Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-08-23T20:23:30Z No. of bitstreams: 1 6838.pdf: 5868400 bytes, checksum: b76728ccc0b36d100b26820a76db5f4b (MD5) / Rejected by Ronildo Prado (ronisp@ufscar.br), reason: Inserir palavras-chave em inglês; Corrigir Área do Conhecimento. on 2016-08-24T18:37:20Z (GMT) / Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-08-26T20:01:25Z No. of bitstreams: 1 6838.pdf: 5868400 bytes, checksum: b76728ccc0b36d100b26820a76db5f4b (MD5) / Rejected by Ronildo Prado (ronisp@ufscar.br), reason: Verificar resumo on 2016-08-26T20:03:36Z (GMT) / Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-08-29T11:47:34Z No. of bitstreams: 1 6838.pdf: 5868400 bytes, checksum: b76728ccc0b36d100b26820a76db5f4b (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-08-29T11:53:03Z (GMT) No. of bitstreams: 1 6838.pdf: 5868400 bytes, checksum: b76728ccc0b36d100b26820a76db5f4b (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-08-29T11:54:33Z (GMT) No. of bitstreams: 1 6838.pdf: 5868400 bytes, checksum: b76728ccc0b36d100b26820a76db5f4b (MD5) / Made available in DSpace on 2016-08-29T11:55:09Z (GMT). No. of bitstreams: 1 6838.pdf: 5868400 bytes, checksum: b76728ccc0b36d100b26820a76db5f4b (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este estudo discute o currículo em ação na Educação Infantil buscando conhecer como se configuram nele as manifestações de religião/religiosidade a partir das expressões das crianças. Diversidade e laicidade imbricam-se na discussão que traz questões ligadas ao respeito às diferenças e que foram então discutidas a partir do multiculturalismo crítico e da perspectiva inter/multicultural no entendimento da religião/religiosidade como parte da cultura e da relevância do diálogo. Como parte dos objetivos, intencionamos conhecer como as crianças expressam-se sobre a temática, a fim de contribuir para ampliar o conhecimento sobre as relações entre currículo e cultura na Educação Infantil. A questão direcionadora da pesquisa concretizou-se em “Como as crianças expressam-se, no currículo em ação, sobre religião/religiosidade?”. Dessa forma, caracterizouse como pesquisa de tipo etnográfico, desenvolvida a partir das observações, na sala de aula e em outros espaços da escola, de uma turma composta de 15 crianças de 5 a 6 anos de um Centro Municipal de Educação Infantil, durante um semestre letivo, totalizando 36 dias de observação. Como resultados, observamos que a religião/religiosidade apresenta-se no currículo em ação com grande força e frequentemente, tendo havido 33, dos 36 dias, em que foi notada. No contexto pesquisado, apontamos para o desconhecimento da religião/religiosidade das crianças por parte da escola, que tem entendido não se poder tocar no assunto, invisibilizando outras formas de religião/religiosidade que sejam desviantes do padrão monocultural cristão católico, e ainda exotizando-as. Como contraponto, as crianças trazem para o currículo as suas vivências, ocorrendo manifestações de religião/religiosidade em repetidos momentos, contrariando a proibição de se falar sobre o assunto na escola. Com isso, há a emissão de um importante recado para a formação de professores e desenvolvimento de políticas públicas que demandam a conversão dos espaços educativos em favorecedores do debate e não do proselitismo. Há que se levar em conta que religião/religiosidade estão no currículo em ação com intensidade e que, se a temática é trazida para a escola, então faz parte do currículo. Trabalhá-la é parte dos desafios conflituosos a serem enfrentados a partir de uma perspectiva que reconheça a multiculturalidade presente na sociedade e que promova o diálogo intercultural, considerando que é importante propiciar que as crianças digam sua palavra, e que esta seja ouvida e incorporada como conteúdo curricular. Sugerimos, assim, que elas possam falar com suas vozes, e que não se exija que a religião/religiosidade fique na porta da escola, mas que o diálogo entre as diferenças promova aprendizagens. Tal só será possível se a voz das crianças for efetivamente ouvida. / This study discusses the curriculum in action in the Early Childhood Education and aims at understanding how the configuration of the religion/religiousness presents itself based on the children’s demonstrations of the children. Diversity and laicity overlap in a discussion that raises questions connected to the respect for differences, which were then discussed based on the critical multiculturalism and on the inter/multicultural perspective, understanding the religion/religiousness as part of the culture and of the dialogue relevance. As part of the objectives, we intended to investigate how children express themselves on the theme in order to better understand the relations between curriculum and culture in the Early Childhood Education. The question that guided the investigation was “How do children express themselves about religion/religiousness in curriculum in action?” The research was characterized as of ethnographic type. It included observations that were done with a group of 15 children aged from 5 to 6 years old in a Municipal School of Early Childhood Education, in a classroom and in other spaces at the school, during a semester, totalizing 36 days of observations. As part of the results, we noticed that religion/religiousness is frequently present with great force in the curriculum in action because there were in 33 days of the 36 days of observations. In this context, we also pointed out the school did not know about the religion/religiousness of the children. The school understands that it is not possible to talk about this subject in the school environment and hence making other forms of religion/religiousness that are deviants of the catholic Christian monocultural standard become invisible and exoticized. On the other hand, children bring their experiences to the curriculum where we can notice demonstrations of religion/religiousness several times, contradicting the school’s prohibition of talking about this subject. An important issue considering teachers' education is the development of public politics to transform educative spaces in a place for discussions and not of proselytism. It is necessary to consider religion/religiousness is in the curriculum in action with intensity and if the theme is brought to the school, it should be part of the curriculum. Discussing the theme is part of the conflicted challenges to be faced and needs to be done from a perspective that recognizes multiculturalism in the society and that promotes intercultural dialogue, considering the importance to provide the children chances to speak out and ensure the children’s voice will be heard and the content will be incorporated in the curriculum. We suggest that children speak out and that religion/religiousness does not remain at the school gate, but that this dialogue among the differences promotes learning. This will only be possible if the voice of the children is effectively heard.

