as práticas educativas que ali desenvolvem? Para atender à questão norteadora, a pesquisa de natureza qualitativa, tem como objetivo geral: analisar e compreender a perspectiva das orientadoras em relação ao seu trabalho com jovens que estão em cumprimento de medida socioeducativa e ao espaço em que atuam. Participaram como colaboradoras, seis orientadoras do Programa de Medidas Socioeducativas em Meio Aberto e foram utilizados como procedimentos metodológicos entrevistas, observação com registros organizados em diários de campo e análise documental. Os dados coletados foram organizados e deles emergiram quatro focos de análise: o Programa de Medidas Socioeducativas na visão das orientadoras, enquanto possibilitador de novas oportunidades à vida dos(as) jovens autores(as) de ato infracional; as oficinas do Programa de Medidas Socioeducativas na visão das orientadoras em que estas revelam que tais oficinas se constituem em possibilidades de integração, reflexão e aprendizado em diferentes áreas; a relação com a escola dos(as) jovens em conflito com a lei na visão das orientadoras que evidencia que os(as) jovens não são acolhidos pela escola, o que resulta em sua não permanência nesse espaço formal de educação, por fim, como se educam orientadoras e os jovens em conflito com a lei em um Programa de Medidas Socioeducativas anuncia o conviver, o estar junto, as trocas e partilhas propiciadas pelo diálogo no grupo. A análise dos dados está embasada em autores latinoamericanos e pesquisadores(as) do tema, que subsidiaram nossas reflexões, no sentido de desvelar e construir caminhos nas práticas sociais que ocorrem no interior de espaços de liberdade vigiada, e que anunciam a especificidade dos processos educativos que nelas ocorrem, podendo contribuir na (re)integração dos jovens em conflito com a lei à vida social.

<p>K&uuml;l&ouml;nb&ouml;ző t&iacute;pus&uacute; sz&ouml;vegek kreat&iacute;v olvas&aacute;s&aacute;nak fejleszt&eacute;se az anyanyelv tan&iacute;t&aacute;s&aacute;ban (Razvijanje sposobnosti kreativnog čitanja različitih tipova tekstova u nastavi maternjeg jezika) tretira metode i procese kojima se razvija čitanje sa razumevanjem (čitalačka pismenost). Ukazuje na to da su preduslov za razumevanje teksta razvijena tehnika čitanja, leksički fond, razumevanje sintagme i rečenice, izvođenje zaključaka, razuđenost teksta, prepoznavanje strukture teksta, unutra&scaron;nja slika (mentalna mapa) tipa teksta, u pisanom tekstu poznavanje vizuelnog upravljanja (forma teksta) i jezičkog upravljanja, retorike, uvažavanje vizuelnog konteksta (slike i ilustracije, tumačenje uzajamno komplementarnih tekstova i slika), prepoznavanje stila (stilskog registra), veći kapacitet radne memorije, monitoring okvirnog znanja (poznavanje sveta), procesa razumevanja itd. U radu se prikazuju oblici ispoljavanja deficita pri razumevanju teksta, a obja&scaron;njavaju se i uzroci.<br />Autorka analizira strategije razvijanja čitalačke pismenosti sa razumevanjem različitih tipova tekstova počev od beletristike (bajki i poezije), preko naučno-popularne literature (udžbenika) do adekvatnog tumačenja multimedijalnih, pa i digitalnih tekstova. Usput spominje kreativno-produktivne vežbe, ilustruje njihovu ulogu, značaj u stvaranju značenja, prikazuje mehanizam za postizanje efekata kod vežbi kreativnog pisanja i bavi se metodikom vaspitavanja čitalaca.<br />U doktorskoj disertaciji, nakon razmatranja teoretsko-metodolo&scaron;ke osnove čitanja sa razumevanjem različitih tipova tekstova, sledi prezentacija rezultata empirijskog istraživanja, kvantitativna i kvalitativna analiza sa matematičko-statističkom obradom podataka. U istraživanju je kori&scaron;ćen test za razumevanje teksta koji nije formalan (standardni), odnosno upitnik o čitalačkim navikama. Uzorak obuhvata 800 učenika: iz naselja u kojima Mađari žive u homogenim sredinama, u rasejanju, odnosno u izolovanim manjim zajednicama.<br />Tokom istraživanja autorka je ispitivala u kojoj meri jezička sredina učenika (Mađari u homogenim naseljima, u rasejanju ili izolovanim zajednicama) utiče na nivo razvoja njihove sposobnosti razumevanja teksta, kao i da li postoji statistički značajna povezanost (pozitivna korelacija) između socijalno-kulturne sredine učenika i nivoa razvoja njihove sposobnosti razumevanja teksta. Istraživanje obuhvata i aspekat postojanja statistički značajne razlike među polovima &scaron;to se tiče sposobnosti kreativnog čitanja i da li ima razlike u procentima re&scaron;enih zadataka vezanih za razne tipove tekstova, odnosno u kojoj meri učinak u razumevanju teksta zavisi od tipa teksta. Tokom kvalitativne analize dobija se odgovor i na to, kako su mediji promenili tradicionalnu strukturu kori&scaron;ćenja slobodnog vremena, odnosno kako se menja profil čitanja po žanrovima i struktura traženog &scaron;tiva.<br />Koristeći metode deskriptivne, istorijske, statističke i teorijske analize doktorska disertacija daje uvid u nivo razvoja učenika 4. razreda osnovne &scaron;kole ‒ na teritorijama gde Mađari žive homogeno, u rasejanju ili u izolovanim zajednicama ‒ &scaron;to se tiče sposobnosti razumevanja teksta, odnosno čitalačkih navika. Disertacija može poslužiti kao osnova za dalja istraživanja, dajući podlogu za komparativne analize.