CAPES / A prática interdisciplinar abre-se no contexto da Educação Básica orientando novos olhares na produção de conhecimento. Faz-se necessário refletir a interdisciplinaridade como postura científica e epistemológica e, suas condições de possibilidade de ampliação de horizonte perante os desafios teórico-metodológicos impostos pela modernidade. Assim, esta dissertação buscou analisar concepções de interdisciplinaridade presentes na Proposta do Programa Ensino Médio Inovador. Para tanto, o percurso teórico teve inicialmente a busca pela compreensão do Ensino Médio no Brasil, a interdisciplinaridade como possibilidade de tensionamento da produção do conhecimento científico, ancorados principalmente nos estudos de Acácia Kuenzer, Dermeval Saviani, Boaventura de Sousa Santos, Claude Raynaut, Henrique Leff e Edgar Morin. O estudo teve como subsídio metodológico a pesquisa documental e princípios de análise de conteúdo. As análises ocorreram a partir dos sete documentos que compõe a trajetória de construção do Programa Ensino Médio Inovador e de uma entrevista semi-estruturada. De tal maneira, buscou-se compreender os conceitos dos documentos estabelecendo categorias analíticas a partir dos conteúdos mais evocados. Nesse processo foram identificadas três categorias no que se refere à construção da Proposta do Programa: inovações pedagógicas, organização curricular e qualidade de ensino e três categorias no que se refere às concepções de interdisciplinaridade presentes no Programa: diálogo entre os componentes curriculares, articulação de conhecimentos e protagonismo dos estudantes do Ensino Médio. A partir dos estudos realizados foi possível observar que o Programa surgiu com a perspectiva de direcionar uma nova identidade para a etapa final da Educação Básica, elencando Documentos Orientadores e Planos de ações para uma nova organização curricular do Ensino Médio. Observou-se que o Programa, embora explicite em seus documentos orientadores que parte da perspectiva interdisciplinar, em nenhum momento ele se autodenomina como interdisciplinar. As ações interdisciplinares partem ou devem partir do entendimento da escola, assim como a elaboração do Projeto de Redesenho Curricular englobando o diálogo entre as disciplinas. Percebeu-se pela análise dos documentos orientadores que é um Programa voltado ainda para uma racionalidade técnica, praticada por meio do entendimento particular da escola e, a prática sendo expressa a partir das mesmas concepções que o Ensino Médio é desenvolvido, com cada professor lecionando os conteúdos de suas disciplinas e realizando projetos transversais. Romper com o paradigma existente ainda é um dos desafios enfrentados perante o processo ensino-aprendizagem. Romper com o paradigma existente ainda é um dos desafios enfrentados perante o processo ensino-aprendizagem. / The Interdisciplinary practice opens in the context of Basic Education guiding new looks in the production of knowledge. It is necessary to reflect the interdisciplinarity as scientific and epistemological stance and its conditions of possibility of expanding the horizon before the theoretical and methodological challenges posed by modernity. Thus, this work aimed to analyze interdisciplinary concepts present in the proposal of the High School Program Innovator. Therefore, the theoretical route initially had the search for understanding of high school in Brazil, interdisciplinarity as the possibility of tensioning the production of scientific knowledge, mainly anchored in the studies of Acácia Kuenzer, Dermeval Saviani, Boaventura de Sousa Santos, Claude Raynaut, Henrique Leff and Edgar Morin. The study was methodological subsidy document research and principles of content analysis. The analysis took place from the seven documents that make up the construction path of High School Program Innovator and a semi-structured interview. So, we sought to understand the concepts of the documents establishing analytical categories from more evoked content. In this process identified three categories with regard to the construction of the Program proposal: pedagogical innovations, curriculum organization and teaching quality and three categories with regard to interdisciplinary concepts present in the program: dialogue between curriculum components, joint knowledge and role of high school students. From the studies it was observed that the program came up with the prospect of directing a new identity for the final stage of basic education, listing Documents Guiding Plans and actions for a new curricular organization of secondary education. It was noted that the Program, though explicit in its guiding documents of the interdisciplinary perspective, in no time he calls himself as interdisciplinary. Interdisciplinary actions should run or from school understanding, as well as the preparation of the Redesign Project Curriculum encompassing dialogue between disciplines. Realized by the analysis of the guiding documents is a back program even for a technical rationality practiced by the particular understanding of the school and the practice being expressed from the same concepts that high school is developed, with each teacher teaching the contents of their disciplines and performing cross designs. Break the existing paradigm is still one of the challenges to the teaching-learning process. Break the existing paradigm is still one of the challenges to the teaching-learning process.

O Movimento dos Trabalhadores Rurais Sem Terra (MST) a partir do seu processo educativo e do caminho percorrido na educação iniciou, no ano de 2013, a experimentação da proposta curricular por Complexos de Estudo, na Escola Base e nas Escolas Itinerantes, do MST, no Paraná. Para a construção da referida proposta, o Movimento toma como referência histórica a experiência e os fundamentos originais da escola única do trabalho iniciada pela classe trabalhadora em período revolucionário soviético. A referência da experiência soviética exigiu um trabalho de apropriação crítica para o contexto brasileiro. A prescrição curricular, denominada Plano de Estudos, em sua parte introdutória, contempla elementos de concepção e fundamentos como: a concepção de Educação e de Matriz formativa - detalhamento das Matrizes: Escola e vida, Escola e Matriz Formativa do Trabalho, Escola e Matriz formativa da Luta Social, Escola e Matriz Formativa da organização Coletiva, Escola e Matriz Formativa da Cultura e Escola e Matriz Formativa da História - orientações gerais sobre a forma escolar: a função pedagógica do meio, a organização política da escola, os tempos da escola, aspectos metodológicos específicos, sequenciamento e duração dos Complexos de Estudo e o processo de avaliação. Na sequência, o Plano de Estudos contempla os complexos, as disciplinas, as porções da realidade/categorias da prática presentes nos complexos, organizados por semestre e por ano. Diante do contexto apresentado, esta investigação propõe analisar o processo de experimentação da proposta curricular por Complexos de Estudo na Escola Base Colégio Estadual Iraci Salete Strozak, localizado no Assentamento Marcos Freire, no município de Rio Bonito do Iguaçu, Paraná. Como caminho metodológico, optamos pela abordagem qualitativa e as análises foram realizadas sob o olhar do marxismo. Foram realizadas pesquisas bibliográficas e pesquisa de campo, entrevistas semi-estruturadas e análise de documentos gerados no processo de construção da proposta. Inicialmente, neste texto, discorremos sobre o caminho percorrido pelo MST na luta por escolas e pela educação pública; apontando elementos do processo que levaram à compreensão, pelo Movimento, de que somente a luta pela terra não basta para a efetivação da Reforma Agrária. Em seguida, discutem-se alguns elementos da Pedagogia do Movimento, a concepção de educação e os objetivos para a educação desse Movimento Social, as matrizes formativas e o potencial de transformar a escola a partir de uma proposta pedagógica que tenha esses elementos como orientadores. Apresentam-se ainda, os fundamentos originais dos Complexos de Estudo em sua origem histórica e de concepção. Discute-se acerca das transformações e inovações curriculares, o currículo como escolarização, como reprodução social e apresenta-se a estrutura da Proposta Curricular por Complexos de Estudo. Adiante, mostra-se como ocorreu o experimento na Escola Base Iraci Salete Strozak. Nesse momento, propomos dialogar sobre as transformações na organização do trabalho pedagógico, discorrendo sobre os elementos da proposta que estão sendo experimentados e as transformações percebidas até momento desta pesquisa. Ainda, abordamos a questão da formação dos educadores, desafios e avanços encontrados pela escola neste âmbito e, possíveis implicações para o experimento. / The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.