</p> / <p>The doctoral dissertation entitled K&uuml;l&ouml;nb&ouml;ző t&iacute;pus&uacute; sz&ouml;vegek kreat&iacute;v olvas&aacute;s&aacute;nak fejleszt&eacute;se az anyanyelv tan&iacute;t&aacute;s&aacute;ban (English translation: The development of creative reading of texts with a different type in native language teaching) examines the methods, procedures enhancing text comprehending reading. It sheds light on the fact that the condition of text comprehending is the developed reading technique, the vocabulary, syntagm- and sentence understanding, drawing the conclusions, the articulateness of the text, the recognition of text structure, the inner picture of the text type (its mental map), the visual control (the text form) and the lingual control in the written text, the knowledge of the rhetoric, taking into consideration (the interpretation of a text and figure being complementary with each other) the visual context (figures and illustrations), identification of the style (the style register), bigger work memory capacity, the knowledge framework (world knowledge), monitoring the understanding process, etc. Furthermore, it presents the forms of manifestation of the text comprehending deficits, and brings the reasons to light.<br />By analysing the development strategies of comprehending reading of texts with a different type, the author starts from the literary texts (from the tale and the poem), through the educational (course book) texts gets to the adequate interpretation of the multimedia and digital texts. Meanwhile flashes the creative-productive practices by illustrating their role, significance in meaning creation, presents the mode of action of the creative writing practices, and touches upon the methodology of educating for reading.<br />In the doctoral dissertation, the theoretical-methodological establishment of the comprehending reading of different type of texts is followed by the presentation of the results of the empirical research, respectively the quantitative and qualitative analysis of the statistical data. The research was not carried out with the examination of a random sample, it is not a formal (not standard) text comprehending test, and it is based on the questionnaire surveying the reading habits. 800 students belong to the sample: the students living on areas predominantly inhabited by ethnic Hungarian population (compact areas), students living in a diaspora environment, and students from scattered areas.<br />In the course of her research the author examines whether the students&#39; lingual environment (living on areas predominantly inhabited by ethnic Hungarian population, in a diaspora environment, and on scattered areas) influences the development level of text comprehending ability, furthermore whether statistically there exists considerable connection (positive correlation) between the students&#39; sociocultural background and the development level of text comprehending ability. The research also extends to whether, as regard the genders, there can be observed statistically considerable difference regarding the level of creative reading ability, and whether the resolution proportions of the tasks being attached to different type of texts show a difference, namely to what extend does text comprehending performance depend on the text type. In the course of the qualitative analysis we have also got an answer of how did the media modify the traditional structure of free time spending, and how did the aspect of reading change regarding the read genres, the reading structure.<br />By the descriptive, historical, statistical and theoretical analysis, the doctoral dissertation draws a picture ‒ on the areas predominantly inhabited by ethnic Hungarian population (compact areas), the diaspora environment, and on scattered areas ‒ with regard to the primary school fourth grade students, on the development level of text comprehending ability, and maps the reading habits as well. The dissertation may serve as the basis of additional researches, providing the basis for comparative analyses.</p>

Dissertation is focused on the issue of institutional care in the Czech Republic. The main focus of this work are children's homes, education and socialization of children placed in this type of residential care. The aim of the theoretical part is to describe the characteristics of subjects of institutional care in the Czech Republic. Furthermore, to compare institutional care with selected countries and describe the child's socialization in the family and at school. A historical overview of institutional care in the Czech Republic is also described, and in conclusion the author deals with a specific description of the social inclusion of pupils with special educational needs in the teaching process at primary school. The empirical part reports on the research and its results obtained by qualitative methodology using case study design. The main goal of the research was to find out how children from a children's home are integrated into the teaching process at primary school. Furthermore, the author set several partial goals. The first partial goal was to find out how children from a children's home are integrated by children growing up in biological families into the class group at primary school. The second partial goal was to find out how children from a children's home are involved in the...