O Movimento dos Trabalhadores Rurais Sem Terra (MST) a partir do seu processo educativo e do caminho percorrido na educação iniciou, no ano de 2013, a experimentação da proposta curricular por Complexos de Estudo, na Escola Base e nas Escolas Itinerantes, do MST, no Paraná. Para a construção da referida proposta, o Movimento toma como referência histórica a experiência e os fundamentos originais da escola única do trabalho iniciada pela classe trabalhadora em período revolucionário soviético. A referência da experiência soviética exigiu um trabalho de apropriação crítica para o contexto brasileiro. A prescrição curricular, denominada Plano de Estudos, em sua parte introdutória, contempla elementos de concepção e fundamentos como: a concepção de Educação e de Matriz formativa - detalhamento das Matrizes: Escola e vida, Escola e Matriz Formativa do Trabalho, Escola e Matriz formativa da Luta Social, Escola e Matriz Formativa da organização Coletiva, Escola e Matriz Formativa da Cultura e Escola e Matriz Formativa da História - orientações gerais sobre a forma escolar: a função pedagógica do meio, a organização política da escola, os tempos da escola, aspectos metodológicos específicos, sequenciamento e duração dos Complexos de Estudo e o processo de avaliação. Na sequência, o Plano de Estudos contempla os complexos, as disciplinas, as porções da realidade/categorias da prática presentes nos complexos, organizados por semestre e por ano. Diante do contexto apresentado, esta investigação propõe analisar o processo de experimentação da proposta curricular por Complexos de Estudo na Escola Base Colégio Estadual Iraci Salete Strozak, localizado no Assentamento Marcos Freire, no município de Rio Bonito do Iguaçu, Paraná. Como caminho metodológico, optamos pela abordagem qualitativa e as análises foram realizadas sob o olhar do marxismo. Foram realizadas pesquisas bibliográficas e pesquisa de campo, entrevistas semi-estruturadas e análise de documentos gerados no processo de construção da proposta. Inicialmente, neste texto, discorremos sobre o caminho percorrido pelo MST na luta por escolas e pela educação pública; apontando elementos do processo que levaram à compreensão, pelo Movimento, de que somente a luta pela terra não basta para a efetivação da Reforma Agrária. Em seguida, discutem-se alguns elementos da Pedagogia do Movimento, a concepção de educação e os objetivos para a educação desse Movimento Social, as matrizes formativas e o potencial de transformar a escola a partir de uma proposta pedagógica que tenha esses elementos como orientadores. Apresentam-se ainda, os fundamentos originais dos Complexos de Estudo em sua origem histórica e de concepção. Discute-se acerca das transformações e inovações curriculares, o currículo como escolarização, como reprodução social e apresenta-se a estrutura da Proposta Curricular por Complexos de Estudo. Adiante, mostra-se como ocorreu o experimento na Escola Base Iraci Salete Strozak. Nesse momento, propomos dialogar sobre as transformações na organização do trabalho pedagógico, discorrendo sobre os elementos da proposta que estão sendo experimentados e as transformações percebidas até momento desta pesquisa. Ainda, abordamos a questão da formação dos educadores, desafios e avanços encontrados pela escola neste âmbito e, possíveis implicações para o experimento. / The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.

D.Phil. / The purpose of this research is to develop a curriculum framework for a distance education course in sustainable urban agriculture, whereby it is envisaged to train the trainers of urban farmers. The factors which motivated this study are mainly socioeconomic and ecological in nature and include the food crisis of the urban poor, unsustainable agricultural practices, malnutrition, starvation, health risks and high population growth in cities. Sustainability in urban agriculture implicates a need for environmental education and ecological agriculture. An exploratory and descriptive research design was used in the empirical study to determine the feasibility of an urban agriculture course through distance education. The need for Environmental Education in this course as well as the best media to use for the course were determined. Secondly, the policies and assistance by local governments to establish an infrastructure for practising sustainable urban agriculture, aimed at improving socio-economic and environmental sustainability, were determined. In both these cases a quantitative research study was undertaken, using a questionnaire as the data collecting instrument and a research survey as the method of enquiry. The sampling population was purposively selected. The questionnaires were coded and the data from the closed-ended questions was computer-analysed while data from the open-ended questions was content analysed, using Kerlinger's method of content analysis. Thirdly, a literature study was done on the educational philosophies and the philosophical base undergirding this curriculum as well as curriculum design models and sources of change, influencing this curriculum. A curriculum design model was chosen to serve as a theoretical foundation for designing an urban agriculture curriculum. Finally an empirical study with a discriptive and exploratory research design was undertaken in a qualitative research study to set the curriculum framework for a distance education course in urban agriculture.

This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.

M.Ed. (Education and Curriculum Studies) / In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).

This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.

An ethnographic case study was done in the rural community of Clarkson which lies at the foot of the Tsitsikamma Mountains in the Eastern Cape, South Africa. Rural communities gathered and developed local wisdom on the natural resources around them. The study shows that in the past, life in Clarkson was characterised by such shared wisdom, an abundance of natural resources, as well as strong community cohesion. With the advent of modern lifestyles community cohesion and practices were disrupted and today, people living in Clarkson are less dependent on each other and on local resources. This study suggests that some of the past wisdom, community knowledge, practices and skills that existed for ages in Clarkson, can still be useful today in the context of environmental sustainability. The incorporation of this knowledge into the new outcomes-based education curriculum in South Africa and the local school curriculum, is explored.

Programmes designed for the pre-service education of secondary school geography teachers reflect the assumptions held by programme designers regarding the nature of education, teaching in general and geography teaching in particular. The general practice is that in universities, individual method lecturers design their programmes and in colleges within a department of education the programmes are centrally planned. Each programme focuses on a specific context. This, together with the autonomy enjoyed by university method lecturers in designing their courses, has resulted in the variations found in geography teacher education programmes. The evidence of this is found in the structure and duration of courses, the course content, the strategies used to educate teachers and the way in which the course is evaluated. This thesis is an attempt to establish consensus and divergence in pre-service education programmes for secondary school geography teachers regarding their organisation, specific knowledge imparted to student teachers; skills, values and attitudes developed. The pre-service education of secondary school geography teachers in South Africa is revealed in an analysis of views held by method lecturers, practising teachers in secondary schools, and student teachers and an analysis of course outlines , teaching practice assessment forms and geography method examination papers. Conclusions are drawn and recommendations made for improving the initial education of secondary school geography teachers in Transkei